High

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

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.

Author/Presenter

Mengxiao Zhu

Ou Lydia Liu

Hee-Sun Lee

Lead Organization(s)
Year
2019
Short Description

This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

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.

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

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.

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