This qualitative study examines data from eight elementary preservice teachers who transitioned into student teaching after participating in an alternative science methods course that included teaching afterschool science to elementary grade students. These eight participants had a chance to practice teaching inquiry-based science and reform their own thoughts about science teaching and learning through an 8-week afterschool science program situated within their elementary science methods course. Data was collected through observations, reflections, and participant interviews over an academic

Research shows that middle school is an important juncture for a student where he or she starts to be conscious about academic achievement and thinks about college attendance. It is already known that access to financial resources, family background, career aspirations and academic ability are indicative of a student’s choice to attend college; though these variables are interesting, they do not necessarily give sufficient actionable information to instructors or guidance counselors to intervene for individual students. However, increasing numbers of students are using educational software at

In this paper, we investigate the correspondence between student affect in a web-based tutoring platform throughout the school year and learning outcomes at the end of the year, on a high-stakes mathematics exam.

Csikszentmihalyi’s Flow theory states that a balance between challenge and skill leads to high engagement, overwhelming challenge leads to anxiety or frustration, and insufficient challenge leads to boredom. In this paper, we test this theory within the context of student interaction with an intelligent tutoring system. Automated detectors of student affect and knowledge were developed, validated, and applied to a large data set. The results did not match Flow theory: boredom was more common for poorly -known material, and frustration was common both for very difficult material and very easy

The pivotal 2009 National Academy of Engineering report on engineering in K-12 education states that the presence of engineering in pre-college education is an important phenomenon because of engineering’s impact on K-12 STEM education. The NAE report then explores a number of questions about the ways in which engineering is taught in K-12 classrooms, including issues such as the curricular and instructional resources used, interaction with other STEM subjects, and teacher preparation. This paper explores these and related questions surrounding the adoption of non-traditional engineering

This paper will examine a robotics curriculum that is impacting educators and youth in both formal, middle and high school classrooms as well as in a variety of informal learning environments. We have made comparisons between formal and informal learning environments in an effort to understand the varying impacts of this novel program on student learning of science concepts, their skills and abilities in applying engineering design and problem-solving, and their awareness and interest in engineering careers and the individuals who pursue these careers. Data from teachers, informal educators

ITEST projects provide meaningful learning opportunities for youth and their teachers, with a focus on increasing the understanding about possible STEM careers. A subset of the projects that have shown success are being funded to scale up. Others are working to improve the knowledge base on effective STEM experiences by conducting research or convening researchers and practitioners. This document demonstrates the scheme behind the evaluation of the ITEST program as a whole. SRI International presentation, 2012.

For at least the past 100 years science educators have been concerned about how best to encourage children’s natural interests in science; but the problem of waning interest through the middle school and high school years persists. Research on how best to maintain interest in what is now more broadly conceived of as science, technology, engineering, and mathematics (STEM) is more important than ever. These studies can be categorized as deductive research that begin with theories of action and lead to interventions to be tested; or inductive studies that begin with existing programs, and lead

Drawing on a multi-year research and development program, the authors report on the promise of integrating locally-focused student investigations with ubiquitous access to advanced technologies. By doing this, students are better able to see the relevance of STEM skills and knowledge as they work to improve their local communities. Specific program examples cited show the paradigm as it has been implemented with upper elementary and middle school students. Contrasting examples show challenges in implementation. A four-part framework of essential program elements is offered to guide further

In this white paper we describe youth engagement in cyber-rich science in a community setting, involving both knowledge/practice development and identity work through scientifically rigorous, culturally responsive, and generative activities.