Environmental Science - general

Discipline Group: 

Environmental Science

Connections in the Making: Elementary Students, Teachers, and STEM Professionals Integrating Science and Engineering to Design Community Solutions

Project Status: 

Active
Eighteen teachers engage more than 400 grades 3-5 students in Boston and Marlborough, Massachusetts in community-connected, integrated science and engineering curriculum units.
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SciGirls Strategies Using Gender-Equitable Teaching Strategies and STEM Video Narratives to Engage Girls in Nontraditional STEM Fields

SciGirls Strategies is a National Science Foundation–funded project led by Twin Cities PBS (TPT) in partnership with St. Catherine University, the National Girls Collaborative, and XSci (The Experiential Science Education Research Collaborative) at the University of Colorado Boulder’s Center for STEM Learning. This three-year initiative aims to increase the number of high school girls recruited to and retained in fields where females are traditionally underrepresented: technical science, engineering, technology, and math (STEM) pathways.

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SciGirls Strategies: Using Gender-Equitable Teaching Strategies and STEM Video Narratives to Engage Girls in Nontraditional STEM Fields

Curriculum and Community Enterprise for Restoration Science (CCERS) Project featured on NSF Science Nation

Green Ninja Curricular Materials

Green Ninja is a San Jose State educational initiative that develops engaging middle school science curriculum using research-based approaches.  Adventures of the Green Ninja – a superhero – are told in a youth-oriented and humorous way, but grounded in science and data. Green Ninja videos are popular on YouTube with a current viewership of over 2 million. Green Ninja curriculum is designed from the ground up using the Next Generation Science Standards, and teacher professional development videos and workshops aim to support teachers with content knowledge and teaching practice.

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ITEST Data Brief: ITEST Dissemination Strategies

ITEST Data Brief Volume 3, Issue 4, January 2017. This data brief explores the strategies that ITEST projects use to communicate their findings, including the products they create, where they disseminate their work, and what audiences they reach.

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STELAR Year in Review: 2016

STELAR released the following publications featuring the work of the ITEST community in 2016: 

Next Generation STEM Learning for All: Envisioning Advances Based on NSF Supported Research: a report on the one-day NSF-supported Forum, organized by EDC and SRI International. 

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STELAR Webinar: ITEST’s STEM Workforce Education Model

NSF ITEST projects are an ideal testbed for researching what it takes to create robust pathways leading towards high-demand technology-centered careers. This webinar presented the results of the STELAR/ITEST Data and Impact Working Group’s efforts to identify the types of data that might be collected by ITEST projects to provide evidence that the program is setting youth on a STEM career trajectory.

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Innovative Technology in Science Inquiry

The Innovative Technology in Science Inquiry project engages students in STEM activities through the integrated use of technologies that include modeling, computational thinking, and real-time data acquisition. This comprehensive project will assist teachers in preparing diverse students for STEM careers by engaging them in exciting, inquiry-based science projects.

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Gender Differences in High School Student Dispositions Toward Science, Technology, Engineering, and Mathematics Careers

STEM disposition surveys were completed by 364 11th and 12th grade students attending a two-year university-based residential science and mathematics academy during fall 2012. Surveys were completed by the same classes as a post test administration during spring 2013. Major findings were that first year students tended to show a decline in their dispositions pre to post while second year students showed an increase in their STEM dispositions pre to post.

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