A Collaborative K-12 STEM Education Framework Using Traffic Flow as a Real-world Challenge Problem

Effective science, technology, engineering and mathematics (STEM) education can be better supported by teaching tools that promote critical thinking and modalities that situate learning in the context of real-world problems. This is emphasized in the next generation science standards (NGSS) for high school engineering, where students are expected to engage with the global issues at the interface of science, technology, society and environment [4] . Study of traffic flow patterns is one such real-world problem domain that can stimulate student interest in STEM domains. To scaffold students’ modeling and analysis of traffic flow, we have developed a suite of intuitive, easy-to-use and grade-appropriate tools that link problem solving to fundamental STEM concepts, and provide input and output interfaces to more complex and scaled up traffic simulation systems. We have developed a first prototype of the system, called C 3 STEM (Challenge-based Community-centered Collaborative STEM learning environment) for ubiquitous learning in the classroom and outside. We evaluated an initial prototype of our system by introducing it to two groups of students. The first group of seven 10 th and 11 th grade students from a local Nashville High School, pursuing an Engineering track in their high school curriculum, worked on problems that combined math and science concepts. Using various components of our framework, the students first enhanced their knowledge of physics (Newton’s laws) and mathematics (elementary calculus) and applied them to solve engineering problems related to reducing traffic congestion and maximizing vehicular throughput by traffic signal programming while experimenting with ranges of transportation parameters. The second group, nine middle school students attending a science summer camp in Chattanooga, TN, focused on the kinematics concepts associated with modeling traffic flow. Feedback from the students is helping us enhance the tool capabilities for use in a STEM curriculum at two high schools in summer and fall, 2014.