The present study examined student outcomes from a quantum information science and technology (QIST) summer outreach program for U.S. secondary students. The program focused on foundational principles and skills from classical physics, quantum physics, and quantum computing. Students’ attitudes towards QIST learning and careers were measured through a pretest/posttest research design. Exploratory factor analysis was utilized to identify latent attitudinal themes, followed by comparisons of means to measure changes in these factors and analysis of covariance to assess whether these changes were

Scientific sensemaking is described in the context of studying a three-week, sixth-grade unit on the ecology and restoration of puffins living off the coast of Maine. Students engaged with a scientific adventure story, observed local bird species, used AI and webcam-facilitated tools, designed puffin burrows, and explored data sets about puffins. Students’ ideas were elicited through discussion of the challenges faced by scientists who restored the puffins; sharing observations of chick-rearing behaviors from a webcam; critiquing and revising classmates’ burrow designs; writing about bird

Advances in online geospatial technologies (GST) have expanded access to K-12 classrooms which has implications for the support teachers require to effectively integrate GSTs to promote learning. Previous studies have shown the impact of GST-integrated lessons on student engagement, spatial thinking skills, and/or content knowledge; however, most of these studies have been small in scope and scale and frequently focus on the affordances of the technology, without addressing the context of the implementation and student characteristics for whom GST is most impactful. We attempt to address some