Abstract
With environmental issues increasing around the world, it is imperative to create environmentally active community members and education systems. High quality E-STEM (environment, science, technology, engineering, and mathematics) education can provide students a hands-on approach to learning about environmental issues and developing creative solutions (Connor et. al., 2013). Inequities exist in access to high quality E-STEM education. Mobile classrooms produce engaging lessons that can travel to schools to provide teachers with access to hands-on programs that enhance current classroom practices. This study employs a mixed method design to understand teachers’ perceptions of their own practice and how a mobile classroom program based in E-STEM education can support their students. In the summer of 2019, 210 K-12 teachers in Southwest Florida provided recommendations for a mobile classroom. The survey was broken into three main sections: teacher characteristics, experience with E-STEM, and perceptions of a mobile classroom. We found that regardless of teacher characteristics and school demographics that teachers would find the mobile classroom useful because it would provide enhanced resources, hands-on programming, and access to experts, tools, content, technology, and funding. Recommendations for the development of the mobile classroom include content related to Southwest Florida water quality issues, models of the local watershed, lab and sampling equipment, scientific technology, and hands-on activities that inspire stewardship.
