Core Ideas A project‐based learning approach involves public expression of meaningful topics. A middle school science class with a scientist–teacher partnership used this method. Students expressed more positive science attitudes and confidence than peers. Analysis of public letters on an energy project found complex argument construction. This approach may increase science engagement in science policy issues. Increasing scientific literacy through education is one way to promote awareness of current environmental challenges, and can be enhanced through project‐based learning (PBL), a pedagogical approach in which students explore authentic topics and demonstrate their learning publically. The National Science Foundation–funded GK–12 program at Iowa State University partnered doctoral‐level graduate students (fellows) with middle and high school science teachers. This study analyzed results from one such middle school partnership in Iowa, where a PBL approach was implemented. Classroom practices focused on local environmental case studies of energy development, water pollution, soil science, climate change, plant biology, and ecology. Results from a student survey (n = 101), following a year with the PBL curricula, revealed significantly more positive attitudes and greater levels of engagement and confidence in scientific material relative to GK–12 peers (n = 329). Publicly submitted student letters to a government agency responsible for approving an oil pipeline project were also analyzed for scientific themes and levels of comprehension (n = 65). Overall, 60% of students demonstrated the ability to construct arguments by citing specific data and scientific evidence in the letters, and also incorporated topics covered in previous units (4–5 themes addressed on average per letter). Results demonstrate that a PBL approach in a middle school science classroom is a method to stimulate attitudes, engagement, confidence, and comprehension in the study of environmental topics. Discussion follows about improving K–12 science education to enhance public understanding and engagement around environmental policy issues.

Symbi, Iowa's NSF GK12 program, is a partnership between Iowa State University and the Des Moines public school system in an effort to develop innovative and engaging STEM (Science, Technology, Engineering and Math) activities for middle school students. STEM graduate students are selected to serve as resident scientists or engineers and spend one full day each week throughout the academic school year in a middle school science classroom. These GK12 Fellows engage the students by providing inquiry-based learning experiences and authentic demonstrations, which bring relevance by relating the science curriculum to real world challenges. In addition, the Fellows serve as role models for STEM based occupations and encourage the students to develop the skill-sets they will need to be competitive in the 21st century global economy. Each Fellow's research background provides a unique venue for enhancing the classroom curricula. Here we present a case study showcasing the activities and interactions of Symbi GK12 Fellows in the classroom with implications for other partnerships between graduate students and middle schools. In this case study, the primary research focus of the author, a GK12 Fellow, is on materials science and engineering, a field completely absent from middle school curricula. By providing hands on demonstrations and reliable scientific expertise, 8 th grade students showed a significant increase in not only academic understanding but also in attitudes toward science and engineering related fields. These findings were supported through pre-and post-survey instruments, and student testimonies. These results suggest that middle school students benefit from the involvement of the resident engineer in the classroom.