STEM Content and Standards

National Science Foundation - Innovative Technology Experiences for Students and Teachers (ITEST) Program Solicitation

ITEST is a program that promotes PreK-12 student interests and capacities to participate in the science, technology, engineering, and mathematics (STEM) and information and communications technology (ICT) workforce of the future. To achieve this objective, ITEST supports the development, implementation, and selective spread of innovative strategies for engaging students in experiences that: 

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Call for Proposals: ISTE 2019 Conference

The  International Society for Technology in Education (ISTE) welcomes proposals to present at ISTE 2019: Bold Educators Activate Change, to be held in Philadelphia on June 23-26, 2019. 

We seek proposals from educators at any career stage, from all backgrounds and all parts of the world, and we love to see student participation in presentations! We also welcome exhibitor proposals that demonstrate noncommercial uses of technology to transform education.

What makes a good proposal?

ISTE is looking for presentations that:

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Megan Hendrickson - iDigFossils - ISTE17 Poster Session

This is a poster session summary of Megan Hendrickson who is presenting her research on engaging K-12 students in integrated STEM via 3D Digitization, printing, and paleontology.

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Massachusetts K–12 Computer Science Curriculum Guide

This guide helps school districts choose the computer science (CS) curricula that best suit their communities’ needs. The guide was developed as part of an initiative for school districts to accelerate the creation of classroom opportunities for learning CS that are standards based, high quality, career relevant, and accessible to all students at all grade levels.

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Connected Science Learning: Call for Contributions for the 10th Issue

Theme for Tenth Issue (to be published in spring 2019): Serving Youth with Special Needs

Contributions are due October 15, 2018

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National Science Foundation - Instructional Materials Development Program

This document presents the final report on the evaluation of the Instructional Materials Development (IMD) program of the National Science Foundation (NSF) and focuses on issues related to the development, dissemination, adoption, implementation, and impact of new instructional materials. The IMD program evaluates products at each step, from product development to classroom use. Instruments are included for evaluating elementary and secondary school science and mathematics materials for classroom use.

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The Synergies Project: Preliminary Results and Insights from Two Years of Longitudinal Survey Research

Our study seeks to improve understanding of how STEM interest develops during adolescence, and how a variety of community resources and out-of-school activities support that development. Our 4-year, Synergies project is a longitudinal study that documents STEM interest and participation trajectories of a cohort of middle school-aged youth as they progress from 5th through 8th grade.

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The Synergies Research–Practice Partnership Project: A 2020 Vision Case Study

This paper, describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school.

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OECD Programme for International Student Assessment (PISA)

The OECD Programme for International Student Assessment (PISA) is a collaborative effort among OECD member countries to measure how well 15-year-old students approaching the end of compulsory schooling are prepared to meet the challenges of today’s knowledge societies. The assessment is forward-looking: rather than focusing on the extent to which these students have mastered a specific school curriculum, it looks at their ability to use their knowledge and skills to meet real-life challenges.

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The Efficacy of Educative Curriculum Materials to Support Geospatial Science Pedagogical Content Knowledge

Teaching and learning about geospatial aspects of energy resource issues requires that science teachers apply effective science pedagogical approaches to implement geospatial technologies into classroom instruction. To address this need, we designed educative curriculum materials as an integral part of a comprehensive middle school energy resources science curriculum. We examined teachers’ perceived impact of the curriculum materials to support their pedagogical content knowledge related to teaching science with geospatial technologies.

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