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What Should We Investigate? Using a Classroom Decomposition Chamber to Support the Development of Investigation Questions
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In this article, we describe how we use classroom phenomena to help fifth grade students develop testable questions and productive investigations. Engaging students in observing and seeking to explain a classroom…
Employing Automatic Analysis Tools Aligned to Learning Progressions to Assess Knowledge Application and Support Learning in STEM
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We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and…
What Distinguishes Students’ Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts
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Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected…
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Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are…
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
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This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience…
STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023
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This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature…
Expanding Uses of the STEM Observation Protocol (STEM-OP): Secondary Science Teachers’ Reflections on Integrated STEM Practice
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There are few guidelines related to how to implement integrated STEM education in the K-12 science classroom. It is important that teachers have opportunities to reflect on integrated STEM instruction when implemented so…
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A teacher’s working context is an important factor in how they make sense of and enact curriculum. Understanding how external factors (e.g. state and/or district policies, school cultural norms) interplay with teachers’…
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Science and engineering offer ways to maintain the thermal comfort of our homes while minimizing impacts on the environment. This article introduces the Energy-Plus House Design Project, an NGSS-aligned curriculum unit…
Integrating Math and Science Through Engineering: Illustrative Examples from Curricula Implementation in Middle School Engineering Classrooms
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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…
Culturally and Linguistically Sustaining Formative Assessment in Science and Engineering: Highlighting Multilingual Girls’ Linguistic, Epistemic, and Spatial Brilliances
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This study advances understandings of formative assessment by introducing the Culturally and Linguistically Sustaining Formative Assessment (CLSA) framework, grounded in relational and embodied perspectives and culturally…
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For the promotion of youth voice to be successful, out-of-school-time (OST) program facilitators and classroom teachers need a common understanding of what quality looks and sounds like and support for implementing higher-…
Re-examining the Relationship Between Three-Dimensional Science and Engineering Knowledge and Student Interest: A Mixed Methods Study
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Now more than ever, the world needs citizens comfortable with interdisciplinary problem- solving in Science, Technology, Engineering, and Mathematics (STEM) to address global environmental and health challenges, including…
The Role of Discrimination and Barriers in the Perceptions of Adolescents With and Without Disabilities of STEM Classes and Jobs
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In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing…
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Enacting reform-oriented, phenomenon-based instruction provides us an opportunity to more equitably teach science. Particularly, our teaching can be stronger when we elicit, notice and then use all students’ ideas and…
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This article describes a middle school energy literacy unit that uses green building science to uncover the important ways in which energy flows between natural and built environments. The place-based unit employs the…
Solarizing Your School: Engineering Design in Students’ Authentic Epistemic Practices of Adopting Renewable Energy
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Engineering design has been widely implemented in K-12 curricula to cultivate future workforce. In this study, seventh-grade students participated in the Solarizing Your School curriculum, an action-oriented…
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Historically, children with moderate to severe intellectual disabilities (ID) and extensive support needs (ESN; individuals who require ongoing, intensive assistance in many areas of life) have been largely excluded from…
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Answering questions and solving problems are critical skills that affect the quality of life for all people. The content areas of science and engineering traditionally and most directly address the processes of inquiry and…
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Project Bees is a NSF DRK-12 three-year project with the goal of focusing on teachers' development of engineering practices, including how teachers support their students' development of engineering-focused behaviors and…
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This study captures the experiences of rural teachers with a large-scale online professional learning (PL) program for teaching science and engineering in their contexts and suggests guidelines for designing effective…
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In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes…
Pathways into the CTE Teaching Profession: A Descriptive Analysis of Degrees, Licenses, and Race in Maryland
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Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession…
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This presentation, Developing Inclusive Engineering Education Opportunities, was given at the 2025 American Society for Engineering Education (ASEE) Annual Conference and Exposition in Montreal, Canada on June 23,…
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This presentation, Engineering in Action: Hands-On Strategies for Students with MSD, was given at the Jefferson County Public Schools (JCPS) 2025 Diverse Learners Institute in Louisville, KY on July 15, 2025…