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Barcoding Life's Matrix: Engaging Students as Citizen Scientists in the Barcode of Life Initiative

Discovery-based science education represents a structured alternative to open-ended forms of hands-on inquiry that is now being employed in a number of secondary and post-secondary settings to address science education reform agendas.

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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.

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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.

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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.

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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.

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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.

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Computing with a Community Focus: Outcomes from an App Inventor Summer Camp for Middle School Students

This paper describes the design and evaluation of a one-week App Inventor summer camp for middle school students with an explicit focus on addressing local community needs. The community focus of the camp was designed to appeal to a broad range of students. We conducted an in-depth interview study to examine its impact on students' attitudes and perceptions, and supplemented this with results from project evaluation. Our results indicate that students had positive experiences in learning and creating real apps for solving community problems.

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Gender Differences in Conceptualizations of STEM Career Interest: Complementary Perspectives from Data Mining, Multivariate Data Analysis and Multidimensional Scaling

Data gathered from 325 middle school students in four U.S. states indicate that both male (p < .0005, RSQ = .33) and female (p < .0005, RSQ = .36) career aspirations for being a scientist are predictable based on knowledge of dispositions toward mathematics, science and engineering, plus self-reported creative tendencies. For males, strong predictors are creative tendencies (beta = .348) and dispositions toward science (beta = .326), while dispositions toward mathematics is a weaker (beta = .137) but still a significant (p < .05) predictor.

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Alignment of Hands-on STEM Engagement Activities with Positive STEM Dispositions in Secondary School Students

 This study examines positive dispositions reported by middle school and high school students participating in programs that feature STEM-related activities. Middle school students participating in school-to-home hands-on energy monitoring activities are compared to middle school and high school students in a different project taking part in activities such as an after-school robotics program. Both groups are compared and contrasted with a third group of high school students admitted at the eleventh grade to an academy of mathematics and science.
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