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In this CADRE brief, the authors Jeremy Price and Shuchi Grover explore the exciting possibilities and critical challenges of generative AI (GenAI) for STEM teaching. They examine how GenAI may shape STEM classrooms in the…
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In this brief, The Potential of Using AI to Improve Student Learning in STEM: Now and in the Future, the authors examine the promise of AI as learning partner for students that offers personalized support and scaffolding…
Impact of an Adaptive Dialog that Uses Natural Language Processing to Detect Students’ Ideas and Guide Knowledge Integration
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This study leverages natural language processing (NLP) to deepen our understanding of how students integrate their ideas about genetic inheritance while engaging in an adaptive dialog. …
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Participatory science conducted in formal K–12 settings has many benefits, including the potential to engage teachers and students authentically in the scientific enterprise and to make learning more meaningful. Despite…
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The modern information landscape offers an abundance of options to learn about science topics, but it is also ripe for the spread of mis- and disinformation and science denial. Science education can play a pivotal role in…
Empowering Future Scientists: Mentors Employ Various Strategies to Engage Students in Professional Science Disciplinary Literacy Practices
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Secondary students are increasingly involved in scientific research projects that include authentic disciplinary literacy components such as research proposals, posters, videos, and scientific research papers. More and…
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Despite a growing effort to integrate students’ civic action projects into science and engineering curricula that address climate change and environmental justice, there are few frameworks that guide teachers and students…
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Building on research on teacher noticing, the goal of this study was to understand what and how mathematics teacher educators notice critical events and how they make connections to consider the…
Middle School Mathematics Teachers’ Proportional Reasoning and Its Relation to Their Content and Pedagogical Content Knowledge
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Proportional reasoning is an important but challenging skill for students and teachers. This article, presents findings from two studies investigating whether four categories of reasoning identified by Copur-Gencturk et al…
Quenching a Thirsty Planet: Teaching the Dynamics of Water Scarcity and Sustainability Through the Water Cycle
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Water scarcity poses a significant global challenge, which is often overlooked, particularly in regions with abundant water resources. This article outlines a curriculum designed for middle school students (grades 6–8)…
Variation in the Implementation of Educative Curriculum Materials for Elementary Science Teacher Educators in Two Course Contexts: An Exploratory Case Study
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Educative curriculum materials (ECM) have been shown to support K-12 teacher learning, but little is known about teacher educators’ use of ECM. In this study, we report on enactments of ECM designed to support the…
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Environmental education is essential for protecting and restoring natural water sources. Integrating education with positive environmental experiences can instill values and stewardship in the public, encouraging proactive…
An Analysis of Unexpected Responses in Middle School Students’ Mathematical Problem Posing from the Perspective of Problem-Posing Processes
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Using data from a problem-posing project, this study analyzed the characteristics of middle school students’ responses to problem-posing prompts that did not match our assumptions and expectations to better understand…
Elementary Students Learning Through Data Analysis and Sharing Findings: Design-based Research for Community and Citizen Science in Schools
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While citizen science and other participatory approaches to science are increasingly used in schools to promote student science learning, rarely are these students supported to collect, analyze, and share their data with…
Equity-Focused, Rubric-based Coaching: An Incremental Improvement Approach to Supporting Teachers to Shift Toward More Equitable Mathematics Instruction
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This article considers how school-based mathematics coaches can support teachers to make incremental shifts toward more equitable instruction. We describe a coaching model designed to include elements of incremental…
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Mathematics coaching differs significantly from mathematics teaching, and many coaches transition to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach…
Exploring Students’ Engagement with Inscription-based Science Practices from the Perspective of Epistemic (Un)certainty
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Learning about natural hazards and risks through science practices entails considerations of uncertainty. We examined ways in which students expressed their epistemic (un)certainty about claims they made based on their…
Mathematics Teacher Persistence in Online Professional Development: Emerging (Mis)alignments Between Instructional Expectations and Professional Development Utility
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Sustained professional development is critical to support mathematics teachers’ development of ambitious instructional practices. This study aimed to better understand the factors and conditions that impact mathematics…
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For this study, we focused on the Ambitious Science Teaching–based teacher talk engaged in by two middle school science teachers to support student sensemaking regarding a phenomenon-based science unit with embedded data…
Teachers as Agentic Synthesizers: Recontextualizing Personally Meaningful Practices from Professional Development
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Teacher learning from professional development (PD) remains undertheorized. Most PD studies focus on its content or structure to gauge learning, leaving substantive gaps in our understanding of teacher learning processes…
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Professional development (PD) for mathematics teachers often emphasizes transformative instructional change. However, a more modest, incremental approach may offer a higher likelihood of success in ways that complement…
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Physics has the reputation of being purely about nature, not about people or culture. Physics concepts such as time, space, and mass are often considered to be independent of sociopolitical concepts such as democracy and…
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In this article, we overview a professional learning task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research…
Mathematics Teacher Educators’ Navigational Expertise When Designing Multimodal Representations of Practice: A Semiotic Analysis
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Critical elements of the expertise of mathematics teacher educators (MTE) can be identified in the artifacts they design for working with prospective teachers (PT), specifically for engaging PT in the double role of…
What Distinguishes Students’ Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts
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Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected…
Exploring Resources and Reasoning Practices in Socioscientific System Modeling for Justice-Centered Science Education
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Integrating science education with social justice is vital for preparing students to critically address significant societal issues like climate change and pandemics. This study examines the effectiveness of…
Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
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Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter…
Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
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This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience…
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In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this…
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Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader…
STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023
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This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature…
“Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation
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Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how…
Expanding Uses of the STEM Observation Protocol (STEM-OP): Secondary Science Teachers’ Reflections on Integrated STEM Practice
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There are few guidelines related to how to implement integrated STEM education in the K-12 science classroom. It is important that teachers have opportunities to reflect on integrated STEM instruction when implemented so…
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A teacher’s working context is an important factor in how they make sense of and enact curriculum. Understanding how external factors (e.g. state and/or district policies, school cultural norms) interplay with teachers’…
Fostering Critical Consciousness: A Systematic Review of K-12 Teachers’ Integrations of Sociopolitical Issues in Science and Mathematics Classrooms
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Efforts towards providing inclusive science and mathematics education for marginalized students are increasingly found in literature advocating for equity-oriented instruction through supporting students’ critical…
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Science and engineering offer ways to maintain the thermal comfort of our homes while minimizing impacts on the environment. This article introduces the Energy-Plus House Design Project, an NGSS-aligned curriculum unit…
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Grand Challenges (GCs) are complex, global, and multifaceted science and societal problems such as climate change, viral pandemics, loss of biodiversity, and quests for new energy sources. In this article, we advance a…
Textbooks as a Resource for Teaching Mathematics Through Problem Posing: Catalyzing Instructional Change
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Research has shown that teaching mathematics through problem posing, or problem-posing based learning (P-PBL), is a student-centered instructional approach that can improve students’ cognitive and affective aspects of…
A Usability Analysis and Consequences of Testing Exploration of the Problem-Solving Measures–Computer-Adaptive Test
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Testing is a part of education around the world; however, there are concerns that consequences of testing is underexplored within current educational scholarship. Moreover, usability studies are rare within education. One…
Co-designing Citizen Science Projects for Elementary Schools in New Hampshire Through Teacher and Community-based Extension Science Volunteer Partnerships
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In the United States, reforms put forth by Next Generation Science Standards have increased the demand for K-12 teacher professional development in science instruction. This study investigates a new professional…
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There is a need for research on effective classroom strategies available for teachers that promote equitable school-family collaborations. Such effective strategies are needed in general but also specifically in the area…
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We describe the development of a visual model to represent the implementation of an ambitious mathematics program, which serves as an example of a complex educational reform.
We describe the development…
Integrating Community Assets, Place-based Learning, and Career Development Through Project-based Learning in Rural Settings
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Our study investigates the first year of a two-year place-based education (PBE) professional development model that focuses on career development in rural middle schools through project-based learning (PBL) units. Rural…
Integrating Math and Science Through Engineering: Illustrative Examples from Curricula Implementation in Middle School Engineering Classrooms
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Engineering has emerged as a promising context for STEM integration in K-12 schools. In the previous decade, the field has seen an increase in curricular resources and pedagogical approaches that invite students to utilize…
Lesson Study with Caregivers as a Resource for a Culturally Sustaining Mathematics Pedagogy for Multilingual Learners
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Research has affirmed the importance of asset-based family partnerships, yet it does not often recognize the complementary roles of multilingual caregivers and teachers to enact culturally sustaining mathematics education…
NLP-Enabled Automated Assessment of Scientific Explanations: Towards Eliminating Linguistic Discrimination
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As use of artificial intelligence (AI) has increased, concerns about AI bias and discrimination have been growing. This paper discusses an application called PyrEval in which natural language processing (NLP) was used to…
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This article emphasizes the critical role of play in early childhood science education, arguing that natural, child-led play fosters important opportunities for children to explore scientific ideas and practices. Drawing…
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The Next Generation Science Standards (NGSS) provide guidance for climate education and scientific epistemology in secondary schools. This includes tools like climate models and observational data to help…
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General educators rarely receive adequate training for supporting students with disabilities (SWDs). We suggest a key contributing factor is the longstanding gap between special and general education researchers, which is…
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Situated learning has been widely promoted in educational practice, where students are encouraged to learn by exploring real-world problems in authentic contexts. To expand the opportunities for situated learning,…