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Resource | The Impact of Teacher Gender on Girls’ Performance on Programming Tasks in Early Elementary School
Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks. Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work...
Aim/Purpose: The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks. Background: Women continue to be underrepresented in the technical STEM fields such as engineering and computer science. New programs and initiatives are needed to engage girls in STEM beginning in early childhood. The goal of this work...
Posted: Tuesday, November 20
Resource | Fostering high school students’ conceptual understanding and argumentation performance in science through Quality Talk discussions
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....
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....
Posted: Tuesday, November 20
Resource | Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations
Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including...
Ensuring that all students, including English language learners (ELLs) who speak English as a second language, succeed in science is more challenging with a shift towards learning through language-intensive science practices suggested by the Next Generation Science Standards (NGSS). Interactive visualization technologies have the potential to support science learning for all students, including...
Posted: Tuesday, November 20
Resource | Using a three‐dimensional thinking graph to support inquiry learning
The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts...
The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts...
Posted: Tuesday, November 20
Resource | Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms
In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction...
In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction...
Posted: Tuesday, November 20
Resource | Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter
The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK...
The Next Generation Science Standards call for changes in not only what is taught in elementary science but also how students engage in the learning experience to develop understanding of core disciplinary ideas. In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK...
Posted: Tuesday, November 20
Resource | Middle school teachers’ differing perceptions and use of curriculum materials and the common core
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers...
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated. Adapting a noticing framework and models of dialogic instruction and direct instruction, teachers’ noticing practices with curriculum materials and the CCSSM when planning, enacting, and reflecting on lessons were examined. Teachers...
Posted: Tuesday, November 20
Resource | Teaching of the associative property: A natural classroom investigation
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained...
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district. Findings indicate that the associative property was often conflated with the commutative property during teaching. The role of the associative property in many computational tasks remained...
Posted: Tuesday, November 20
Resource | Examining the career paths of doctorates in mathematics education working in institutions of higher education
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences. Notable findings are...
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload. Because some of the sample is drawn from graduates of programs with NSF funding related to doctoral preparation, it represents a best-case scenario of doctoral preparation experiences. Notable findings are...
Posted: Tuesday, November 20
Resource | The complex interplay between examples and proving: Where are we and where should we head?
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove. We have extended prior research and have developed a comprehensive analytic framework (CAPS: Criteria-Affordances-...
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove. We have extended prior research and have developed a comprehensive analytic framework (CAPS: Criteria-Affordances-...
Posted: Tuesday, November 20
Announcement | New PAPPG 19-1 Effective Jan 28, 2019
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG 19-1) has been issued. Effective for proposals submitted, or due, on or after January 28, 2019. Significant changes include: Addition of Research.gov as an option for proposal preparation and submission, and proposal file updates; Revision of eligibility standards for unaffiliated individuals; Specification...
A revised version of the NSF Proposal & Award Policies & Procedures Guide (PAPPG 19-1) has been issued. Effective for proposals submitted, or due, on or after January 28, 2019. Significant changes include: Addition of Research.gov as an option for proposal preparation and submission, and proposal file updates; Revision of eligibility standards for unaffiliated individuals; Specification...
Posted: Tuesday, November 06
Announcement | New Brief and Video on Improving STEM Education for ALL Students
A new CADRE brief, Creating Inclusive PreK–12 STEM Learning Environments, draws on research and development supported by the National Science Foundation to highlight steps that education decision-makers can take to improve STEM education for ALL students. Please share the brief with principals, district and state leaders, STEM education policy and advocacy groups, and others throughout your...
A new CADRE brief, Creating Inclusive PreK–12 STEM Learning Environments, draws on research and development supported by the National Science Foundation to highlight steps that education decision-makers can take to improve STEM education for ALL students. Please share the brief with principals, district and state leaders, STEM education policy and advocacy groups, and others throughout your...
Posted: Monday, November 05
Announcement | Meet our 2018-19 CADRE Fellows!
Congratulations to the 2018-19 Fellows! CADRE is pleased to announce the new cohort. Courtney P. Benjamin, Washington State University (Nominating PI: Paula Groves Price) Patricia M. Buenrostro, Vanderbilt University (Nominating PI: Ilana Horn) James P. Bywater, University of Virginia (Nominating PI: Jennifer Chiu) Carlson H. Coogler, University of Alabama (Nominating Co-PI: Jonathan Shemwell)...
Congratulations to the 2018-19 Fellows! CADRE is pleased to announce the new cohort. Courtney P. Benjamin, Washington State University (Nominating PI: Paula Groves Price) Patricia M. Buenrostro, Vanderbilt University (Nominating PI: Ilana Horn) James P. Bywater, University of Virginia (Nominating PI: Jennifer Chiu) Carlson H. Coogler, University of Alabama (Nominating Co-PI: Jonathan Shemwell)...
Posted: Thursday, November 01
Newsletter | October 2018 Newsletter
Dear Colleagues, Concurrent to our release of two new products focused on broadening participation in STEM education (see below), the National Academies has announced its new report, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, which provides guidance on improving STEM learning outcomes for English learners. Committee members included current and former DRK-12...
Dear Colleagues, Concurrent to our release of two new products focused on broadening participation in STEM education (see below), the National Academies has announced its new report, English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives, which provides guidance on improving STEM learning outcomes for English learners. Committee members included current and former DRK-12...
Posted: Monday, October 29
Resource | Creating Inclusive PreK–12 STEM Learning Environments
Broadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce. In this way, broadening participation has the potential to transform society by reducing social and economic inequities, and by bringing new knowledge to scientific problems and solutions. Schools, districts, and states must take deliberate action...
Broadening participation in PreK–12 STEM provides ALL students with STEM learning experiences that can prepare them for civic life and the workforce. In this way, broadening participation has the potential to transform society by reducing social and economic inequities, and by bringing new knowledge to scientific problems and solutions. Schools, districts, and states must take deliberate action...
Posted: Monday, October 29
Announcement | NSF Proposal Tip about Intellectual Merit and Broader Impacts
Are you submitting a DRK-12 proposal? Confused about the broader impacts and intellectual merit sections? Follow the guidance provided in the Proposal & Award Policies & Procedures Guide (PAPPG) NSF 18-1 [Chapter II, Section C 2 d. (i)], namely, you should include separate statements on broader impacts and intellectual merit in both the project description and the project summary. While...
Are you submitting a DRK-12 proposal? Confused about the broader impacts and intellectual merit sections? Follow the guidance provided in the Proposal & Award Policies & Procedures Guide (PAPPG) NSF 18-1 [Chapter II, Section C 2 d. (i)], namely, you should include separate statements on broader impacts and intellectual merit in both the project description and the project summary. While...
Posted: Wednesday, October 24
Event | EHR Core Research Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504924
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504924
Posted: Tuesday, October 23
Event | EHR Core Research Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504924
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=504924
Posted: Tuesday, October 23
Resource | Improving the preparation of novice secondary science teachers for English learners: A proof of concept study
This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a...
This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a...
Posted: Monday, October 22
Resource | Towards Meaningful Physics Recognition: What does this recognition actually look like?
In the February 2017 issue of The Physics Teacher, an article was presented that highlighted the importance of high school physics teachers in inspiring women in physics, particularly by recognizing them as being a “physics person.”1 Drawing on data from over 900 female undergraduates in physics, the article showed that the largest fraction became interested in physics careers during high school...
In the February 2017 issue of The Physics Teacher, an article was presented that highlighted the importance of high school physics teachers in inspiring women in physics, particularly by recognizing them as being a “physics person.”1 Drawing on data from over 900 female undergraduates in physics, the article showed that the largest fraction became interested in physics careers during high school...
Posted: Monday, October 22
Event | NSF Cyberlearning Solicitation
In this webinar, NSF Program Officers Amy Baylor and Tatiana Korelsky will discuss the NSF Cyberlearning solicitation, Cyberlearning for Work at the Human-Technology Frontier. Learn more and register.
In this webinar, NSF Program Officers Amy Baylor and Tatiana Korelsky will discuss the NSF Cyberlearning solicitation, Cyberlearning for Work at the Human-Technology Frontier. Learn more and register.
Posted: Monday, October 22
Event | Rapid Community Reports
CIRCL is working towards the launch of a new, online, peer-reviewed Rapid Community Report (RCR) Series for short form research papers — like primers, workshop reports, and design reflections — that do not normally fit in a journal and deserve wider dissemination than a conference presentation. Attend this webinar to learn about and help shape this new publication opportunity. Learn more and...
CIRCL is working towards the launch of a new, online, peer-reviewed Rapid Community Report (RCR) Series for short form research papers — like primers, workshop reports, and design reflections — that do not normally fit in a journal and deserve wider dissemination than a conference presentation. Attend this webinar to learn about and help shape this new publication opportunity. Learn more and...
Posted: Monday, October 22
Resource | Teacher’s Toolkit: The Argumentation Toolkit
This column provides how-to strategies and practical advice for the science teacher. A resource for integrating argumentation into your science classroom. González-Howard, M., Marco-Bujosa, L., McNeill, K. L., Goss, M., & Loper, S. (2018). Teacher’s Toolkit: The Argumentation Toolkit. Science Scope.
This column provides how-to strategies and practical advice for the science teacher. A resource for integrating argumentation into your science classroom. González-Howard, M., Marco-Bujosa, L., McNeill, K. L., Goss, M., & Loper, S. (2018). Teacher’s Toolkit: The Argumentation Toolkit. Science Scope.
Posted: Monday, October 22
Resource | Engineering Encounters: Engineering a Model of the Earth as a Water Filter
This column describes creating a classroom culture for engineering. Noting the importance of infiltration in the water cycle and in the supply of essential groundwater led the authors to develop an engineering activity in which students are challenged to build a stackable filter using the Earth process of infiltration as a model. Kilpatrick, J., Marcum-Dietrich, N., Wallace, J., & Staudt, C...
This column describes creating a classroom culture for engineering. Noting the importance of infiltration in the water cycle and in the supply of essential groundwater led the authors to develop an engineering activity in which students are challenged to build a stackable filter using the Earth process of infiltration as a model. Kilpatrick, J., Marcum-Dietrich, N., Wallace, J., & Staudt, C...
Posted: Monday, October 22
Resource | Why and how do middle school students exchange ideas during science inquiry?
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to...
Science is increasingly characterized by participation in knowledge communities. To meaningfully engage in science inquiry, students must be able to evaluate diverse sources of information, articulate informed ideas, and share ideas with peers. This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to...
Posted: Monday, October 22
Event | STEM + Computing K-12 Education (STEM+C) Full Proposal Deadline
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505006&org=DRL&sel_org=....
Learn more at https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505006&org=DRL&sel_org=....
Posted: Friday, October 19
Resource | Supporting English Learners in STEM Subjects
Posted: Friday, October 19
Announcement | New Brief and Video on Early Childhood STEM Education
A new CADRE brief, Considerations for STEM Education from PreK through Grade 3, draws on research and development supported by the National Science Foundation to highlight important considerations about STEM educational experiences for young children and professional learning for educators who provide those experiences. Read the Brief Additional resources and a new video are available on our...
A new CADRE brief, Considerations for STEM Education from PreK through Grade 3, draws on research and development supported by the National Science Foundation to highlight important considerations about STEM educational experiences for young children and professional learning for educators who provide those experiences. Read the Brief Additional resources and a new video are available on our...
Posted: Thursday, October 11
Announcement | The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education
This new CADRE paper seeks to provide a resource for prospective DRK–12 grantees by identifying some of the theories that current and recent DRK–12 grantees are using in their research on broadening participation. It reflects the results of a synthesis process with a volunteer group of principal investigators (PIs). It offers information that might not be easily found or accessible, partly...
This new CADRE paper seeks to provide a resource for prospective DRK–12 grantees by identifying some of the theories that current and recent DRK–12 grantees are using in their research on broadening participation. It reflects the results of a synthesis process with a volunteer group of principal investigators (PIs). It offers information that might not be easily found or accessible, partly...
Posted: Thursday, October 11
Project | Algebraic Learning and Cognition in Learning Disabled Students
The project is a longitudinal assessment of the prerequisite (e.g. fractions), cognitive (e.g. working memory), and non-cognitive (e.g. math anxiety) factors that dynamically influence 7-9th grade students' algebraic learning and cognition, with a focus on students with learning disabilities in mathematics. The study will provide the most comprehensive assessment of the development of algebra...
The project is a longitudinal assessment of the prerequisite (e.g. fractions), cognitive (e.g. working memory), and non-cognitive (e.g. math anxiety) factors that dynamically influence 7-9th grade students' algebraic learning and cognition, with a focus on students with learning disabilities in mathematics. The study will provide the most comprehensive assessment of the development of algebra...
Posted: Thursday, October 04