David Daniel

Today’s schools are experiencing increasing cultural and linguistic diversity and facing the challenge of creating meaningful connections between school science and student lived experiences outside of school. Middle school is a critical time to provide fundamental knowledge and encourage interest in STEM careers. In order to best impact learners during this critical period, science teachers need improved models to support the development and delivery of relevant curriculum materials to better serve all students in their classrooms. Highly supported design teams consisting of researchers, teachers, and both school and district science specialists will co-adapt existing district-generated science units to integrate socially and culturally relevant science practices and draw on students' diverse cultural and language practices as strengths.

Preschool and kindergarten-aged children are still developing the skills needed to reflect on and manage their own thinking, a process often referred to as metacognition. Without strategic support from their teachers, young children may struggle to make sense of inquiry-based science activities and possibly form enduring misconceptions that may hamper future science learning. Yet, many teachers are unfamiliar with the metacognitive processes or how to intentionally facilitate their development. This project explores both how to improve early childhood teachers' understanding of metacognition and develop strategies to guide teachers in using language and feedback to more effectively support emerging metacognition and science learning in young children.

One crucial predictor of success in STEM disciplines is spatial reasoning ability, which involves mentally manipulating and representing objects in space. However, STEM courses often neglect the purposeful development of spatial reasoning skills, and limited knowledge exists on effective training methods. This project aims to address this gap by: 1) identifying neural and cognitive processes associated with successful mental rotation, a fundamental aspect of spatial reasoning; 2) assessing the responsiveness of these processes to training; and 3) measuring the transfer of training effects to real-world STEM problems, specifically focusing on introductory chemistry.

This project will provide rural STEM middle school teachers and career counselors professional development and the support needed to collaborate with each other and local community assets in designing, integrating, and implementing effective STEM content and career development activities. Local teams will co-develop project-based learning units that incorporate a place-based education perspective involving STEM assets, careers, and stakeholders from the local communities for middle school rural youth that intentionally infuse STEM careers in their area with STEM content.