High

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts.

Economically disadvantaged and underrepresented high school students in many urban, rural, and small suburban communities don’t have access to Advanced Placement® (AP®) courses either because of a lack of trained teachers, limited or no AP program, or a school history of low participation. Physics is often a “gate keeper” course to entry into physical science, technology, engineering and mathematics (STEM) careers and academic programs.

The solving of problems in biochemistry often uses concepts from multiple disciplines such as chemistry and biology. Chemical identity (CI) is a foundational concept in the field of chemistry, and the knowledge, thinking, and practices associated with CI are used to answer the following questions: “What is this substance?” and “How is it different from other substances?” In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.

Touchscreen devices, such as smartphones and tablets, represent a modern solution for providing graphical access to people with blindness and visual impairment (BVI). However, a significant problem with these solutions is their limited screen real estate, which necessitates panning or zooming operations for accessing large-format graphical materials such as maps.

Touchscreen-based smart devices, such as smartphones and tablets, offer great promise for providing blind and visually-impaired (BVI) users with a means for accessing graphics non-visually. However, they also offer novel challenges as they were primarily developed for use as a visual interface. This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials.

Touchscreen-based smart devices, such as smartphones and tablets, offer great promise for providing blind and visually-impaired (BVI) users with a means for accessing graphics non-visually. However, they also offer novel challenges as they were primarily developed for use as a visual interface. This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials.

Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.

Significance: Touchscreen-based, multimodal graphics represent an area of increasing research in digital access for individuals with blindness or visual impairments; yet, little empirical research on the effects of screen size on graphical exploration exists. This work probes if and whenmore screen area is necessary in supporting a patternmatching task.

Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.g., McNeill & Krajcik, Journal of Research in Science Teaching, 45(1), 53–78. 2008).