This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.
A robotics-based curriculum offers numerous opportunities to enrich science, technology, engineering, and mathematics (STEM) education for students and enables teachers to integrate engineering and computing techniques into educational programs.
This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.
Rapid technological advances are dominating the evolution of world’s economy and increasingly influencing our daily lives. Even as such advances have greatly improved human living condition, a majority of people either lack the understanding of technology or frequently ignore it. While post-secondary science, technology, engineering, and math (STEM) education seeks to remedy this disconnect, its reach is limited because formal education ends for many students at the secondary level.
This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.
The persistent lack of diversity in STEM fields remains a serious challenge for U.S. global competitiveness. STEM jobs are growing 29% faster than any other U.S. sector. Yet, today, white men hold roughly 75% of all scientists and engineering jobs, despite making up only 26% of the total workforce. The cause of this diversity gap can be traced to our educational system, where girls and most children-of-color do not receive equitable public education due to high teacher attrition rates, which in turn affects access to well-trained teachers, and lack of school resources.
This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.
This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes. Robots are becoming increasingly ubiquitous in K-12 classroom in the United States and are used to improve student engagement, interactive learning, innovative thinking, collaboration, problem-solving skills, language learning, and achievement scores.
This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.
Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities.
Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.
Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics, especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies, graphing technologies include computer software such as simulations; online tools such as graph utilities; and sensors such as temperature probes. We characterize the assessments used to measure graphing.
In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.
We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making.
We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.
Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.
This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.
Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach.
This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.
