Environmental Science - general

Discipline Group: 

Environmental Science

Growing Plants and Scientists: Fostering Positive Attitudes toward Science among All Participants in an Afterschool Hydroponics Program

Social Justice Driven STEM Learning (STEMJ): A Curricular Framework for Teaching STEM in a Social Justice Driven, Urban, College Access Program

This article presents the curricular framework for a social justice driven STEM curriculum (i.e., STEMJ) within an out-of-school time program for Boston Public high school students (i.e., College Bound) at Boston College. Starting with a discussion of the authors’ ideological positionality within critical social justice discourses, the authors share how Bronfenbrenner’s (1994) General Ecological Model provides a conceptual framework for operationalizing social justice inquiry with and through STEM.


Teaching students about marine technology

“We use marine technology as a hook to teach engineering and technology,” says Deidre Sullivan, director and principal investigator of the Marine Advanced Technology Education (MATE) Center in Monterey, California. “There is a need for engineers, and especially technicians with applied engineering skills. There are a lot of these jobs in the marine field, but also in advanced manufacturing, renew[able] energy, and in many other sectors of the economy.


URI’s Inner Space Center sponsoring marine technology, ocean sciences program for teachers in R.I., Mass., Conn.

Teachers from Rhode Island, Connecticut and Massachusetts are participating in a year-long program in marine technology and ocean sciences at the University of Rhode Island’s Inner Space Center. The Marine Technology for Teachers and Students Project—funded by a $1.2 million National Science Foundation award—focuses on providing opportunities for teachers and students to explore new technologies in ocean sciences. Teachers are also studying at the University of Connecticut, Avery Point.


CHS teacher selected for marine technology program at URI

Romano, along with other educators from Rhode Island, Massachusetts and Connecticut, are participating in the program at URI’s Inner Space Center. The project, funded by a $1.2 million National Science Foundation award, will allow opportunities for students and educators to explore new technology in ocean sciences.



STEM Pathways: Examining Persistence in Rigorous Math and Science Course Taking

 From 2006 to 2012, Florida Statute §1003.4156 required middle school students to complete electronic personal education planners (ePEPs) before promotion to ninth grade. The ePEP helped them identify programs of study and required high school coursework to accomplish their postsecondary education and career goals. During the same period Florida required completion of the ePEP, Florida’s Career and Professional Education Act stimulated a rapid increase in the number of statewide high school career academies.


Techno-Social Change Agents: Fostering Activist Dispositions Among Girls of Color

Discourse about girls and women of color in technology has followed the familiar path of using a single-unit analysis to explain disparity. Consequently, approaches to “motivate” girls of color overemphasize gender and engage in technological fetishization without fully considering how race, gender, class, and technology are co-constituted.


Traversing a Political Pipeline: An Intersectional and Social Constructionist Approach Toward Technology Education for Girls of Color

First, this paper argues that applications of SCOT in feminist science and technology studies (STS) have largely focused on analyzing how gender and technology are coproduced, resulting in lack of scholarship that examines the mutually constitutive relationship between technology, gender and other intersecting identity categories, such as race and class.


Science Centers and Afterschool Programs: Working Together for All Kids

In this article, we offer a glimpse into how science centers and afterschool programs are working together, along with valuable advice from seasoned institutions that can help you establish your own partnership.


Designing and Implementing an Elementary Science After School Field Experience

Field experiences provide an important opportunity for preservice teachers to observe and practice science instruction. Too often, insufficient time is allotted for elementary science instruction in the formal classroom. This paper outlines the opportunities and lessons learned from an after school field experience where preservice elementary teachers worked in two-person teams with a classroom mentor teacher at local elementary schools and community centers to deliver two science lessons per week during an elementary science methods course.