ITEST Resources

Chapter in Mueller, M. & Tippins, D. (Eds.) EcoJustice, Citizen Science and Youth Activism: Situated Tensions for Science Education. Springer International Publishing. Book description: This volume draws on the ecojustice, citizen science and youth activism literature base in science education and applies the ideas to situated tensions as they are either analyzed theoretically or praxiologically within science education pedagogy. It uses ecojustice to evaluate the holistic connections between cultural and natural systems, environmentalism, sustainability and Earth-friendly marketing trends

Chapter in X.Ge, D. Ifenthaler, & J.M. Spector (Eds.). Full Steam Ahead: Emerging Technologies for STEAM. New York: Springer Academic. Book description: This theory-to-practice guide offers leading-edge ideas for wide-scale curriculum reform in sciences, technology, engineering, the arts, and mathematics--the STEAM subjects. Chapters emphasize the critical importance of current and emerging digital technologies in bringing STEM education up to speed and implementing changes to curricula at the classroom level. Of particular interest are the diverse ways of integrating the liberal arts into

Chapter 11 in M. Urban and D. Falvo (Eds) Improving K-12 STEM Education Outcomes through Technological Integration. IGI Global: Hershey, PA. Book description: The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. "Improving K-12 STEM Education Outcomes through Technological Integration" focuses

An educated citizenry that participates in and contributes to science technology engineering and mathematics innovation in the 21st century will require broad literacy and skills in computer science (CS). School systems will need to give increased attention to opportunities for students to engage in computational thinking and ways to promote a deeper understanding of how technologies and software are used as design tools. However, K-12 students in the United States are facing a broken pipeline for CS education. In response to this problem, we have developed the Scalable Game Design curriculum

Coming soon

New technologies are increasingly giving science teachers the ability to access and customize science lessons. However, there is substantial debate in the literature about whether and under what conditions teacher customization benefit student learning. In this study, we examined teacher customization of inquiry-based science lessons from an online lesson portal. We found that students who completed teacher-customized lessons had greater improvements in science content understanding than students who completed non-customized lessons. To expand upon this finding, we examined four case studies

Considering that the absence of measurement error in research is a rare phenomenon and its effects can be dramatic, we examine the impact of measurement error on propensity score (PS) analysis used to minimize selection bias in behavioral and social observational studies. A Monte Carlo study was conducted to explore the effects of measurement error on the treatment effect and balance estimates in PS analysis across seven different PS conditioning methods. In general, the results indicate that even low levels of measurement error in the covariates lead to substantial bias in estimates of

The primary purpose of this study was to examine the ways in which a 12-week afterschool science and engineering program affected middle school students' motivation to engage in science and engineering activities. We used current motivation research and theory as a conceptual framework to assess 14 students' motivation through questionnaires, structured interviews, and observations. Students reported that during the activities they perceived that they were empowered to make choices in how to complete things, the activities were useful to them, they could succeed in the activities, they enjoyed

Coming soon.

Curriculum and instructional strategies that are personally meaningful are key to engaging students from diverse ethnic and cultural backgrounds.A “one size fits all” approach to curriculum development does not always translate to accessible education for many students, particularly in science,technology, engineering, and mathematics (STEM) education. Meaningful and relevant activities that demonstrate a direct application of STEM to the lives of students or their communities can increase engagement in STEM. Specifically, students are more likely to relate to instructional activitiesthat draw