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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.

Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice During Coaching Cycles

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Author/Presenter

Julie M. Amador

Ryan Gillespie

Jennifer Kruger

Adam Hanan

Jeffrey Choppin

Kenley Ritter

Year
2025
Short Description

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Lifting Noticing: Critical Events That Mathematics Teacher Educators Notice During Coaching Cycles

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Author/Presenter

Julie M. Amador

Ryan Gillespie

Jennifer Kruger

Adam Hanan

Jeffrey Choppin

Kenley Ritter

Year
2025
Short Description

Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the characteristics of distinguished coach noticing, meaning the noticing we would hope those coaching would attain to support teachers. We interviewed 29 mathematics teacher educators in two different experience groups and asked them to respond to vignettes of coach–teacher interactions.

Individual Awareness to Systemic Action: Expanding Students’ Project with Civic Action Matrix

Despite a growing effort to integrate students’ civic action projects into science and engineering curricula that address climate change and environmental justice, there are few frameworks that guide teachers and students to make well-informed decisions and actions towards a more just and sustainable future. This article presents a tool, Civic Action Matrix, that characterizes different types of students’ civic action projects.

Author/Presenter

Daniel Lieu

Nelly Tsai

Jessica Yett

Hosun Kang

Year
2025
Short Description

Despite a growing effort to integrate students’ civic action projects into science and engineering curricula that address climate change and environmental justice, there are few frameworks that guide teachers and students to make well-informed decisions and actions towards a more just and sustainable future. This article presents a tool, Civic Action Matrix, that characterizes different types of students’ civic action projects. The tool attends to two dimensions of activities that capture important aspects of learning–the development of student agency and understanding the complexity of climate and environmental issues.

Empowering Future Scientists: Mentors Employ Various Strategies to Engage Students in Professional Science Disciplinary Literacy Practices

Peer-review and publication are important parts of the scientific enterprise, and research has shown that engaging students in such scholarly practices helps build their sense of belonging and scientific identity. Yet, these disciplinary literacy skills and professional practices are often part of the hidden curriculum of science research, thus excluding students and others from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated even though students are participating in such activities.

Author/Presenter

Trisha Minocha

Tanya Bhagatwala

Gwendolyn Mirzoyan

Gary McDowell

Sarah C. Fankhauser

Lead Organization(s)
Year
2025
Short Description

Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and more, students are also engaging in professional practice of publishing their scientific research papers through dedicated secondary science journals. How teachers and other mentors support the development of professional disciplinary literacies in students is critical to understand as part of supporting more student participation in research.

Effective Strategies for Learning and Teaching in Times of Science Denial and Disinformation

The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public. Across the articles in this special issue, 10 pedagogical strategies to address mis- and disinformation in the classroom were synthesized.

Author/Presenter

K. C. Busch

Doug Lombardi

Year
2025
Short Description

The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in mitigating harm from untruthful information, strengthening trust in science, and fostering a more informed and critically engaged public.

Impact of an Adaptive Dialog that Uses Natural Language Processing to Detect Students’ Ideas and Guide Knowledge Integration

Author/Presenter

Gerard, L., Holtman, M., Riordan, B., & Linn, M. C.

Year
2025
Short Description

This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog. 

Impact of an Adaptive Dialog that Uses Natural Language Processing to Detect Students’ Ideas and Guide Knowledge Integration

Author/Presenter

Gerard, L., Holtman, M., Riordan, B., & Linn, M. C.

Year
2025
Short Description

This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog. 

Contextual Resources Supporting the Co-evolution of Teachers' Collective Inquiry and Classroom Practice After the Grant Ended

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations.

Author/Presenter

Soo-Yean Shim

Jessica Thompson

Lead Organization(s)
Year
2024
Short Description

We explored how various contextual resources accumulated over multiple years operated together to facilitate a team of high school teachers' sustained and agentive learning after a 4-year research–practice partnership (RPP) grant concluded. Specifically, we examined constellations of resources that promoted the co-evolution of the teachers' collective inquiry in the professional learning community (PLC) and classroom instruction, focused on supporting students' scientific explanations.

Using Artificial Intelligence Teaching Assistants to Guide Students in Solar Energy Engineering Design

Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19 and beyond. We present Aladdin, a web-based computer-aided design (CAD) platform for engineering design with a built-in artificial intelligence teaching assistant (AITA).

Author/Presenter

Shannon Sung

Xiaotong Ding

Rundong Jiang

Elena Sereiviene

Dylan Bulseco

Charles Xie

Year
2024
Short Description

Engineering projects, such as designing a solar farm that converts solar radiation shined on the Earth into electricity, engage students in addressing real-world challenges by learning and applying geoscience knowledge. To improve their designs, students benefit from frequent and informative feedback as they iterate. However, teacher attention may be limited or inadequate, both during COVID-19 and beyond. We present Aladdin, a web-based computer-aided design (CAD) platform for engineering design with a built-in artificial intelligence teaching assistant (AITA). We also present two curriculum units (Solar Energy Science and Solar Farm Design), where students explore the Sun-Earth relationship and optimize the energy output and yearly profit of a solar farm with the help of the AITA.