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Creating Inclusive PreK–12 STEM Learning Environments

Cadre-Admin — Mon, 29 Oct 2018 17:05:15 +0000

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 to broaden participation and create inclusive learning environments. These actions will vary at each level of the education system. This brief highlights steps for education decision-makers to take to improve STEM education for ALL students.

READ THE BRIEF

Learn more about the broadening participation topical group members and contributors, and their projects.

SUGGESTED CITATION: Powell, A., Nielsen, N., Butler, M., Buxton, C., Johnson, O., Ketterlin-Geller, L, McCulloch, C., (2018). Creating Inclusive PreK–12 STEM Learning Environments. Waltham, MA: Education Development Center. Retrieved from /resources/broadening-participation-policy-practice-brief.

Cadre-Admin Mon, 10/29/2018 - 13:05

CADRE Short Videos: STEM Ed Research Takeaways for Practice

Cadre-Admin — Wed, 25 Feb 2026 21:21:00 +0000

CADRE Short Videos: STEM Ed Research Takeaways for Practice

This series of short videos by CADRE share STEM education research takeaways for practice.

Cadre-Admin Wed, 02/25/2026 - 16:21

https://www.youtube.com/playlist?list=PLFesrj2Sg4Fhca9ouR4PkfQ6boK2yHTfs

Uncovering the Hidden Curriculum of DRK-12

Cadre-Admin — Wed, 25 Feb 2026 19:22:08 +0000

Uncovering the Hidden Curriculum of DRK-12

This video podcast features CADRE co-PIs Ilana Horn and Terrell Morton offer insights into aspects of NSF's DRK-12 project and proposal development, proposal review, and project management: Post Panel Pop-off (2022), Responding to Rejection (2022), If I Knew Then, What I Know Now (2023), Managing Your NSF Budget (2024), and Developing and Managing a Budget (2024).

Cadre-Admin Wed, 02/25/2026 - 14:22

https://youtu.be/tTcGYq6spXc?si=4xZo8W1I5l7ofv4f

Developing Models in the Classroom: Discussion Leading Strategies for Fostering Scientific Reasoning and Conceptual Understanding

Cadre-Admin — Mon, 02 Feb 2026 20:04:09 +0000

Developing Models in the Classroom: Discussion Leading Strategies for Fostering Scientific Reasoning and Conceptual Understanding

This website describes a set of discussion-leading strategies to help students as they learn Scientific Reasoning Practices for Modeling. In addition to general strategies for fostering student participation in whole-class discussions, this site presents many specific strategies to foster modeling practices and deeper conceptual understanding of content through discussions. Thus it is focused on promoting both process (thinking skill) goals and content goals at the same time.

This site aims to give teachers strategies for promoting successful discussions that use student thinking to build qualitative conceptual models in science. Strong qualitative models provide an essential foundation for understanding quantitative models later. A multitude of examples of teacher ‘moves’ (strategies) from actual classroom discussions led by experienced modeling teachers are included, organized by the type of objective and reasoning they foster. The pedagogical approach used in the examples is a type of guided inquiry, an approach that lies in between pure inquiry and pure lecture. The site is primarily oriented toward teacher educators for use as a resource for a graduate level education course. It should also be of interest to teachers, curriculum developers, educational researchers, and others interested in scientific modeling in the classroom.

Cadre-Admin Mon, 02/02/2026 - 15:04

https://websites.umass.edu/modeling-discussions/

Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis

Cadre-Admin — Mon, 15 Dec 2025 22:19:09 +0000

Effects of Engaging in Problem-Posing Interventions on Learners’ Cognitive Mathematics Outcomes: A Comprehensive Meta-Analysis

This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes. We systematically reviewed 26 quantitative studies published between 2002 and 2024. The results show a large, positive, and significant effect (Hedges’s ḡ = 0.53) of problem-posing interventions. A series of subgroup analyses found that (a) the effect was larger for interventions incorporating problem posing into technology-supported learning environments than it was for problem posing without technological support, and (b) the effect was larger when interventions engaged learners in problem posing using problem examples. These findings provide evidence about the features of problem-posing interventions that are effective in improving learners’ cognitive mathematical outcomes. We discuss implications for using and selecting problem-posing interventions.

Ran, H., Cai, J., Hwang, S., Han, J., Ma, Y., & Muirhead, F. (2025). Effects of engaging in problem-posing interventions on learners’ cognitive mathematics outcomes: A comprehensive meta-analysis. Journal for Research in Mathematics Education, 56(5), 259–282. https://doi.org/10.5951/jresematheduc-2024-0105

Cadre-Admin Mon, 12/15/2025 - 17:19

https://pubs.nctm.org/view/journals/jrme/56/5/article-p259.xml

Effects of Perceptual and Cognitive Factors on Preservice Teachers’ Professional Noticing: A Grounded Cognitive Perspective of Professional Noticing

Cadre-Admin — Mon, 22 Sep 2025 14:36:28 +0000

Effects of Perceptual and Cognitive Factors on Preservice Teachers’ Professional Noticing: A Grounded Cognitive Perspective of Professional Noticing

Professional noticing is a critical skill for teachers, enabling them to interpret and respond to significant moments in the classroom to support student learning. While recent theoretical papers have broadened the conceptualization of noticing to include social, embodied, and environmental factors, empirical research exploring the interaction of such domains is limited. To address this gap, the current study investigated the effects of perceptual (eye-tracking and presence) and cognitive (pedagogical content knowledge) factors on preservice teachers’ professional noticing within a 360 video. By integrating data across these domains, this paper provides empirical evidence for conceptualizing noticing through a grounded cognitive perspective. Results indicated that factors influencing professional noticing operate independently rather than as components of a single overarching construct. Among these, PCK emerged as a strong predictor of effective noticing, while excessive focus on the teacher negatively impacted the ability to attend to students’ thinking. Additional results and their implications for teacher education and future research are discussed.

Kosko, K. W., Zolfaghari, M., Ferdig, R. E., Gandolfi, E., Austin, C. K., Pavlic, C., & Guan, Q. (2025). Effects of perceptual and cognitive factors on preservice teachers’ professional noticing: A grounded cognitive perspective of professional noticing. ZDM – Mathematics Education. https://doi.org/10.1007/s11858-025-01734-8

Cadre-Admin Mon, 09/22/2025 - 10:36

https://link.springer.com/article/10.1007/s11858-025-01734-8

Artificial Intelligence in Science Education Research: Current States and Challenges

Cadre-Admin — Wed, 30 Jul 2025 17:38:37 +0000

Artificial Intelligence in Science Education Research: Current States and Challenges

The recent surge of artificial intelligence (AI) in science education has heightened interest among the NARST community—a curiosity about how technology can transform education that has lasted for decades. Founded in 1928, NARST is an international organization of thousands of members focused on improving science education through research. This growing interest is evidenced by the launch of the Research in Artificial Intelligence-Involved Science Education (RAISE) Research Interest Group in 2022 and the increasing number of AI-related studies presented at NARST conferences. Despite the growth, limited studies have shed light on how the community members integrate AI into science education and the challenges. We systematically reviewed 36 AI-related papers presented at the 2024 NARST conference to address this gap. We found that AI (1) is widely integrated into science education research with ethical considerations, (2) serves to continue the paradigm of science education rather than redefining it, and (3) evolves into a multipurpose, multimodal, and generative tool for research and teaching. The analysis also revealed five major challenges: (1) changes in educational goals, (2) renovating science learning content, (3) complexity of assessment for individualized feedback, (4) teachers’ preparedness and professional development, and (5) bias and equity in STEM education. Consequently, the role of NARST and RAISE RIG members that respond to those challenges is readdressed.

Lee, G., Yun, M., Zhai, X., & Crippen, K. (2025). Artificial intelligence in science education research: Current states and challenges. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-025-10239-8

Cadre-Admin Wed, 07/30/2025 - 13:38

https://link.springer.com/article/10.1007/s10956-025-10239-8

Promoting Family Science Conversations in the LaCuKnoS Project

Cadre-Admin — Tue, 29 Jul 2025 20:07:42 +0000

Promoting Family Science Conversations in the LaCuKnoS Project

The Language, Culture, and Knowledge-building through Science (LaCuKnoS) project tests and refines a model of science teaching and learning that brings together current research on the role of language in science communication, the role of cultural and community connections in science engagement, and the ways people apply science knowledge to their daily decision making. One key component of the model brings families together as co-learners and co-teachers through family learning experiences. We describe our work to promote more robust family conversations about science in our lives within an existing research practice partnership, using a two-tiered qualitative conversational analysis to compare the family conversations that result from three family engagement models: (a) family science festivals; (b) family science workshops; and (c) family science home learning. More specifically, this paper addresses the question: How do families describe and evaluate science in their lives and communities during family conversations that occur during each of these three engagement models? Discourse analysis using the appraisal dimension of systemic functional linguistics highlights the affective components of families evaluating science in their lives, as well as how each model provided unique affordances for different communicative goals. These findings are used to propose a set of design principles to guide the continued exploration of community-sustaining and family-centric models of family engagement as a key strategy for broadening science participation.

Buxton, C., Crespo Camacho, D., & Ettenauer, B. (2025). Promoting family science conversations in the LaCuKnoS Project. Education Sciences, 15(7), 829. https://doi.org/10.3390/educsci15070829

Cadre-Admin Tue, 07/29/2025 - 16:07

https://www.mdpi.com/2227-7102/15/7/829

Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof

Cadre-Admin — Tue, 29 Jul 2025 19:28:57 +0000

Discursive Differences in Written Feedback of Individuals with Varied Teaching Experiences: Towards Validating Knowledge of Content and Teaching Specific to Proof

Fostering student engagement with mathematical reasoning and proving requires a special kind of teacher knowledge – Mathematical Knowledge for Teaching Proof (MKT-P). One important component of MKT-P is Knowledge of Content and Teaching specific to Proof (KCT-P), which is knowledge of pedagogical practices for supporting student learning of proof. Providing effective feedback on students' mathematical arguments is one of the key aspects of KCT-P. This study examined the qualitative differences in written feedback of secondary teachers, undergraduate mathematics and computer science majors, and pre-service teachers participating in a capstone course focused on mathematical reasoning and proving. The discursive distinctions in the groups’ feedback, along with changes in the feedback of prospective teachers, provide empirical support for the construct of KCT-P as knowledge unique to teachers, which develops with experience.

Buchbinder, O., Butler, R., & McCrone, S. (2025). Discursive differences in written feedback of individuals with varied teaching experiences: Towards validating knowledge of content and teaching specific to proof. The Journal of Mathematical Behavior, 80. https://doi.org/10.1016/j.jmathb.2025.101272

Cadre-Admin Tue, 07/29/2025 - 15:28

https://www.sciencedirect.com/science/article/pii/S0732312325000367

The Missing Middle? General and Special Educators’ Views of Effective Mathematics Instruction

Cadre-Admin — Tue, 01 Jul 2025 20:58:03 +0000

The Missing Middle? General and Special Educators’ Views of Effective Mathematics Instruction

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 especially pronounced in mathematics. Researchers from these fields work in isolation from one another, the result of what sociologists term “epistemic bunkers.” These cross-field divisions have pragmatic consequences. Well-established teaching strategies known to support SWDs are untouched in general teacher education. At the same time, prospective special educators lack exposure to many key instructional principles from mathematics education. In this interview study, 22 general and special education researchers describe their goals for mathematics education. Our data suggest considerable within-group heterogeneity, but also clear within-group themes and between-group distinctions. There were numerous points of intersection between special and general educators’ perspectives on mathematics teaching and learning, providing clear opportunities for bridge building. We conclude with implications for research and practice.

Cohen, J., Jones, N., & Gibbons, L. (2025). The missing middle? General and special educators’ views of effective mathematics instruction. AERA Open, 11. https://doi.org/10.1177/23328584251344901

Cadre-Admin Tue, 07/01/2025 - 16:58

https://journals.sagepub.com/doi/10.1177/23328584251344901