Environmental Science - general

Discipline Group: 

Environmental Science

Learner Choice and the Emergence of Diverse Learning Arrangements in FUSE

This paper explores how FUSE Studios are organized, describing key design elements, the ways these differ from a traditional classroom model, and the types of diverse learning arrangements that emerge. Data in this paper was primarily collected from five classrooms in the 2013-14 school year and the analysis was refined through discussions within the research team about ongoing data collection during the 2014-15 (one classroom) and 2015- 16 (seven classrooms) school years.

[See pages 1025-1032]

 

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Developing and Recognizing Relative Expertise in FUSE

Traditional methods of STEM education position the child as a novice and create narrow opportunities for children to demonstrate and constructively utilize their developing skills, related interests and capabilities, perhaps even inadvertently suppressing them (Stevens, 2000; Bevan, Bell, Stevens, & Razfar, 2012; Barron, 2006).

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GRACE interns research community issues

Fun with GIS 2016: GRACE

Michigan's GRACE Project (GIS Resources and Applications for Career Education) helps students use GIS. GRACE uses a coordinated and multi-tiered approach for educators and students alike, and works with communities across the state to identify partners interested in high school student interns with GIS knowledge and skills.

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GRACE interns GIS-based youth neighborhood and health research StoryMaps

We had a full house at the Great Lakes Research Center last night to celebrate the GRACE interns, who presented their data collection and analysis about the streets, parks, buildings, and social activity that influence our daily lives in the Keweenaw. We are so proud of their smart questions and polished presentations!

 

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Epistemological, Psychological, Neurosciences, and Cognitive Essence of Computational Thinking

The construct of computational thinking (CT) was popularized a decade ago as an “attitude and skillset” for everyone. However, since it is equated with thinking by computer scientists, the teaching of these skills poses many challenges at K-12 because of their reliance on the use of electronic computers and programming concepts that are often found too abstract and difficult by young students.

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Engagement Observation Protocol

This observation protocol is used by a trained observer to score an individual’s engagement in a science learning experience.

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Engagement Survey

The Engagement survey was written for use with 10-14 year-old respondents immediately after a science activity, whether in a class or in an informal learning context. Such contextualized and immediate use minimizes memory biases or inferences based on beliefs the learner has about themselves or the learning context. Accordingly, it should be used after a focused science activity rather than as a measure of general engagement over a series of activities.

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STEM Learning Activation survey

Designed to be used with 10-14 year olds, these survey scales are used to assess an individual across multiple dimensions of STEM learning activation (Fascination, Values, Competency Belief, Innovation Stance). Please note that these can be used in conjunction with the scientific sensemaking scale included in Science Learning Activation survey. These scales can be used concurrently to measure the multi-dimensional construct of STEM learning activation or separately to measure individual dimensions.

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Career Maturity Inventory Form C

It is a 24-item scale that measures change along four scales of student career awareness and planning, along with open-response items about specific schooling intentions and career aspirations. Four scales are Concern, Curiosity, Confidence, and Consultation.

 

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