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.
Transformative Experience: An Integrative Construct in the Spirit of Deweyan Pragmatism
PublicationA sentiment held by Dewey and shared by other educators is that learning should enrich and expand everyday experience. However, this goal has not been a focus of research. In this article, I propose transformative experience as a construct capable of reflecting this goal and functioning as an empirical research construct. I discuss the theoretical grounding for this construct in the work of Dewey and define it in terms of three characteristics: (a) motivated use, (b) expansion of perception, and (c) experiential value. In doing so, I describe how transformative experience integrates current
2018 STELAR ITEST Summit - Flash Talk Sessions
VideoOn May 14 STELAR welcomed 7 presenters to participate in our 3rd annual ITEST Flash Talk Session. Each presenter was allowed just 20 PowerPoint slides that are set to advance every 15 seconds, resulting in fast, informative and fun presentations that last 5 minutes. The session was broken into 3
Beliefs and Expectations about Engineering Preparation Exhibited by High School STEM Teachers
InstrumentsBACKGROUND If we are to effect change in teacher practices and decision making regarding instruction, college preparation, and career success in engineering, then knowledge of teachers’ beliefs and expectations about engineering needs to be understood. PURPOSE(HYPOTHESIS) The primary purpose was to develop a statistically reliable survey instrument to document teachers’ beliefs and expectations about pre-college engineering instruction, college preparation, and career success in engineering, called the Engineering Education Beliefs and Expectations Instrument (EEBEI), and to compare teachers’
An Instrument to Measure Students’ Motivation and Self‐Regulation in Science Learning
InstrumentsStudents’ motivational beliefs and self‐regulatory practices have been identified as instrumental in influencing the engagement of students in the learning process. An important aim of science education is to empower students by nurturing the belief that they can succeed in science learning and to cultivate the adaptive learning strategies required to help to bring about that success. This article reports the development and validation of an instrument to measure salient factors related to the motivation and self‐regulation of students in lower secondary science classrooms. The development of
Tackling Science Instruction Through “Science Talks” and Service Learning
PublicationMany preservice teachers struggle in science courses and foster anxieties regarding science instruction in their future classrooms. Providing time and support for preservice teachers to teach science in an after-school classroom through service learning allows them to build a science learning environment outside the formal school day. In this alternative learning space, student dialogue can enhance learning in science while also improving preservice teachers’ confidence and enthusiasm to teach science. SCI-TALKS, a program that integrates service learning and science methods instruction
STELAR Webinar: Educational Implications of future work at the Human-Technology Frontier
VideoOn Thursday, February 22, STELAR presented the third of four webinars in our series exploring the educational and social implications of living, learning and working in a future driven by technology. The webinar series, based on the work of our recently published white paper, "Building the
STELAR Webinar: Unpacking Computational Thinking & CT's Role in Interdisciplinary Learning
VideoComputational Thinking and CT have become a buzz word and buzz acronym in schools and education systems worldwide, yet is still a phrase that invokes confusion and debate. This 2-part webinar unpacked CT and discussed it in the context of non-CS disciplinary learning. In Part 1, Dr. Shuchi Grover
STELAR Webinar: Future Work at the Human-Technology Frontier
VideoOn Thursday, January 25, the STELAR authors of Building the Foundational Skills Needed for Success in Work at the Human-Technology Frontier presented in the first of four webinars in our series exploring the educational and social implications of living, learning and working in a future driven by
Building the Foundational Skills Needed for Success in Work at the Human-Technology Frontier
Publication
The proliferation of new technologies has changed the way we live, learn, and work. Although the future of work is unclear, thought leaders, including the National Science Foundation (NSF), assert that artificial intelligence, the Internet of Things, robotics, and machine learning will be ubiquitous in tomorrow’s workplaces. This vision of the future includes a new machine age, where various technologies (sensors, communication, computation, and intelligence) will be embedded around, on, and in us; where humans will shape technology and technology will shape human interaction; and where
STELAR ITEST Summit 2017 Keynote Panel - Career development theory: From theory to practice in ITEST projects
VideoSTELAR ITEST Summit 2017 Keynote PanelCareer development theory: From theory to practice in ITEST projectsFacilitator: Joyce Malyn-SmithKeynote: David Blustein, Professor, Boston CollegeITEST panelists: Kimberly Scott Eli Tucker-Raymond