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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.

Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design

Engineering design is a complex process which requires science, technology, engineering, and mathematic (STEM) knowledge. Students' self-regulation plays a critical role in interdisciplinary tasks. However, there is limited research investigating whether and how self-regulation leads to different learning outcomes among students in engineering design. This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

Author/Presenter: 
Juan Zheng
Wanli Xing
Gaoxia Zhu
Guanhua Chen
Henglv Zhao
Charles Xie
Lead Organization(s): 
Year: 
2019
Short Description: 
This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Author/Presenter: 
Mengxiao Zhu
Ou Lydia Liu
Hee-Sun Lee
Lead Organization(s): 
Year: 
2019
Short Description: 
This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter: 
Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp
Lead Organization(s): 
Year: 
2019
Short Description: 
This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter: 
CRIS Project Team
Lead Organization(s): 
Year: 
2019
Short Description: 
This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

STEM-focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.

Author/Presenter: 
Barbara Means
Haiwen Wang
Viki Young
Vanessa Peters
Sharon Lynch
Year: 
2016
Short Description: 
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.

Expanding STEM Opportunities Through Inclusive STEM Focused High Schools

Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline.

Author/Presenter: 
Barbara Means
Haiwen Wang
Xin Wei
Sharon Lynch
Vanessa Peters
Viki Young
Carrie Allen
Year: 
2017
Short Description: 
Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline.

Broadening Participation in STEM College Majors: Effects of Attending a STEM-focused High School

To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus.

Author/Presenter: 
Barbara Means
Emi Iwatani
Year: 
Short Description: 
To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college.

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter: 
Lama Z. Jaber
Elizabeth Hufnagel
Jennifer Radoff
Year: 
2019
Short Description: 
This article discusses supporting inquiry in an online learning environment.

Toward a theoretical structure to characterize early probabilistic thinking

The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

Author/Presenter: 
Randall E. Groth
Jathan W. Austin
Madeline Naumann
Megan Rickards
Lead Organization(s): 
Year: 
2019
Short Description: 
The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

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