Elementary

Creating Inclusive PreK–12 STEM Learning Environments

Brief CoverBroadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce.

Author/Presenter

Malcom Butler

Cory Buxton

Odis Johnson Jr.

Leanne Ketterlin-Geller

Catherine McCulloch

Natalie Nielsen

Arthur Powell

Year
2018
Short Description

This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.

Improving Prekindergarten and Elementary Science Teaching: A Synthesis of Recent DRK-12 Program Investment in This Field

This review synthesized insights from 25 NSF DRK-12 projects that studied prekindergarten (PreK) and elementary science teaching. This review covered 25 of the 27 projects funded between 2011 and 2015. We synthesized the empirical findings from interventions in four common areas: preservice PreK and elementary preparation programs, in-service teacher professional development, instructional materials for PreK and elementary teachers, and strategies for diverse learners. Many of these projects studied interventions in more than one of the common areas.

Author/Presenter

Danielle Ferguson

Isabella Pinerua

Dean Gerdeman

Year
2022
Short Description

This review synthesized insights from 25 NSF DRK-12 projects that studied prekindergarten (PreK) and elementary science teaching. This review covered 25 of the 27 projects funded between 2011 and 2015. We synthesized the empirical findings from interventions in four common areas: preservice PreK and elementary preparation programs, in-service teacher professional development, instructional materials for PreK and elementary teachers, and strategies for diverse learners. Many of these projects studied interventions in more than one of the common areas. Researchers found that DRK-12 projects showed promise in increasing preservice and in-service teachers’ self-efficacy and pedagogical content knowledge and students’ science content knowledge.

Beginning School-University Partnerships for Transformative Social Change in Science Education: Narratives From The Field

These narratives explore what it might entail to begin school–university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school–university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the objective to promote new and more just forms of science learning within public schools.

Author/Presenter

Hosun Kang

María González-Howard

Year
2022
Short Description

These narratives explore what it might entail to begin school–university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school–university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the objective to promote new and more just forms of science learning within public schools. In this article, we use three key dimensions of participatory design research (namely, critical historicity, power, and relationality) as analytical lenses through which to reflect upon school–university partnerships that we are in the beginning stages of forming.

Science Education and the Learning Sciences: A Coevolutionary Connection

In this chapter, we argue that the learning sciences and science education have coevolved, a co-evolution that began with the emergence of the learning sciences in the 1990s and that continues today. Our chapter begins with a discussion of four areas of educational scholarship in which the learning sciences and science education have worked in mutually beneficial ways to shape each other’s scholarship, resulting in advantageous outcomes for both fields.

Author/Presenter

Nancy Butler Songer

Yael Kali

Lead Organization(s)
Year
2022
Short Description

In this chapter, we argue that the learning sciences and science education have coevolved, a co-evolution that began with the emergence of the learning sciences in the 1990s and that continues today.

What's In a Wave? Using Modeling and Computational Thinking to Enhance Students' Understanding of Waves

Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength. To support students’ learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure.

Author/Presenter

Patrick Enderle

Natalie King

Lauren Margulieux

Lead Organization(s)
Year
2021
Short Description

Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength. To support students’ learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure. To enhance this experience, some teachers employ readily available simulations from trusted websites, such as PhET or Netlogo. Digital resources are valuable tools that teachers can use to support students’ science understanding through manipulating elements of digitally constructed scientific models. These approaches to teaching promote students’ engagement in the practice of designing (drawing a wave) and using scientific models (working with a simulation). To expand upon these resources, we developed a series of instructional activities that deepen students’ conceptual understanding of waves by engaging in computational thinking while developing and using scientific and mathematical models.

Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Author/Presenter

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

NARST presentation on instructional decision making to improve argumentation in science.

Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Author/Presenter

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

NARST presentation on instructional decision making to improve argumentation in science.

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Matthew Wilsey

Coralie Delhaye

Melissa Collins

Sara Allan

Emily Reigh

Hilda Borko

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Matthew Wilsey

Coralie Delhaye

Melissa Collins

Sara Allan

Emily Reigh

Hilda Borko

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19

Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Coralie Delhaye

Hilda Borko

Matthew Wilsey

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA symposium presentation on accessible distance learning in science during COVID.