High

Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts. This study investigated how 99 high school students applied science concepts to solarize their school using a computer-aided engineering design software, aiming to explore the interaction between students’ science concepts and engineering design behaviors.

Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design artifacts. This study investigated how 99 high school students applied science concepts to solarize their school using a computer-aided engineering design software, aiming to explore the interaction between students’ science concepts and engineering design behaviors.

This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks.

We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and assessment design helps foster students’ ability to apply content and practices to explain phenomena, which reflects deeper science understanding. To measure the progress along these LPs, performance assessments combining elements of disciplinary ideas, crosscutting concepts and practices are needed. However, these tasks are time-consuming and expensive to score and provide feedback for. Artificial intelligence (AI) allows to validate the LPs and evaluate performance assessments for many students quickly and efficiently.

In the decade following the release of the Next-Generation Science Standards in the United States, many efforts have occurred to reform K-12 science teaching. While not all states have adopted NGSS, 48 of 50 have adopted standards that are consistent with the underlying philosophy and research base of NGSS: three-dimensional (3D) science. This scoping review explores the research activity on classroom implementation of 3D Science in secondary schools in the US.

Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of practitioners and students of practice. While MTE are increasingly utilizing designed multimodal representations of practice (such as storyboards), theoretical frameworks and methods for analyzing these pedagogical artifacts and the meanings they support are still in early development. We utilize a semiotic framework, expanding systemic functional linguistics to encompass non-linguistic elements, to identify aspects of what we call navigational expertise—which supports PTs in engaging both as practitioners and students of the practice.

This paper describes how plate tectonics and rock genesis, two topics that are typically addressed separately in secondary Earth science classes, can be taught together as an integrated system.

Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating students to consider STEM-related careers. While prior studies have examined the relationship between specific iSTEM activities or curricula and changes in student attitudes, research is lacking on how the aspects of iSTEM are operationalized and their influence on shifts in student attitudes towards STEM, especially when considering the role of demographic factors. Addressing this gap, our study applied multilevel modeling to analyze how different iSTEM aspects and demographic variables predict changes in student attitudes.

Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating students to consider STEM-related careers. While prior studies have examined the relationship between specific iSTEM activities or curricula and changes in student attitudes, research is lacking on how the aspects of iSTEM are operationalized and their influence on shifts in student attitudes towards STEM, especially when considering the role of demographic factors. Addressing this gap, our study applied multilevel modeling to analyze how different iSTEM aspects and demographic variables predict changes in student attitudes.

Integrated STEM education (iSTEM) is recognized for its potential to improve students’ scientific and mathematical knowledge, as well as to nurture positive attitudes toward STEM, which are essential for motivating students to consider STEM-related careers. While prior studies have examined the relationship between specific iSTEM activities or curricula and changes in student attitudes, research is lacking on how the aspects of iSTEM are operationalized and their influence on shifts in student attitudes towards STEM, especially when considering the role of demographic factors. Addressing this gap, our study applied multilevel modeling to analyze how different iSTEM aspects and demographic variables predict changes in student attitudes.