Presenters engage the audience in various theories and methods for discourse and interactional analysis, exploring the ways in which these approaches shape researchers’ claims.
This session invites participants to discuss which science practices align with the abilities of young children and what supports young children need to engage in those practices.
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.
Hear from four projects grappling with what it means to engage learners in data science, both integrated into STEM subjects and stand-alone, and discuss the potential challenges.
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 framing plenary presentation addresses the necessity and urgency for the NSF DRK–12 and STEM+C communities to capitalize on intersections or the nexus of the three domains of broadening participation, STEM+C disciplines, and technological innovations.
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.
Learn about the STEM+Computing funding program and its relationship to NSF’s Big Ideas (specifically, interdisciplinary Convergence and Work at the Human Technology Frontier), and network with other STEM+C awardees.
This session focuses on the priorities and interests of CAREER awardees, including topics such as efficacy and effectiveness studies of STEM interventions in field settings, linking theories of change to variable selection, measure development, case studies, and other topics chosen by the participants.
CADRE Fellows and invited postdocs receive an orientation to the DRK–12 proposal review process and engage in a mock review led by an NSF program director.
Using practical training and STEM study examples, presenters provide training on planning efficient and effective impact studies in multilevel settings.
The purpose of this session is to train researchers in how to plan efficient and effective studies in multilevel settings (e.g., students nested within classrooms and schools) using several common designs.
Consider methods and challenges associated with supporting upper elementary teachers’ implementation of NGSS-based classroom interventions in this structured poster session.
In this structured poster session, a set of projects will present and discuss resources, models, and tools (RMTs) designed to support upper elementary teachers to implement an array of curricular and instructional interventions reflecting diverse disciplinary concepts and practices embodied in NGSS. The session aims to provide a forum for exploring diverse approaches to improving science in 3rd-5th-grade classrooms and engage in discussion about how these ideas can advance systemic efforts to support quality science instruction and student learning.
Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.
Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.
Objectives: That participants
