Youth Motivation and Interests in STEM

STEM Dreams in Motion - Episode 4

Eugene Judson — Mon, 09 Dec 2024 17:48:50 +0000

STEM Dreams in Motion - Episode 4

Eugene Judson Mon, 12/09/2024 - 12:48

STEM Dreams in Motion - Episode 4

Description

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 4 features two Congolese brothers who grew up in a refugee camp and are currently STEM college students.

Resources submitted by ITEST projects may be hosted on third-party sites or require a fee or membership for access. Permission to use these materials must be obtained from the publisher or the author listed on each resource.

Project Curricula Details

Topic(s)

Youth Motivation and Interests in STEM

Website

https://youtu.be/NnoOzlwuZ7I?si=I-bgUnStP-u8ipLk

Discipline(s)

Other

Drones in Alaska Elementary Curriculum

Lynda McGilvary — Fri, 02 Aug 2024 23:10:47 +0000

Drones in Alaska Elementary Curriculum

Lynda McGilvary Fri, 08/02/2024 - 19:10

Drones in Alaska Elementary Curriculum

Description

This collection of three teacher's manuals, five videos, and one career exploration guide were created with and for Alaska Native communities as part of the Drone Research and Opportunities for Native Elementary Students project, funded by NSF I-TEST Grant Nos. 1850561 (Univ. of Alaska Fairbanks) and 1850556 (Univ. of Alaska Anchorage). The Drones in Alaska base curriculum has three versions, one with lexicon in Sugs'tun, one with lexicon in Lower Tanana Athabascan, and one with lexicon in Lower Koyukon Athabascan. The Teacher's manual for the Drones in Alaska base curriculum is applicable to all three student guides. The three place-based curricula introduce how drone-obtained data and imagery can be used to understand challenges faced in each of the three communities involved in the development of the resources. For Nenana, Alaska, the Luk'a and Drones unit focus on identifying salmon spawning grounds in the Nenana river. Associated lexicon is translated into Lower Tanana Athabascan (LTA). For Nulato, Alaska, the Studying Tokk'aano with Drones unit examines river erosion and related hazard mitigation. Associated lexicon is translated into Lower Koyukon Athabascan (LKA). For Valdez, Alaska, the Robe Lake unit addresses restoration of a culturally significant salmon harvesting site. Associated lexicon is translated into Sugs'tun. The base curriculum should be instructed prior to any of the place-based units. There is a Drones in Alaska student guide version that pairs to each dialect represented in the place-based units. Five videos supplement these print resources: the Drones in Alaska and Drone Safety videos are intended to pair with the Drones in Alaska base unit. Each of the place-based units have a corresponding video of the same name. The resources were pilot-tested with students in grades 4-6, however, due to the multi-grade classrooms in rural Alaska, some students in grades 2 and 3 also were able to interact with the curricula during pilot-testing.

Project Curricula Details

Topic(s)

Partnerships and Collaboration

Youth Motivation and Interests in STEM

Other

Website

Drones in Alaska Elementary Curriculum

Target Setting(s)

Elementary school (K-5)

Discipline(s)

Data Science

Environmental sciences

Geosciences

Life sciences

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Carol Christian — Thu, 25 Apr 2024 16:24:08 +0000

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Carol Christian Thu, 04/25/2024 - 12:24

Textured Tactile 3D Prints of Astronomical Data for the Career Exploration Lab and Other Applications

Description

Astronomy has been a fascinating subject for the public for centuries and can stimulate deep questions not only on our own origin but subtly the richness of science and mathematics. It also is a science that is associated with engineering and technology to probe the universe.Typically, astronomical data is translated into visual representations for analysis and general public communication. Unfortunately, this practice is problematic for individuals with blindness or visual impairment (B/VI). In response, we transformed astronomical research data and models into textured 3D prints for tactile exploration of imagery. These materials were thoroughly tested, step by step throughout development, over many years, utilizing standard usability testing commonly used in industry and elsewhere. We further pilot tested the 3D prints in a variety of forums, workshops, conferences, and STEM camps for students with B/VI.

These materials are used in the Career Exploration Lab, funded by ITEST, as well as other environments. The 3D prints are available through a custom website, with descriptions of the testing, print techniques, and documentation. These prints are also available through the NASA 3D website, under Contributions - via a search for either Christian or Madura. One of many outcomes of our projects is that 3D printing has been quite useful in showcasing scientific data (largely from Hubble Space Telescope and James Webb Telescope) to the general public for understanding and appreciation of science. Holding a galaxy, a star cluster, or a model of the Sun resonates well with even the most casual interest in astronomy.

Project Curricula Details

Topic(s)

Accessibility

Informal Learning and Afterschool

STEM Career Opportunities and Workforce Development

Youth Motivation and Interests in STEM

Website

3D Astronomy

Target Setting(s)

Middle school (6-8)

High school (9-12)

Other

Discipline(s)

Physics and astronomy

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Lori Ann Rubino-Hare — Thu, 21 Dec 2023 17:41:00 +0000

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Lori Ann Rubino-Hare Thu, 12/21/2023 - 12:41

The impact of Geospatial Inquiry lessons on student interest in science and technology careers

Description

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 of these gaps. Our program scaled an effective GST-focused professional learning and development program to a national audience through a facilitator development model. This paper explores the student characteristics and lesson factors that resulted in student interest in science and technology and careers in those fields. After teaching a Geospatial Inquiry lesson created during a teacher workshop, teachers (n = 82) submitted the lessons and surveys on the implementation of Geospatial Inquiry lessons. The implementation surveys and lessons were scored for alignment to the principles of high-quality Geospatial Inquiry. Students (n = 1924) completed a post-lesson retrospective survey and indicated the extent to which their perceptions and attitudes toward science and technology changed because of the lesson. Results indicate that teacher GST performance is associated with increases in student outcomes. Students with previous exposure to science activities were more likely to have increased interest and excitement in science and careers in science but decreased interest in technology careers. Students who had previous exposure to technology activities had increased interest and excitement in technology and careers in technology but decreased interest in science careers. Geospatial Inquiry lessons also had a significant impact on students who are traditionally underrepresented in STEM fields. After participating in the lessons, students who identify as female reported higher engagement and interest in science and higher interest in science careers. Students who identified as Black or Hispanic also reported higher interest and excitement in science and technology, and students who identified as Black reported marginally higher interest in science careers.

PUBLICATION DETAILS

Type

Article

Author

Brooke A. Whitworth

Lori A. Rubino-Hare

Nena E. Bloom

Publisher

Journal of Research in Science Teaching

Publication Website URL

https://onlinelibrary.wiley.com/doi/10.1002/tea.21904

Topic(s)

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM

Publication Year

2023

Discipline(s)

Interdisciplinary

STEM Dreams in Motion - Episode 3

Eugene Judson — Wed, 06 Dec 2023 19:17:28 +0000

STEM Dreams in Motion - Episode 3

Eugene Judson Wed, 12/06/2023 - 14:17

STEM Dreams in Motion - Episode 3

Description

Episode 3 features STEM college students from Syria and Iraq who all arrived in the United States as refugees. Their various majors are all related to healthcare.

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All resources

Topic(s)

STEM Career Opportunities and Workforce Development

Youth Motivation and Interests in STEM

STEM Dreams in Motion - Episode 2

Eugene Judson — Wed, 06 Dec 2023 19:14:07 +0000

STEM Dreams in Motion - Episode 2

Eugene Judson Wed, 12/06/2023 - 14:14

STEM Dreams in Motion - Episode 2

Description

Episode 2 features Ralph Ngaboyimana. Ralph's family arrived in the United States as refugees from Burundi. He earned his BS degree in Aeronautics and today is a professional pilot.

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All resources

Topic(s)

STEM Career Opportunities and Workforce Development

Youth Motivation and Interests in STEM

Creating 3D Plant Models Using Tinkercad and Fusion 360

Sandra Arango-Caro — Wed, 23 Aug 2023 15:41:23 +0000

Creating 3D Plant Models Using Tinkercad and Fusion 360

Sandra Arango-Caro Wed, 08/23/2023 - 11:41

Creating 3D Plant Models Using Tinkercad and Fusion 360

Description

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 students’ projects are focused not only on the final product but also on the artistic creative process. Students interact with researchers and present their projects at public and scientific events to practice their science communication skills. By using 3D models in augmented and virtual reality, the students learn about the applicability of their own products in education and technology. This project can be competed in 3-4 weeks or over the course of the semester depending on the availability of classroom time. By integrating design and technology with science, students learn that art and design are an essential part of plant and agriculture sciences to prepare for their future STEAM careers.

Project Curricula Details

Topic(s)

Youth Motivation and Interests in STEM

Website

3D Plant Modeling Protocols and Student Products

3D Plant Modeling Training Videos

File Attachment(s)

Overview of 3D Modeling Project

Teaching Protocol of 3D Plant Modeling Project

Student Protocol for 3D Plant Modeling Project

Big bluestem_One-page

C. reinhardtii_Student One Page

Volvocine presentation (Chlamydomonas and Volvox).pdf

Common milkweed_One-page.pdf

Common milkweed_presentation.pdf

Setaria viridis_One-page.pdf

Indiangrass flyer_One-page.pdf

Seashore Paspalum presentation.pdf

Volvox carteri_One-page.pdf

Target Setting(s)

High school (9-12)

Discipline(s)

Life sciences

CryptoComics

Kissy Canela — Thu, 06 Jan 2022 22:17:18 +0000

CryptoComics

Kissy Canela Thu, 01/06/2022 - 17:17

CryptoComics

Description

CryptoComics is a culturally responsive cryptology and cybersecurity curriculum for 7-11 year old. children. An innovative blend of a comic book, technology-based and unplugged activities engages kids in making and breaking codes, symbolic systems awareness and cryptology careers.

Project Curricula Details

Topic(s)

Computational Thinking

STEM Content and Standards

Youth Motivation and Interests in STEM

Website

http://cryptocomics.org/

https://www.youtube.com/embed/lmQzIhL9vzk

Target Setting(s)

Elementary school (K-5)

K-8 STEM Career Competencies: Developing Foundational Skills for the Future of Work Webinar #2

Kissy Canela — Fri, 19 Nov 2021 16:20:25 +0000

K-8 STEM Career Competencies: Developing Foundational Skills for the Future of Work Webinar #2

Kissy Canela Fri, 11/19/2021 - 11:20

K-8 STEM Career Competencies: Developing Foundational Skills for the Future of Work Webinar #2

Description

On November 17, 2021, STELAR held a Q&A Webinar Session to engage in a discussion of the K-8 STEM Career Competencies Framework. Authors responded to inquires about use and best practices, and participants shared their own resources and perspectives.

Webinar slides: here

Resources from STELAR’s K-8 STEM Career Competency Q&A Webinar

Read the guide: K–8 STEM Career Competencies
Read the blog: 10 Ways to Prepare Today’s Students for Tomorrow’s Workforce
View the June 28, 2021 webinar: Developing Foundational Skills for the Future of Work

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All resources

Topic(s)

Computational Thinking

STEM Career Opportunities and Workforce Development

STEM Content and Standards

Youth Motivation and Interests in STEM

Creating STEM Pathways at Detroit's Aquarium

Sarah MacGillivray — Fri, 23 Jul 2021 14:51:49 +0000

Creating STEM Pathways at Detroit's Aquarium

Sarah MacGillivray Fri, 07/23/2021 - 10:51

Creating STEM Pathways at Detroit's Aquarium

Description

Welcome to Detroit and the Belle Isle Aquarium, where students come to see fish, turtles, and frogs and leave with learning and excitement about what they, too, could be doing in the world of science. This project starts with teacher professional development to enhance their knowledge of biology and ecology and to help them prepare their classes to benefit the most from their field trip visit. Aquarium educators (and our education researchers) follow up with classroom visits, and teachers get the opportunity to reinforce lessons with small grants to enhance learning opportunities. Want to know more? Then after viewing our showcase video, join us on a "virtual field trip" (https://www.biaquariumstem.org/virtual-field-trip.html), created in response to COVID-19. Before COVID-19, every fifth grade student in the Detroit public school system could visit the Aquarium. Now, this trip is open to the world. Your students are welcome to join us wherever they are.

This video was presented during the 2020 STEM for All Video Showcase, where it earned the facilitator's choice award and has received more than 6000 views.

Ram, J., Yarema, S., Chadde, J., Teisan, J., Emmert, A., Tate, M., & McGhee, M. (2020). Creating STEM Pathways at Detroit’s Aquarium. 2020 STEM for all: Video Showcase. TERC (National Science Foundation). Voted facilitator’s Choice. 6,200 views https://stemforall2020.videohall.com/presentations/1753.

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Topic(s)

Partnerships and Collaboration

STEM Content and Standards

Teacher Professional Development and Pedagogy

Youth Motivation and Interests in STEM