To learn more, visit https://istem-ed2024singapore.org/.
To learn more, visit https://web.cvent.com/event/1f813b5b-d665-4a47-bff0-0d84449da2e8/summary.
To learn more, visit https://www.esprit.tn/cdio-conference.
To learn more, visit https://www.asee.org/events/Conferences-and-Meetings/2024-Annual-Confer…-(1).
The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project brings together partners from educational research and practice to promote equity and coherence in systems of science education. It involves a deep collaboration between the Council of State Science Supervisors (CSSS), the University of Washington, and the University of Colorado Boulder. Strategies and resources from this project are being shared around the country through networks of science education leaders. See https://stemteachingtools.org/
Teaching Students to Reason about Variation and Covariation in Data: What Do We Know and What Do We Need to Find Out?
The purpose of this project is to gather, analyze, and synthesize research studies that have investigated different approaches to supporting students in grades 6-14 in learning to analyze, interpret, and reason about data with a focus on variation and covariation. We will use Robust Variance Estimation (RVE) to examine how effect size estimates depend on intervention characteristics, study design, outcomes of interest, and demographic characteristics of participants in the studies.
Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Linn)
STRIDES supports science teachers to rapidly respond to the diverse students in their classrooms. Leveraging advances in natural language processing, the project analyzes student written explanations of scientific phenomena to provide fine-grained summaries to teachers about student knowledge integration across NGSS dimensions. STRIDES suggests learning science-based customizations and studies how teachers use the summaries and customization suggestions to improve student progress. The researchers study how well the customizations address the learning needs of diverse students.
Supporting Secondary Students’ Earth Science Knowledge and Engineering Design Skills with Mobile Design Studios
This project seeks to support students to creatively combine science, engineering and social or community knowledge to address Earth Science problems in their local communities. Through a collaborative project based learning platform with built in scaffolding and an AI design mentor, students will engage in front-end design practices to understand and frame problems and explore solutions. We examine how this impacts science conceptual knowledge, design skills and creativity for middle and high school students.
Strengthening STEM Teaching in Native American Serving Schools Through Long-Term, Culturally Responsive Professional Development
Indigenous students experience persistent inequitable outcomes in schools, particularly in STEM. Since teacher quality is one of the most important school-based factors impacting K12 students’ learning and engagement in schools, our project provides long-term professional development to teachers in rural, Indigenous-serving schools to support teachers’ development of culturally responsive STEM curriculum units. We provide an overview of our professional development model, and share findings from our work with over 100 teachers during four program years.
The STEM SEALs program at North Florida College explores methods for improvement of teaching and learning STEM in rural areas. It consists of three disciplines, “Sea”, “Land”, and “Air”, and three phases, design, review and summer institute for each of the disciplines.