Middle

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.

Understanding and Managing the Complexities in Situated Learning in Immersive Virtual Environments

Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning, immersive virtual environments have been explored by presenting problem contexts in vivid and interactive formats and enabling a variety of exploration activities. However, there are multiple challenges surrounding situated learning.

Author/Presenter

Minhong Wang

Chris Dede

Tina A. Grotzer

Juanjuan Chen

Lead Organization(s)
Year
2025
Short Description

Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning, immersive virtual environments have been explored by presenting problem contexts in vivid and interactive formats and enabling a variety of exploration activities. However, there are multiple challenges surrounding situated learning. The challenges can be caused by the complexities of real-world problems, the complexities in exploring real-world problems, and the complexities in reflecting on the exploration experience. This paper presents a conceptual framework outlining three types of complexities surrounding situated learning and six strategies for coping with these complexities.

NLP-Enabled Automated Assessment of Scientific Explanations: Towards Eliminating Linguistic Discrimination

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assessment of scientific essays based on writing features that are not considered normative such as subject-verb disagreement.

Author/Presenter

ChanMin Kim

Rebecca J. Passonneau

Eunseo Lee

Mahsa Sheikhi Karizaki

Dana Gnesdilow

Sadhana Puntambekar

Year
2025
Short Description

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination.

NLP-Enabled Automated Assessment of Scientific Explanations: Towards Eliminating Linguistic Discrimination

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination. Linguistic discrimination in this study was operationalized as unfair assessment of scientific essays based on writing features that are not considered normative such as subject-verb disagreement.

Author/Presenter

ChanMin Kim

Rebecca J. Passonneau

Eunseo Lee

Mahsa Sheikhi Karizaki

Dana Gnesdilow

Sadhana Puntambekar

Year
2025
Short Description

As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to automate assessment and provide feedback on middle school science writing without linguistic discrimination.

Integrating Math and Science Through Engineering: Illustrative Examples from Curricula Implementation in Middle School Engineering Classrooms

Engineering has emerged as a promising context for STEM integration in K-12 schools. In the previous decade, the field has seen an increase in curricular resources and pedagogical approaches that invite students to utilize mathematics and science as they engage in engineering practices. This Innovation to Practice paper highlights one effort to meaningfully integrate mathematics and science through engineering in middle school classrooms. The STEM-ID engineering course sequence consists of three 18-week middle school engineering courses.

Author/Presenter

Jessica Gale

Dyanne Baptiste Porter

Meltem Alemdar

Sunni Newton

Jasmine Choi

Abeera Rehmat

Roxanne Moore

Year
2025
Short Description

Engineering has emerged as a promising context for STEM integration in K-12 schools. In the previous decade, the field has seen an increase in curricular resources and pedagogical approaches that invite students to utilize mathematics and science as they engage in engineering practices. This Innovation to Practice paper highlights one effort to meaningfully integrate mathematics and science through engineering in middle school classrooms.

Integrating Community Assets, Place-based Learning, and Career Development Through Project-based Learning in Rural Settings

Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology, engineering, and mathematics (STEM) educators face unique challenges, including geographic isolation, limited resources, and reduced access to professional development opportunities, which can hinder the effective integration of career-oriented learning in the classroom.

Author/Presenter

DeNae Kizys

Christine Lotter

Lucas Perez

Rachel Gilreath

Dodie Limberg

Lead Organization(s)
Year
2025
Short Description

Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural science, technology, engineering, and mathematics (STEM) educators face unique challenges, including geographic isolation, limited resources, and reduced access to professional development opportunities, which can hinder the effective integration of career-oriented learning in the classroom. We addressed these challenges by implementing professional development in which school counselors and teachers collaborate to design PBL units aligned with rural community local needs and STEM careers.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.

A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14).

Author/Presenter

Sophie Grace King

Jonathan David Bostic

Toni A. May

Gregory E. Stone

Year
2025
Short Description

Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One aim of the present study was to explore the usability of a mathematics problem-solving test called the Problem Solving Measures–Computer-Adaptive Test (PSM-CAT) designed for grades six to eight students (ages 11–14). The second aim of this mixed-methods research was to unpack consequences of testing validity evidence related to the results and test interpretations, leveraging the voices of participants.