21st Century Skills

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction.

Author/Presenter

Khomson Keratithamkul

Benny Mart Hiwatig

Feng Li

Year
2021
Short Description

This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms.

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction.

Author/Presenter

Khomson Keratithamkul

Benny Mart Hiwatig

Feng Li

Year
2021
Short Description

This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms.

Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education

Understanding teachers’ conceptions surrounding integrated STEM education is vital to the successful implementation of integrated STEM curricula in K-12 classrooms. Of particular interest is understanding how teachers conceptualize the role of the STEM disciplines within their integrated STEM teaching. Further, despite knowing that content-agnostic characteristics of integrated STEM education are important, little is known about how teachers conceptualize the real-world problems, 21st century skills, and the promotion of STEM careers in their integrated STEM instruction.

Author/Presenter

Khomson Keratithamkul

Benny Mart Hiwatig

Feng Li

Year
2021
Short Description

This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms.

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter

Stephanie M. Stehle

Erin E. Peters-Burton

Lead Organization(s)
Year
2019
Short Description

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

National Survey on Supporting Struggling Mathematics Learners in the Middle Grades: Executive Summary

This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. The survey was conducted as part of the Strengthening Mathematics Intervention project, which was funded by the National Science Foundation. This executive summary describes the key results from schools across the United States, highlighting the national landscape of mathematics intervention (MI) classes.

Author/Presenter

Amy R. Brodesky

Jacqueline S. Zweig

Karen Karp

Emily R. Fagan

Linda Hirsch

Year
2018
Short Description

This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. T

Teachers Extending Their Knowledge in Online Collaborative Learning Environments: Opportunities and Challenges

STEM Categorization
Day
Fri

Join two projects to discuss the challenges and opportunities afforded through online environments for providing professional development and supporting classroom implementation of mathematical practices.

Date/Time
-

Teams of researchers from Drexel University, Rutgers University, University of Missouri, and the Math Forum have been investigating online environments for math education and math teacher professional learning communities. The Virtual Math Teams project has developed a synchronous, multi-user GeoGebra implementation and studies the learning of small groups as well as the preparation of teachers to facilitate this learning.

Session Types

Leveraging Open Source Tools across NSF-funded Projects: Partnerships, Integration Models, and Developer Communities

STEM Categorization
Day
Fri

Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.

Date/Time
-
Session Materials

Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.

Objectives: That participants

Session Types

Perspectives on Solution Diversity and Divergent Thinking in K–12 Engineering Design Learning Experiences

STEM Categorization
Day
Thu

Consider multiple approaches to valuing, supporting, and studying the diversity of students’ solutions to design problems through poster presentations and small-group discussion.

Date/Time
-

“Solution diversity” has been proposed as one key characteristic that distinguishes engineering design from other disciplinary pursuits. Engineering designers recognize that for any design problem, there will be multiple acceptable solutions, and informed designers have been found to strive for “idea fluency” through divergent thinking techniques that assist them in exploring the design space (Crismond & Adams, 2012).

Session Types

Navigating to NGSS Success: Identifying a Research Agenda

Day
Wed

Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.

Date/Time
-
2014 Session Types
Collaborative Panel Session

The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.