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How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

Coleman, S., Chinn, P., Morrison, D., & Kaupp, L. (2019). How place-based science education strategies can support equity for students, teachers, and communities. STEM Teaching Tools.

Author/Presenter: 
Sarah Coleman, Pauline Chinn, Deb Morrison, and Laruen Kaupp
Lead Organization(s): 
Year: 
2019
Short Description: 

This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter: 
CRIS Project Team
Lead Organization(s): 
Year: 
2019
Short Description: 

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

STEM-focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs

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.

Author/Presenter: 
Barbara Means
Haiwen Wang
Viki Young
Vanessa Peters
Sharon Lynch
Year: 
2016
Short Description: 

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.

Expanding STEM Opportunities Through Inclusive STEM Focused High Schools

Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline.

Author/Presenter: 
Barbara Means
Haiwen Wang
Xin Wei
Sharon Lynch
Vanessa Peters
Viki Young
Carrie Allen
Year: 
2017
Short Description: 

Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline.

Broadening Participation in STEM College Majors: Effects of Attending a STEM-focused High School

To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds that their graduates will pursue a STEM major in college. State higher education records were obtained for students surveyed as seniors in 23 inclusive STEM high schools and 19 comparison schools without a STEM focus.

Author/Presenter: 
Barbara Means
Emi Iwatani
Year: 
Short Description: 

To increase participation in science, technology, engineering, and mathematics (STEM) studies and careers, some states have
promoted inclusive STEM high schools. This study addressed the question of whether these high schools improve the odds
that their graduates will pursue a STEM major in college.

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter: 
Lama Z. Jaber
Elizabeth Hufnagel
Jennifer Radoff
Year: 
2019
Short Description: 

This article discusses supporting inquiry in an online learning environment.

Toward a theoretical structure to characterize early probabilistic thinking

The role of probability in curricula for children has fluctuated greatly over the past several decades. Recently, some countries have removed probability from their preschool and primary curricula, and others have retained it. One reason for such lack of agreement is that theory about early probability learning is still relatively new and under development. The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

Author/Presenter: 
Randall E. Groth
Jathan W. Austin
Madeline Naumann
Megan Rickards
Lead Organization(s): 
Year: 
2019
Short Description: 

The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.

Toward Youth Participatory Science: In Search of Science (Education) for the People

Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Alejandra Frausto
Daniel Morales-Doyle
Alanah Fitch
Shelby Hatch
Kathryn Nagy
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Resource(s): 

Science Curriculum from the Grassroots

Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.

Author/Presenter: 
Mindy Chappell
Tiffany Childress Price
Alejandra Frausto
Shelby Hatch
Daniel Morales-Doyle
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual Conference of the National Science Teachers Association, St. Louis, Missouri.

Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice

Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Daniel Morales-Doyle
Mindy Chappell
Tiffany Childress-Price
Alejandra Frausto
Darrin Collins
Adilene Aguilera
Karen Canales
Elizabeth Herrera
Amy Levingston
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

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