In this video conversation, listen to Dr. Rabiah Mayas and Dennis Schatz discuss the benefits and critical elements of programs that connect formal STEM education to the teaching and learning that happens in homes, communities, and informal institutions. They also consider the opportunities for the field, especially in the context of social justice movements and the COVID-19 pandemic.
In October 2015, a panel of big data analysts and educators convened in order to articulate the types of activities data-literate people engage in and envision how this might be taught in K-16 classrooms.
Despite the abundant and frequent calls for replication studies from research communities (e.g., Shavelson & Towne, 2002) and funding agencies (e.g., IES & NSF, 2013), the number of such studies remains stubbornly small. For example, in an analysis of all articles published since 1900 in the top 10 psychological journals, Makel, Plucker, and Hegarty (2012) found that less than 1% were replication studies.
As DRK-12 researchers conducting empirical studies of interventions in science education, the findings from our studies are important to multiple audiences. While the dissemination plan might be one of the last sections we write in our proposals, and one of the last pieces we consider during the timeline of a project, it is probably the most important activity we engage in.