It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency in scientific modeling. However, scoring student-drawn models is time-consuming and requires technical expertise. The recently released GPT-4V(ision) provides a unique opportunity to facilitate the automatic scoring of scientific models with its image classification capability.
Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency in scientific modeling. However, scoring student-drawn models is time-consuming and requires technical expertise. The recently released GPT-4V(ision) provides a unique opportunity to facilitate the automatic scoring of scientific models with its image classification capability.
This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can contribute to each phase of the 5E model: Engage, Explore, Explain, Elaborate, and Evaluate.
This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster reflection, design reasoning, and iterative thinking. Using qualitative content analysis of teacher interviews, this research investigates how LbE can contribute to each phase of the 5E model: Engage, Explore, Explain, Elaborate, and Evaluate.
Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate’s degree, reflecting state policies allowing trade/industry professional experience to substitute for higher degrees. Relatedly, CTE teachers are roughly twice as likely as non-CTE teachers to enter through alternative licensure pathways that bypass traditional teacher education (68% vs. 36%).
Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school diploma or associate’s degree, reflecting state policies allowing trade/industry professional experience to substitute for higher degrees.
Engineering design has been widely implemented in K-12 curricula to cultivate future workforce. In this study, seventh-grade students (N = 38) participated in the Solarizing Your School curriculum, an action-oriented program where they engaged in engineering design processes to tackle a real-world problem related to renewable energy adoption. The study sought to explore how students balanced constraints and criteria in engineering design.
Engineering design has been widely implemented in K-12 curricula to cultivate future workforce. In this study, seventh-grade students participated in the Solarizing Your School curriculum, an action-oriented program where they engaged in engineering design processes to tackle a real-world problem related to renewable energy adoption. The study sought to explore how students balanced constraints and criteria in engineering design.
Engineering design has been widely implemented in K-12 curricula to cultivate future workforce. In this study, seventh-grade students (N = 38) participated in the Solarizing Your School curriculum, an action-oriented program where they engaged in engineering design processes to tackle a real-world problem related to renewable energy adoption. The study sought to explore how students balanced constraints and criteria in engineering design.
Engineering design has been widely implemented in K-12 curricula to cultivate future workforce. In this study, seventh-grade students participated in the Solarizing Your School curriculum, an action-oriented program where they engaged in engineering design processes to tackle a real-world problem related to renewable energy adoption. The study sought to explore how students balanced constraints and criteria in engineering design.
In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers. Differences in students’ interest in enrolling in advanced STEM courses and having a STEM career were evaluated in a sample of 438 students with (24.9%) and without disabilities (Mage = 15.09, SD = .82) recruited from public high schools in Southeastern United States.
In STEM (science, technology, engineering, and math) fields, people with disabilities are underrepresented. This study aimed to determine what barriers might prevent students with and without disabilities from pursuing STEM careers.
Fostering youth voice means supporting young people in expressing their ideas, taking ownership of their learning, and engaging with their communities in meaningful and impactful ways. Out-of-school-time (OST) science, technology, engineering, and math (STEM) programs have long provided these opportunities, empowering youth to drive their learning forward and see themselves as active contributors to the world around them.
For the promotion of youth voice to be successful, out-of-school-time (OST) program facilitators and classroom teachers need a common understanding of what quality looks and sounds like and support for implementing higher-quality instructional strategies. For well over a decade, the Dimensions of Success (DoS) observation system has provided such support in OST settings and, more recently, in middle-grade classrooms. In this article, we first demonstrate how DoS defines quality Youth Voice in OST and classroom settings through four vignettes based on observations of grade 5–8 classrooms and OST program observations, then provide strategies for educators to promote higher-quality Youth Voice by building on youth ideas and encouraging decision-making that drives their STEM learning forward.
To learn more, visit https://www.sxswedu.com/.
To learn more, visit https://site.aace.org/conf/.
