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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.

Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning

Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to teacher noticing and responsive teaching (N/RT) are closely aligned with theories foundational to culturally sustaining pedagogy (CSP).

Author/Presenter

Melissa J. Luna

Malayna Bernstein

Janet D. K. Walkoe

Lead Organization(s)
Year
2023
Short Description

Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths for understanding student resources, only some of which are described in the literature. In this article, we offer a conceptual model showing how the theoretical roots related to teacher noticing and responsive teaching (N/RT) are closely aligned with theories foundational to culturally sustaining pedagogy (CSP).

Policy Translation in Assemblage: Networked Actors Mediating Science Teachers’ Policy Play

Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play. Drawing on ethnographic methods and post-structural analytic tools, we identified four mediating actors: espoused practices, learning events, administrator relationships, and communities of practice.

Author/Presenter

Kathryn M. Bateman

Scott McDonald

Year
2023
Short Description

Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we examine how networked actors mediate teachers’ policy play.

Energy and Your Environment (EYE)

A 10-week, energy literacy curriculum unit for 6th grade students. Students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy, and how these energy sources are transformed and transferred from Earth systems to a school building to meet its daily energy requirements.

Author/Presenter

The EYE Team

Year
2023
Short Description

A 10-week, energy literacy curriculum unit for 6th grade students. Students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy, and how these energy sources are transformed and transferred from Earth systems to a school building to meet its daily energy requirements.

Energy and Your Environment (EYE)

A 10-week, energy literacy curriculum unit for 6th grade students. Students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy, and how these energy sources are transformed and transferred from Earth systems to a school building to meet its daily energy requirements.

Author/Presenter

The EYE Team

Year
2023
Short Description

A 10-week, energy literacy curriculum unit for 6th grade students. Students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy, and how these energy sources are transformed and transferred from Earth systems to a school building to meet its daily energy requirements.

Classroom-Based STEM Assessment: Contemporary Issues and Perspectives

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Author/Presenter

Christopher J. Harris, Eric Wiebe, Shuchi Grover, James W. Pellegrino, Eric Banilower, Arthur Baroody, Erin Furtak, Ryan “Seth” Jones, Leanne R. Ketterlin-Geller, Okhee Lee, Xiaoming Zhai

Year
2023
Short Description

This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms.

Myths, Mis- and Preconceptions of Artificial Intelligence: A Review of the Literature

Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies.

Author/Presenter

Arne Bewersdorff

Xiaoming Zhai

Jessica Roberts

Claudia Nerdel

Lead Organization(s)
Year
2023
Short Description

Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies.

ChatGPT for Next Generation Science Learning

This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials.

Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649

Author/Presenter
Xiaoming Zhai
Lead Organization(s)
Year
2023
Short Description

This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials.

A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning

When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student learning gains, and (3) teacher reflections on the value of the ECMs they used.

Author/Presenter

Trudi Lord

Hee-Sun Lee

Paul Horwitz

Sarah Pryputniewicz

Amy Pallant

Lead Organization(s)
Year
2023
Short Description

When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student learning gains, and (3) teacher reflections on the value of the ECMs they used.

Opportunities for Research within the Data Science Education Community

This webinar provided early career data science education researchers with information on the state of the field; tools, curricula, and other resources for researchers; and insight into funding opportunities and proposal development. Participants explore topics, research interests, and problems of practice in more depth in breakout rooms with session leaders.

Author/Presenter

Katherine Miller, Chad Dorsey, The Concord Consortium; Kirsten Daehler, Leti Perez, WestEd; Kayla DesPortes, New York University; Nicholas Horton, Amherst College; Seth Jones, Middle Tennessee State University; Josephine Louie, Education Development Center; Josh Rosenberg, University of Tennessee, Knoxville; David Weintrop, University of Maryland

Lead Organization(s)
Year
2023
Short Description

This webinar provided early career data science education researchers with information on the state of the field; tools, curricula, and other resources for researchers; and insight into funding opportunities and proposal development. Participants explore topics, research interests, and problems of practice in more depth in breakout rooms with session leaders.