This session explores the kinds of work worth scaling (curriculum, instruction, assessment, professional development) and considers promising approaches for doing so.
Panelists examine the challenges and opportunities faced by STEM educators when balancing strong STEM pedagogy with specific strategies for students with learning disabilities.
(Moderator: Robert Ochsendorf)
For decades, the STEM education community has been moving toward modes of collaborative inquiry and social constructivism within rich and deep contexts for investigation. This includes situated learning models (e.g., cognitive apprenticeship) and student-centered learning in project-based learning environments. A primary focus in recent science education reform efforts encourages students and teachers to engage in more open inquiry and problem-solving practices that are inherent in the scientific discovery process.
The session details the measurement of latent constructs and provides practical training on the use of confirmatory factor analysis and latent trait models.
This session provides an accessible introduction to the principles and practice of measuring latent traits in STEM studies as well as their implementation in common statistical software. Presenters first outline the motivation for latent traits and the practical challenges to measuring them in STEM studies. They then introduce case studies focused on measuring several different types of latent constructs associated with STEM education in different contextual settings.
Presenters engage the audience in various theories and methods for discourse and interactional analysis, exploring the ways in which these approaches shape researchers’ claims.
Learn about technology for teacher education as presenters introduce the work of the LessonSketch R+D Fellows and online tools being used in practice-based teacher education.
This topical session (1.5 hours) explores how teacher educators have used technological tools in teacher education to support broader participation by students in STEM classrooms. The session unfolds in four parts.
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.
Neild discusses strategies for effective partnerships and collaborations between researchers and practitioners as well as promising mechanisms for communicating research findings to teachers and agency leadership in schools.
(Moderator: Karen King)
