This poster was presented at the annual meeting of the National Association for Research in Science Teaching (NARST) in Atlanta, GA. It discusses how cogenerative dialogues (cogens) might serve as a tool to dissolve emotional breakdowns in a project-based learning (PBL) science internship.
The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The
This paper examines STEM-based informal learning environments for underrepresented students and reports on the aspects of these programs that are beneficial to students. This qualitative study provides a nuanced look into informal learning environments and determines what is unique about these experiences and makes them beneficial for students. We provide results of a qualitative research study conducted with the Mathematics, Engineering, Science Achievement (MESA) program, an informal learning environment that has proven to be effective in recruiting, retaining and encouraging
DATE:
TEAM MEMBERS:
Cameron DensonChandra Austin StallworthChristine HaileyDaniel Householder
Informal science learning (ISL) organizations that are successful at providing meaningful science, technology, engineering, arts, and mathematics (STEAM) experiences for Latino children, youth, and their families share some common traits. They have leaders and staff who believe in the importance of developing culturally relevant models and frameworks that meet the needs and acknowledge the legacy of STEAM in Latino communities. Such organizations are willing to take risks to create experiences that are culturally meaningful, garner funding and implement programs by working closely with their
DATE:
TEAM MEMBERS:
Cheryl JuarezVerónika NúñezExploratorium
Out-of-school settings promise to broaden participation in science to groups that are often left out of school-based opportunities. Increasing such involvement is premised on the notion that science is intricately tied to “the social, material, and personal well-being” of individuals, groups, and nations—indicators and aspirations that are deeply linked with understandings of equity, justice, and democracy. In this essay, the authors argue that dehistoricized and depoliticized meanings of equity, and the accompanying assumptions and goals of equity-oriented research and practice, threaten to
Early field experiences, or those that come early in a teacher’s preparation before more formalized opportunities like practicum and student teaching, can provide a venue for preservice teachers to practice technology-specific instructional decision-making and reflective practice. Although research exists on the potential roles of field experiences in teacher education, little research exists on early field experiences, especially those taking place in informal contexts. Moreover, little research exists examining how those early field experiences in informal spaces might shape preservice
This position paper, co-authored Center for Childhood Creativity's Director Elizabeth Rood and Director of Research Helen Hadani, details the importance of exposing children ages 0-8 to science, technology, engineering, and math (STEM) experiences. The review of more than 150 empirical studies led Rood and Hadani to conclude that, despite what has been previously thought, modern research supports the understanding that children are capable of abstract thinking and STEM-learning from infancy, beginning before their first birthday.
The Roots of STEM Success, authored in support of classroom
DATE:
TEAM MEMBERS:
Helen Shwe HadaniElizabeth RoodAmy EisenmannRuthe FousheeGarrett JaegerGina JaegerJoanna KauffmannKatie KennedyLisa Regalla
This CAISE report is designed to track and characterize sector growth, change and impact, important publications, hot topics/trends, new players, funding, and other related areas in Informal STEM Education (ISE) in 2017. The goal is to provide information and links for use by ISE professionals, science communicators, and interested stakeholders who want to discover new strategies and potential collaborators for project and proposal development. Designed as a slide presentation and divided into sectors, it can be used modularly or as a complete report. Each sector reports on research, events
We explore the understudied role of program staff in an out-of-school time (OST) program at a large science museum, which may be especially relevant for supporting underrepresented minority (URM) youth’s interest in science, technology, engineering, or math (STEM) careers. Using a sequential explanatory mixed-method design, we surveyed 167 program alumni on their science attitudes, career interests, and memories about how the program compared to experiences at home, school, and with friends. We followed that with 49 interviews with alumni. Findings show that, while in the program, alumni who
The ACCEYSS (Association of Collaborative Communities Equipping Youth for STEM Success) Network and Model project, an NSF INCLUDES Design and Development Launch Pilot, at Texas State University is forming a university-community partnership between interdisciplinary researchers (ACCEYSS research team), faith leaders and other community partners to implement an innovative model that prepares underrepresented and underserved youth to pursue undergraduate science, technology, engineering, and mathematics (STEM) degrees. The inaugural ACCEYSS network will include Texas State University, San Marcos Consolidated Independent School District, San Marcos Youth Service Bureau, City of San Marcos-Office of the City Manager, Hays County Youth Initiative, the Calaboose African American History Museum, and several local faith-based organizations. Many historic advancements have been made through the efforts and activities of faith and community leaders uniquely poised to motivate and galvanize community-based action. A collaboration among these academic institutions, social/cultural organizations, and faith partners to work with the families and youth of underrepresented/underserved populations will be an essential asset for generating new perspectives and ideas for improving STEM academic and career outcomes related to broadening participation in the scientific enterprise.
During this launch pilot, the ACCEYSS research team and network will collaborate to design and develop the ACCEYSS model as a culturally-relevant, blended-learning strategy that integrates online and in-person STEM enrichment activities (e.g., summer institute, afterschool clubs) that are aligned with the Science and Engineering Practices and Disciplinary Core Ideas Dimensions of the K-12 Next Generation Science Education Standards. The collective impact framework will be used to build diverse capacity, leverage asset-based community development, and sustain mutually reinforcing non-exclusive policies and practices for STEM diversity and inclusion. Additionally, in this launch pilot, a multifaceted design-based research approach will be utilized to support middle and high school students' interest in and pursuit of STEM studies.
The AITSE project, an NSF INCLUDES Design and Development Launch Pilot, will address broadening participation challenges specifically related to engaging American Indians in science, technology, engineering, and math (STEM) disciplines. Many Native students decide not to pursue STEM degrees because of their low proficiency in math and science, perpetuating their underrepresentation in STEM fields and hindering technological advancements in their communities. This pilot effort will develop an innovative strategy that integrates the talents and resources of a diverse set of partners, after-school hands-on and Indigenous-based learning/research opportunities, and long-term programming to create a transformative experience to increase Native engagement in the STEM enterprise. The AITSE Network pilot project partners will include, but are not limited to, programs affiliated with a state university, Tribal colleges, Tribal education partners, and regional middle schools.
The project will use the collective impact framework to unite a network of partners to improve STEM engagement for Indigenous youth and their communities. The pilot focuses initially on one reservation in Montana and will expand to seven additional reservations to achieve the following project goals: (1) develop a network of cross-sector partners to collectively impact STEM education in Native populations; (2) increase the competency and positively influence the attitude of Native students in math and science, with a preliminary focus on middle school, through experiential and community-based learning that is culturally relevant, and (3) build community awareness and investment in STEM in Native communities and within Native leadership and governance. The expansion of this pilot project will further develop and reinforce this network to support the success and inclusion of these students through post-secondary study in a STEM discipline, as well as translate a coordinated STEM education pathway model that is infused with indigenous content to Native communities nationwide.
DATE:
-
TEAM MEMBERS:
Aaron ThomasWilliam Swaney
resourceprojectGames, Simulations, and Interactives
EMERGE in STEM (Education for Minorities to Effectively Raise Graduation and Employment in STEM) is a NSF INCLUDES Design and Development Launch Pilot. This project addresses the broadening participation challenge of increasing participation of women, the at-risk minority population, and the deaf in the STEM workforce. The project incorporates in and out-of-school career awareness activities for grades 4-12 in a high poverty community in Guilford County, North Carolina. EMERGE in STEM brings together a constellation of existing community partners from all three sectors (public, private, government) to leverage and expand mutually reinforcing STEM career awareness and workforce development activities in new ways by using a collective impact approach.
This project builds on a local network to infuse career exposure elements into the existing mutually reinforcing STEM activities and interventions in the community. A STEM education and career exposure software, Learning Blade, will be used to reach approximately 15,000 students. A shared measurement system and assessment process will contribute to the evaluation of the effectiveness of the collective impact strategies, the implementation of mutually reinforcing activities across the partnership and the extent to which project efforts attract students to consider STEM careers.
DATE:
-
TEAM MEMBERS:
Gregory MontyMargaret KanipesMalcolm SchugSteven Jiang