Co-author of the "Engineering for Every K–12 Student" report, Catherine McCulloch reflects on the status of engineering education and shares a few key takeaways from the report.
A Landscape Analysis of K–12 Engineering Education in the Greater Boston Region
How can research-based findings and advances help society to re-envision STEM learning and education? This report captures key takeaways, strategies, and challenges identified during the November 2015 workshop, including: research-based advances for STEM learning; multiple stakeholder communities around STEM schools; social justice, equity, and excellence in STEM schools and communities; scale and sustainability
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts. In our design process, we first elaborate on, or “unpack”, the assessable components of the three dimensions.
How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—disciplinary core ideas, science practices, and crosscutting concepts.
This CADRE brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
This brief explores factors that contribute to opportunity gaps in STEM education based on race, ethnicity, gender, ability, and socioeconomic status. It showcases the work of several DR K-12 projects and describes promising approaches for removing barriers for underrepresented groups and enhancing the STEM learning of all students.
Coleman, L. O., Hale, T. M., Cotten, S. R., Gibson, P. (2015), The Impact of Information and Communication Technology (ICT) Usage on Psychological Well-Being among Urban Youth. In Sampson Lee Blair , Patricia Neff Claster , Samuel M. Claster (ed.) Technology and Youth: Growing Up in a Digital World (Sociological Studies of Children and Youth, Volume 19) Emerald Group Publishing Limited, pp. 267-291.
Information and communication technology (ICT) usage is pervasive among present day youth, with about 95% of youth ages 12-17 years reporting use of the Internet. Due to the proliferation of ICT use among this generation, it is important to understand the impacts of ICT usage on well-being. The goal of this study was to determine the impact of ICT usage on psychological well-being among a sample of urban, predominately African American youth.
Pallant, A., & Lee H.-S. (2015). Constructing scientific arguments using evidence from dynamic computational climate models. Journal of Science Education and Technology. 24 (2-3) 378-395. doi 10.1007/s10956-014-9499-3.
Modeling and argumentation are two important scientific practices students need to develop throughout school years. In this paper, we investigated how middle and high school students (N=512) construct a scientific argument based on evidence from computational models with which they simulated climate change. We designed scientific argumentation tasks with three increasingly complex dynamic climate models. Each scientific argumentation task consisted of four parts: multiple-choice claim, open ended explanation, five-point Likert scale uncertainty rating, and open-ended uncertainty rationale.
We coded 1,294 scientific arguments in terms of a claim’s consistency with current scientific consensus, whether explanations were model based or knowledge based and categorized the sources of uncertainty (personal vs. scientific). We used chi-square and ANOVA tests to identify significant patterns. Results indicate that (1) a majority of students incorporated models as evidence to support their claims, (2) most students used model output results shown on graphs to confirm their claim rather than to explain simulated molecular processes, (3) students’ dependence on model results and their uncertainty rating diminished as the dynamic climate models became more and more complex, (4) some students’ misconceptions interfered with observing and interpreting model results or simulated processes, and (5) students’ uncertainty sources reflected more frequently on their assessment of personal knowledge or abilities related to the tasks than on their critical examination of scientific evidence resulting from models. These findings have implications for teaching and research related to the integration of scientific argumentation and modeling practices to address complex Earth systems.
Pallant, A., & Pryputniewicz, S. J. (2015). Great Questions Make For Great Science Education. @Concord 19(1) 4-6.
