Technology

Background Inclusive STEM (traditionally known to stand for “Science, Technology, Engineering, and Math”) high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and scale successful models. We addressed this problem by working with inclusive STEM high school leaders and stakeholders to articulate and understand their intended school models.

In formative assessment, constructed response questions are typically used for scientific argumentation, but students seldom receive timely feedback while answering these questions. The development of natural language processing (NLP) techniques makes it possible for the researchers using an automated scoring engine to provide real-time feedback to students. As is true for any new technology, it is still unclear how automated scoring and feedback may impact learning in scientific  argumentation.

The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.

Systems are a natural part of our world—from the smallest chemical system to the Earth's climate system. The Framework for K-12 Science Education and the Next Generation Science Standards identify systems and system models as one of the crosscutting concepts, and developing and using models as one of the science and engineering practices. However, students do not naturally engage in systems thinking or in building models to make sense of phenomena, and there are few easily accessible tools designed specifically for students to construct models.

Systems are a natural part of our world—from the smallest chemical system to the Earth's climate system. The Framework for K-12 Science Education and the Next Generation Science Standards identify systems and system models as one of the crosscutting concepts, and developing and using models as one of the science and engineering practices. However, students do not naturally engage in systems thinking or in building models to make sense of phenomena, and there are few easily accessible tools designed specifically for students to construct models.

Sprout Pro was developed as a new kind of all-in-one computer that enables students to make, design, and customize the world around them. This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity. Through this handbook you will learn how Sprout Pro can enhance educational experiences; support the development of collaboration, communication, and critical thinking skills; improve digital literacy; and empower the imagination of your students.

No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.

Lucadamo, K. (2016, September 6). Can All Students Succeed at Science and Tec High Schools? U.S News Report. Retrieved from http://www.usnews.com/news/articles/2016-09-26/can-all-students-succeed….

Researchers and educators agree: Children demonstrate a clear readiness to engage in science, technology, engineering, and math (STEM) learning early in life. And, just as with language and literacy, STEM education should start early in order to maximize its benefits and effectiveness. So why is STEM not woven more seamlessly into early childhood education? What can we do – in the classroom, in homes, in museums, in research labs, and in the halls of legislating bodies – to ensure that all young children have access to high-quality STEM learning early in life?

This report gives an overview of a principled approach to designing assessment tasks that can generate valid evidence of students’ abilities to think computationally. Principled assessment means designing assessment tasks to measure important knowledge and practices by specifying chains of evidence that can be traced from what students do (observable behaviors) to claims about what they know.

This paper traces the research-design-develop-test cycle of a haptically-enhanced science simulation designed to teach upper-elementary students core ideas about matter, phase change, and the role of intermolecular forces. We describe our focus group work, usability testing, and small-scale pilot testing. We also detail the technical work behind the creation of our simulation.