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The Vermont STEM Leadership Institute (VSTEM) was designed to provide professional learning and leadership opportunities for K-12 educators teaching primarily in high-need schools. The fundamental premise of the program was to actively engage teachers in constructivist curriculum and pedagogy coupled with authentic scientific research experiences within the context of local environments or "places." This study investigated changes in content and pedagogical content knowledge that teachers exhibited in their science teaching practice over the course of their program participation. Data analysis revealed that teachers' science content knowledge and pedagogical content knowledge were enhanced by VSTEM program participation with moderate to strong indications about place-based education, project-based learning, and the importance of engaging students in authentic scientific research. The study found that participants learned new contentspecific teaching strategies and implemented standards-based units and lessons that aligned with constructivist theories of teaching and learning. [ABSTRACT FROM AUTHOR]

This article discusses how sixth through twelfth grade science teachers can engage their students in the design and implementation of sustainable energy projects as part of a unit of study on energy. The project challenges students to engage in an energy project that gives them the opportunity to make a difference in their local community and the world. Student projects include a project description, an approved protocol, project design, community experts as a resource, and a discussion of obstacles and problems. [ABSTRACT FROM AUTHOR]