Resources

Resources included in these libraries were submitted by ITEST projects or STELAR and are relevant to the work of the NSF ITEST Program. PDFs and/or URLs to the original resource are included in the resource description whenever possible. In some cases, full text publications are located behind publishers’ paywalls and a fee or membership to the third party site may be required for access. Permission for use must be requested through the publisher or author listed in each entry.

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Resources included in these libraries were submitted by ITEST projects or STELAR and are relevant to the work of the NSF ITEST Program. PDFs and/or URLs to the original resource are included in the resource description whenever possible. In some cases, full text publications are located behind publishers’ paywalls and a fee or membership to the third party site may be required for access. Permission for use must be requested through the publisher or author listed in each entry.

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A Lesson in Geospatial Inquiry

Publications
Geospatial Inquiry is an educational framework that offers students an opportunity to engage with, and become curious about, geospatial data for a defined purpose. The authors define Geospatial Inquiry as: "Asking and answering a question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth." (Rubino-Hare et al. 2017). Since Geospatial Inquiry is designed to evoke curiosity and engagement, students have multiple opportunities to seek information and explore ideas on how they see the world they live in. Geospatial Inquiry uses
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Scaling professional development: Integrity of implementation as a measurement approach.

Publications
Professional learning about an innovative teaching method is a demonstrated way to improve teacher practices, and ultimately impact student learning. One way to scale up professional learning is a facilitator development model, in which professional learning and development (PLD) designers prepare facilitators to understand the innovation and they in turn, teach teachers. To understand the effectiveness of this model, identifying how facilitators implement the model with teachers is critical. As such, the Power of Data (POD) team scaled-up effective PLD by providing Facilitation Academies to
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Teacher enactment of the Geospatial Inquiry cycle in classrooms Teacher enactment of the Geospatial Inquiry cycle in classrooms following scaled up professional learning and development following scaled up professional learning and development

Publications
The current study examined the effects of a nationally scaled up Professional Learning and Development (PLD) model on teachers’ classroom implementation of the Geospatial Inquiry instructional framework. Geospatial Inquiry is defined as: asking and answering a research question through the analysis and communication of data that is linked to a geographic location on, above, or near Earth. These data are often represented visually via maps and explored with geospatial technologies. It also examined the relationships between Geospatial Inquiry Teacher Workshop (GITW) implementation and teacher
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The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Publications
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
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STEM Dreams in Motion - Episode 3

Video
This series of videos highlights contemporary stories of refugees who are considered role models for their tenacity and accomplishments. Each story sheds light on journeys to becoming a STEM professional in the United States. Episode 3 features STEM college students from Syria and Iraq who all
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STEM Dreams in Motion - Episode 2

Video
This series of videos highlights contemporary stories of refugees who are considered role models for their tenacity and accomplishments. Each story sheds light on journeys to becoming a STEM professional in the United States. Episode 2 features Ralph Ngaboyimana. Ralph's family arrived in the United
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STEM Dreams in Motion - Episode 1

Video
This series of videos highlights contemporary stories of refugees who are considered role models for their tenacity and accomplishments. Each story sheds light on journeys to becoming a STEM professional in the United States. Episode 1 features Dr. Tshijik Kabash, an immigrant from the Democratic
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Course Videos

Video

Watch the videos below to learn more about STELAR's Developing an ITEST Proposal online course.

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Creating 3D Plant Models Using Tinkercad and Fusion 360

Curricular Materials
Image
Student 3D Model of Milkweed
This 3D modeling project addresses the disconnect between science, design and technology, and how high school students can benefit from innovative learning experiences in plant and agriculture sciences that integrate these disciplines while gaining interest in and skills for future STEAM careers. Students use the software Tinkercad or Fusion 360 to create 3D models of species of research importance at the Danforth Plant Science Center in St. Louis, MO. Students work in collaborative teams made of self-identified scientists, technophiles, and artists. A STEAM approach is applied in which
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