This session provides an accessible introduction to the principles and practice of measuring latent traits in STEM studies as well as their implementation in common statistical software. Presenters first outline the motivation for latent traits and the practical challenges to measuring them in STEM studies. They then introduce case studies focused on measuring several different types of latent constructs associated with STEM education in different contextual settings.

This topical session (1.5 hours) explores how teacher educators have used technological tools in teacher education to support broader participation by students in STEM classrooms. The session unfolds in four parts.

Researchers agree that scientific concepts do not stand alone and are meaningless if they are introduced as isolated facts. Instead, they suggest that science concepts be taught by engaging in the process of science (French, 2004; Gelman & Brenneman; 2004; Yoon & Onchwari; 2006). This science-as-practice approach is especially appropriate in early childhood.

This interactive session helps all participants view their work in an important new light. Through a combination of presentation and active discussion, participants investigate several ways that data science education (DSE) can be integrated into STEM learning, and work together to answer driving questions about how DSE looks and feels in practice. Specifically, presenters (1) increase awareness of the importance of DSE, (2) help participants understand how DSE intersects with their work, and (3) expand views on data use in STEM learning to involve DSE contexts.

The education system is rapidly changing due to three emerging forces: traditional minority groups are now the majority; standards in STEM and computer science are academically rigorous; and technological innovations are advancing fast. The NSF 10 Big Ideas provide the vision for harnessing these emerging forces. This framing plenary presentation will address the necessity and urgency for the NSF DRK–12 and STEM+C communities to capitalize on intersections of the three domains of broadening participation, STEM and computer science disciplines, and technological innovations in education.