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Designing for Future Action
How STEAM Programming Can Support Youth Engagement in Community Changemaking Projects
Connected Science Learning January–February 2022 (Volume 4, Issue 1)
By Mairéad Hurley, Abby Rhinehart, Philip Bell, Autumn Brown, Nancy Price, and Joseph Roche
Emerging Connections
Commitments for Connected STEM
Spanning Disciplines, Generations, and Anchor Institutions for Humane Science
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Student Agency Through Engineering
When students are given opportunities to address problems important to them, the engineering design process (EDP) helps show the way.
Science and Children—January/February 2022 (Volume 59, Issue 3)
By Shiela Lee, John Russell, Todd Campbell, and Okhee Lee
Brief
What If We Made Room for Young People?
Rebuilding Community-Institution Trust Through Youth Participatory Action Research
Volume 4, Issue 1
Youth and Communities Taking Action Through STEM
Volume 4, Issue 1
Youth and Communities Taking Action Through STEM
Volume 4, Issue 1
Youth and Communities Taking Action Through STEM
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Chicken-Centered Design
Fourth graders experience design thinking in the barnyard
Science and Children—January/February 2022 (Volume 59, Issue 3)
By Jody Stout, Rob Rouse, Jonathan Malesic, and Katie Krummeck
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Patterns That Matter
Helping second graders explore patterns of properties of matter and the nature of science
Science and Children—January/February 2022 (Volume 59, Issue 3)
By Jesse Wilcox, Reade Reiter, Abby Rose, Alex Alberts, and Katie Murano
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Wondering About Wobbling
An earthquake design challenge for upper elementary students
Science and Children—January/February 2022 (Volume 59, Issue 3)
By Alexandria Muller, Tarah Connolly, John Galisky, Ron Skinner, Devon M. Christman, and Danielle Harlow
Tech Talk
Intentional, Creative, Powerful
Technology and Design Thinking
Science and Children—January/February 2022 (Volume 59, Issue 3)
By Heather Pacheco-Guffrey
The Poetry of Science
Poetry for Design Thinking
Science and Children—January/February 2022 (Volume 59, Issue 3)
By Sylvia Vardell and Janet Wong