Student Attitudes/Beliefs

Supporting Secondary Students’ Understanding of Earth’s Climate System and Global Climate Change Using EzGCM: A Cross-Sectional Study

Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards (NGSS Lead States, 2013).

Author/Presenter

Silvia-Jessica Mostacedo-Marasovic

Amanda A. Olsen

Cory T. Forbes

Year
2023
Short Description

Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards. In this cross-sectional study, we investigated secondary students’ evidence-based reasoning about GCC grounded in a curricular intervention involving the use of a data-driven, computer-based global climate model—EzGCM—over 3 years with four teachers who adapted the module in their own courses.

Supporting Secondary Students’ Understanding of Earth’s Climate System and Global Climate Change Using EzGCM: A Cross-Sectional Study

Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards (NGSS Lead States, 2013).

Author/Presenter

Silvia-Jessica Mostacedo-Marasovic

Amanda A. Olsen

Cory T. Forbes

Year
2023
Short Description

Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards. In this cross-sectional study, we investigated secondary students’ evidence-based reasoning about GCC grounded in a curricular intervention involving the use of a data-driven, computer-based global climate model—EzGCM—over 3 years with four teachers who adapted the module in their own courses.

Student Outcomes of Teaching About Socio-scientific Issues in Secondary Science Classrooms: Applications of EzGCM

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment.

Author/Presenter

Kimberly Carroll Steward

David Gosselin

Mark Chandler

Cory T. Forbes

Year
2023
Short Description

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment. Here, we present the findings from the 2020–2021 school year pre-/post-implementation of a 3-week, model-based climate education curriculum module (EzGCM).

Student Outcomes of Teaching About Socio-scientific Issues in Secondary Science Classrooms: Applications of EzGCM

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment.

Author/Presenter

Kimberly Carroll Steward

David Gosselin

Mark Chandler

Cory T. Forbes

Year
2023
Short Description

Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment. Here, we present the findings from the 2020–2021 school year pre-/post-implementation of a 3-week, model-based climate education curriculum module (EzGCM).

‘Me Hizo Sentir Como Científica’: The Expressed Science Identities of Multilingual Learners in High School Biology Classrooms

To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms. Data from semi structured interviews were analysed through qualitative coding methods.

Author/Presenter

Molly M. Staggs

Julie C. Brown

Lead Organization(s)
Year
2023
Short Description

Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms.

COVID-19 as a Magnifying Glass: Exploring the Importance of Relationships as Education Students Learn and Teach Robotics via Zoom

Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.

Author/Presenter

Jennifer Kidd

Krishnanand Kaipa

Kristie Gutierrez

Min Jung Lee

Pilar Pazos

Stacie I. Ringleb

Lead Organization(s)
Year
2022
Short Description

Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.

Engaging Young Scholars in Science Through Publication: A Survey Analysis of Published Middle and High School Authors

Young researchers are often excluded from the scholarly processes of peer-review and publication, which are cornerstones of scholarly work. The Journal of Emerging Investigators is an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer-review and publication process of their scientific articles. Following peer-review and publication, students report gains in their confidence and self-efficacy in science, and increased feelings of identity and belonging in science.

Author/Presenter

Kari A. Mattison

Andrea R. Merchak

Scott T. Wieman

Stephanie Zimmer

Sarah C. Fankhauser

Lead Organization(s)
Year
2022
Short Description

Young researchers are often excluded from the scholarly processes of peer-review and publication, which are cornerstones of scholarly work. The Journal of Emerging Investigators is an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer-review and publication process of their scientific articles. Following peer-review and publication, students report gains in their confidence and self-efficacy in science, and increased feelings of identity and belonging in science.

Young Philosophers: Fifth-Grade Students Animating the Concept of Space

In many schools across the world, students experience mathematical concepts as ideas empty of wisdom and possibility. In this paper the authors analyze a philosophical conversation in which fifth-grade students were caught up in the animacy of the concept of space. Challenging the common view of mathematics as dealing with absolute truths and certainty, these students, the materials, and the concept itself formed dynamic assemblages that, through movement and the senses reanimated philosophical considerations regarding the concept of space.

Author/Presenter

Higinio Dominguez

Sofía Abreu

Melvin Peralta

Lead Organization(s)
Year
2023
Short Description

In many schools across the world, students experience mathematical concepts as ideas empty of wisdom and possibility. In this paper the authors analyze a philosophical conversation in which fifth-grade students were caught up in the animacy of the concept of space. Challenging the common view of mathematics as dealing with absolute truths and certainty, these students, the materials, and the concept itself formed dynamic assemblages that, through movement and the senses reanimated philosophical considerations regarding the concept of space.

Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study

A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and the demographic characteristics that impact achievement in STEM. This longitudinal study followed a diverse group of 245 middle school students from sixth grade to eighth grade. Students in two cohorts, cohort I and cohort II, participated in three different integrated STEM units during middle school, one in each grade level.

Author/Presenter

S. Selcen Guzey

Weiling Li

Lead Organization(s)
Year
2022
Short Description

A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and the demographic characteristics that impact achievement in STEM.

Narrative Characteristics of Captivating Secondary Mathematics Lessons

Why do some mathematics lessons captivate high school students and others not? This study explores this question by comparing how the content unfolds in the lessons that students rated highest with respect to their aesthetic affordances (e.g., using terms like “intriguing,” “surprising”) with those the same students rated lowest with respect to their aesthetic affordances (e.g., “just ok,” “dull”). Using a framework that interprets the unfolding content across a lesson as a mathematical story, we examine how some lessons can provoke curiosity or enable surprise.

Author/Presenter

Leslie Dietiker

Rashmi Singh

Meghan Riling

Hector I. Nieves

Erin Barno

Lead Organization(s)
Year
2022
Short Description

Why do some mathematics lessons captivate high school students and others not? This study explores this question by comparing how the content unfolds in the lessons that students rated highest with respect to their aesthetic affordances (e.g., using terms like “intriguing,” “surprising”) with those the same students rated lowest with respect to their aesthetic affordances (e.g., “just ok,” “dull”). Using a framework that interprets the unfolding content across a lesson as a mathematical story, we examine how some lessons can provoke curiosity or enable surprise.