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resource research Professional Development, Conferences, and Networks
Messaging for Engineering supports efforts by the engineering community to communicate more effectively about the profession and those who practice it. This report builds on previous research-based efforts to develop and test new, more effective messages about engineering. It was developed through the National Academy of Engineering’s Changing the Conversation project.
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TEAM MEMBERS: National Academy of Engineering
resource research Public Programs
The OSU Center for Research for Lifelong STEM Learning with support from the OSU Research Office and in collaboration with OSU Outreach and Engagement, convened a “Broader Impacts Invitational Workshop” on December 7, 2012. The workshop solicited opinions and perspectives from 65 participating faculty who were broadly representative of OSU’s diverse disciplines and units. The goals of the workshop were: 1) to move OSU towards a more strategic and intellectually rigorous approach to broader impacts; one that will measurably improve the competitiveness of OSU initiated proposals; and 2) identify
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TEAM MEMBERS: Oregon State University
resource research Professional Development, Conferences, and Networks
Learning In and Out of School in Diverse Environments is the product of a two-year project during which a panel convened by the LIFE Center (an NSF Science of Learning Center) and the Center for Multicultural Education identified important principles that educational practitioners, policy makers, and future researchers can use to build upon the learning that occurs in the homes and community cultures of students from diverse groups. This report lays out an argument for focusing on cross setting learning as key to equity in STEM education.
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TEAM MEMBERS: The LIFE Center (The Learning in Informal and Formal Enivronments Center) University of Washington James Banks Kathryn Au Arnetha Ball Philip Bell Edmund Gordon Kris Gutierrez Shirley Heath Carol Lee Yuhshi Lee Jabari Mahiri Na'ilah Suad Nasir Guadalupe Valdes Min Zhou
resource research Public Programs
This article presents extracurricular lesson plans and activities about sound propagation and acoustic communication. The activities were developed by STEM researchers. They align with the Next Generation Science Standards (NGSS) and are designed for fourth-grade students.
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TEAM MEMBERS: Jessica Merricks Jennifer Henderson
resource research Public Programs
This paper sketches the context for participation in science by girls from historically underrepresented populations and offers a detailed description of Sisters4Science (S4S) and its personalized, girl-centered pedagogy. The S4S example suggests a need to complement current out-of-school science programs with lessons from girl-centered practice and research.
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TEAM MEMBERS: Gabrielle Lyon Jameela Jafri
resource research Media and Technology
The article presents the author's insights on educational technology research in informal learning environments and on the idea of informal learning. He says that non-formal environments offer fewer controls on the activities of learners and leave the conditions of learning to the learners. He states that non-formal learning is more focused on the learners' selected types of learning on a particular sub-groups of the population. He mentions that this type of learning addresses all kinds of questions which are driven by learners' needs and curiosity. The author also suggests that it is
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TEAM MEMBERS: Richard Schwier
resource research Media and Technology
Exposing American K-12 students to science, technology, engineering, and math (STEM) content is a national initiative. Game Design Through Mentoring and Collaboration targets students from underserved communities and uses their interest in video games as a way to introduce science, technology, engineering, and math topics. This article describes a Game Design Through Mentoring and Collaboration summer program for 16 high school students and 3 college student mentors who collaborated with a science subject matter expert. After four weeks, most students produced 2-D video games with themes based
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TEAM MEMBERS: Neda Khalili Kimberly Sheridan Asia Williams Kevin Clark Melanie Stegman
resource research Media and Technology
Immersion is the subjective impression that one is participating in a comprehensive, realistic experience. Interactive media now enable various degrees of digital immersion. The more a virtual immersive experience is based on design strategies that combine actional, symbolic, and sensory factors, the greater the participant's suspension of disbelief that she or he is “inside” a digitally enhanced setting. Studies have shown that immersion in a digital environment can enhance education in at least three ways: by allowing multiple perspectives, situated learning, and transfer. Further studies
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TEAM MEMBERS: Chris Dede
resource research Media and Technology
The authors review the giant screen (GS) film literature to determine if the form has unique attributes that contribute to science learning. They find that four attributes are claimed to contribute to higher learning outcomes: the sense of immersion by reducing peripheral views to a minimum; first person perspective contributing to the sense of presence in the film; narrative structure; and sensory stimulation of mirror neurons that promote kinesthetic learning. They demonstrate that most claims are without support in empirical research but uncover some recent results that give reason to
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TEAM MEMBERS: John Fraser Joe E Heimlich John Jacobsen Victor Yocco Jessica Sickler Jim Kisiel Mary Nucci Lance Jones Jeanie Stahl
resource research Informal/Formal Connections
Educators repeatedly underscore the intimate relationship between science and technology. This is problematic because technology, far from being “applied science,” presupposes a unique epistemology (techno-epistemology). A focus on the role of science in technology overshadows this unique way of knowing and hence limits technology education and privileges a scientific worldview in education. To appropriately frame the unique epistemology of technology in education, we propose a cognitive framework developed to understand the use and development of tools in human activity, namely, Cultural
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TEAM MEMBERS: Michiel van Eijck Nicholas Xumthoult Claxton
resource research Public Programs
Argumentation has become an increasingly recognized focus for science instruction---as a learning process, as an outcome associated with the appropriation of scientific discourse, and as a window onto the epistemic work of science. Only a small set of theoretical conceptualizations of argumentation have been deployed and investigated in science education, however, while a plethora of conceptualizations have been developed in the interdisciplinary fields associated with science studies and the learning sciences. This paper attempts to review a range of such theoretical conceptualizations of
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resource research Informal/Formal Connections
Conceptual change views of teaching and learning processes in science, and also in various other content domains, have played a significant role in research on teaching and learning as well as in instructional design since the late 1970s. An important issue is whether conceptual change can provide a powerful framework for improving instructional practice in such a way that students’ levels of scientific literacy are significantly increased. In this article, the first section provides an overview on the development of conceptual change perspectives. In sections two to six, we examine the
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TEAM MEMBERS: David Treagust Reinders Duit