Resources

In community centers, labs, and classrooms, young people from around the country are diving into STEM learning experiences. They’re devoting some of their valuable out-of school hours to experiment and make discoveries, at the same time building skills in science, math, engineering, and technology. Why? What do they get out of it? What motivates them to participate, and what would inspire them to further pursue STEM learning and careers?What program elements most effectively support STEM workforce development?What partnerships work best? How should staff be prepared? And how can programs be

In October 2011, WestEd and University of California Berkeley’s Career Academy Support Network (CASN) received a three-year collaborative ITEST Strategies grant to improve learning and workforce development in science, technology, engineering, and math (STEM), and in information and communication technology (ICT)—especially for underserved students. The proposed strategy integrates the hands-on science pedagogy of the Global Learning and Observations to Benefit the Environment (GLOBE) program [1] into the multi-year curriculum of the California green high school academies [2]. The GLOBE

Engaging young science learners today requires a plethora of tools that oftentimes leverages technology in novel ways. This paper describes the use of several 21st century technologies to engage science learners in locally relevant climate science research projects and the presentation of these projects in an entirely online virtual student conference. Case studies demonstrating the use of and effectiveness of 21st century technologies and GLOBE protocols are also included. Through technology, students were able to find out more about distant locations and their own environments, talk to

One of the most important challenges facing the citizens of the 21st century will undoubtedly be climate change. Yet, understanding about climate change remains problematic for students and teachers, particularly in the United States. Understanding the small fluctuations associated with long term changes in temperature and precipitation is a daunting task for the general public let alone for the middle-aged adolescent. Unfortunately, students may only receive instruction on this general environmental science topic in middle-school and in a general science course during their freshman year of

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

Response-shift bias occurs when participants' initial constructs, such as self-efficacy in teaching science, are incomplete because they do not fully conceptualize something they have yet to experience. This study examines whether elementary pre-service teachers can consistently evaluate constructs such as self-efficacy and attitudes toward science throughout an elementary methods course. After the administration of traditional pre-tests, retrospective pre-tests, and post-tests, this study examined whether a response-shift bias consistently occurred in scales indicating science teaching self

Using consensual qualitative research, the study examines urban high school students’ reactions to a science, technology, engineering, and math (STEM) enrichment/career development program, their resources and barriers, their perspectives on the impact of race and gender on their career development, and their overall views of work and their futures. The sample included nine students who participated in a semistructured interview at the end of the 2-week summer program and again 12–18 months later. The results indicate that the students continued to explore STEM fields after the summer program

Given that many urban students exclude Science, Technology, Engineering, and Mathematics careers from their career choices, the present study focuses on urban high school students and adopts the social-cultural approach to understand the following questions: how do students envision their careers? What are the experiences that shape students’ self-reflections? And how do students’ self-reflections influence the way they envision their future careers? Five students were interviewed and data were coded in two ways: by topic domains and confidence levels. The research findings indicate that

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.