By Sharon Ndubuisi
As the school year progresses, many teachers face a familiar challenge: how to keep students engaged in science once the early excitement has faded. By now textbooks have piled up, standards are looming large, and curiosity has dimmed. But what if the solution doesn’t require different assessments or an entirely new curriculum? What if the real shift comes from rethinking how we invite students to experience STEM in the first place?
I am a doctoral student in science education at Florida State University, where I work closely with pre-service teachers as they learn science teaching methods and design engaging lesson plans. My research focuses on STEM identity development among middle school girls of color. Across both informal and classroom-based settings, my work centers on supporting students and teachers in creating learning experiences that promote curiosity, participation, and equity in science.
Sharon Ndubuisi is a doctoral student in science education at Florida State University. She works with pre-service teachers and conducts research on STEM identity development in informal learning spaces, with a focus on helping students engage meaningfully with science.
