Science

Using online telescopes to explore exoplanets from the physics classroom

Year: 
2012
Short Description: 
Authors present a suite of activities in which students apply basic physics concepts to their investigations of exoplanets. The activities were developed and successfully tested with physics and earth science teachers in secondary schools in 14 states.

Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills

Lead Organization(s): 
Year: 
2017
Short Description: 
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills.

What does it mean to notice my students’ ideas in science today?: An investigation of elementary teachers’ practice of noticing their students’ thinking in science

Efforts toward improving K-12 science education emphasize teachers noticing students’ thinking as they engage in disciplinary practices and reasoning. This noticing requires specialized teacher knowledge and skills as it involves attending to students’ ideas, as well as making sense of and responding to those ideas so that the disciplinary substance in them is recognized, made explicit, and supported.
Lead Organization(s): 
Year: 
2018
Short Description: 
An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.

#BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education

Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.

Author/Presenter: 
Terrell R. Morton
Eileen C. Parsons
Lead Organization(s): 
Year: 
2018
Short Description: 
In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
Resource Type: 
Publication

European Science Education Research Association 2019 ESERA Conference; Bologna, Italy

Event Date: 
Mon, 08/26/2019 - 12:00pm to Fri, 08/30/2019 - 12:00pm

To learn more, visit https://www.esera.org/news/esera-announcements/653-esera-conference-2019.

DRK-12 Presenters:

  • Christa Haverly*, Michigan State University

*Denotes CADRE Fellow or Fellows alumnus

Event Type: 
Discipline / Topic: 

Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings

High quality early childhood education and science, technology, engineering, and mathematics (STEM) learning have gained recognition as key levers in the progress toward high quality education for all students. STEM activities can be an effective platform for providing rich learning experiences that are accessible to dual language learners and students from all backgrounds. To do this well, teachers need professional development on how to integrate STEM into preschool curricula, and how to design experiences that support the dual language learners in the classroom.

Lead Organization(s): 
Year: 
2018
Short Description: 
In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.

Opportunities to Participate (OtP) in Science Survey: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools

The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms. Additionally, we examined whether and how opportunity gaps in science learning may exist across schools with different socioeconomic levels. The OtP in science survey consists of four dimensions that include acquiring foundational knowledge, planning an investigation, conducting an investigation, and using evidence to communicate findings.

Year: 
2018
Short Description: 
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.

Pages

Subscribe to Science