Elementary

Usable STEM Knowledge for Tomorrow’s STEM Problems

We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions.

Songer, N. B. (2023). Usable STEM knowledge for tomorrow’s STEM problems. Open Access Government. January 2023, pp.294-295. https://doi.org/10.56367/OAG-037-10193

Author/Presenter

Nancy Songer

Lead Organization(s)
Year
2023
Short Description

We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions.

Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Author/Presenter

Sania Zahra Zaidi

Samuel Arnold

Elizabeth M. Lehman

Carla Strickland

Year
2022
Short Description

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

Author/Presenter

Sania Zahra Zaidi

Samuel Arnold

Elizabeth M. Lehman

Carla Strickland

Year
2022
Short Description

Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons.

Author/Presenter

Elizabeth N. Forde

Latanya Robinson

Joshua A. Ellis

Emily A. Dare

Year
2023
Short Description

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction.

Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons.

Author/Presenter

Elizabeth N. Forde

Latanya Robinson

Joshua A. Ellis

Emily A. Dare

Year
2023
Short Description

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction.

Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons.

Author/Presenter

Elizabeth N. Forde

Latanya Robinson

Joshua A. Ellis

Emily A. Dare

Year
2023
Short Description

Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction.

Uncovering Core Dimensions of K-12 Integrated STEM

To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol items are associated with each of these dimensions.

Author/Presenter

Year
2022
Short Description

To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol items are associated with each of these dimensions.