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Diversity and Equity

Data Investigations to Further Social Justice Inside and Outside of STEM

Connected Science Learning January–February 2021 (Volume 3, Issue 1)

By Josephine Louie, Jennifer Stiles, Emily Fagan, Soma Roy, and Beth Chance

Data Investigations to Further Social Justice Inside and Outside of STEM

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Volume 44, Number 3

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Volume 44, Number 3

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Volume 44, Number 3

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Volume 88, Number 3

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Volume 88, Number 3

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Volume 88, Number 3

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Volume 58, Number 3

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Volume 58, Number 3

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Volume 58, Number 3

 

Freebies for Science Teachers, January 5, 2021

By Debra Shapiro

Freebies for Science Teachers, January 5, 2021

 

Reflections About Teaching Science Remotely

By Jim McDonald

Posted on 2020-12-22

Reflections About Teaching Science Remotely

Transforming Science Learning: Theory to Practice: Practical Guidance for Engaging MLs in 3D Science, February 24, 2021

Join us on Wednesday, February 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

NSTA and the World-Class Instructional Design and Assessment (WIDA) have joined forces in a new program, Making Science Multilingual (MSM), to support the equitable inclusion of multilingual learners in three-dimensional science. The program co-leaders will share how the MSM Design Principles translate to specific equity-focused action in your classrooms.

Join us on Wednesday, February 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

NSTA and the World-Class Instructional Design and Assessment (WIDA) have joined forces in a new program, Making Science Multilingual (MSM), to support the equitable inclusion of multilingual learners in three-dimensional science. The program co-leaders will share how the MSM Design Principles translate to specific equity-focused action in your classrooms.

Join us on Wednesday, February 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

NSTA and the World-Class Instructional Design and Assessment (WIDA) have joined forces in a new program, Making Science Multilingual (MSM), to support the equitable inclusion of multilingual learners in three-dimensional science. The program co-leaders will share how the MSM Design Principles translate to specific equity-focused action in your classrooms.

Join us on Wednesday, February 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

NSTA and the World-Class Instructional Design and Assessment (WIDA) have joined forces in a new program, Making Science Multilingual (MSM), to support the equitable inclusion of multilingual learners in three-dimensional science. The program co-leaders will share how the MSM Design Principles translate to specific equity-focused action in your classrooms.

Join us on Wednesday, February 24, 2021, from 7:00 PM to 8:30 PM ET for another edition of the Transforming Science Learning series.

NSTA and the World-Class Instructional Design and Assessment (WIDA) have joined forces in a new program, Making Science Multilingual (MSM), to support the equitable inclusion of multilingual learners in three-dimensional science. The program co-leaders will share how the MSM Design Principles translate to specific equity-focused action in your classrooms.

 

research & teaching

Improving Preservice Elementary Teachers’ Engineering Teaching Efficacy Beliefs With 3D Design and Printing

Journal of College Science Teaching—May/June 2019 (Volume 48, Issue 5)

By Erdogan Kaya, Anna Newley, Ezgi Yesilyurt and Hasan Deniz

The Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) under-score the importance of including engineering design process (EDP) within the science curriculum. The Framework and the NGSS raised engineering design to the level of scientific inquiry in an attempt to prepare a STEM-literate workforce for the 21st century. Science teachers and elementary teachers do not have the required pedagogical content knowledge and self-efficacy to integrate engineering design in their own teaching. We believe that preservice elementary teachers should be taught how to integrate the EDP into their teaching and think that introducing 3D printing into preservice elementary science teaching methods courses can be an effective method for integrating engineering into elementary science teaching. In this study, our purpose is twofold: (a) provide a detailed explanation of how 3D printing is integrated into the EDP within the context of an elementary science teaching methods course and (b) investigate the changes in preservice elementary teachers’ engineering teaching efficacy beliefs as a result of their participation in an engineering design challenge that requires 3D printing. Our results revealed an increase in PST engineering teaching efficacy beliefs.

 

The Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) under-score the importance of including engineering design process (EDP) within the science curriculum. The Framework and the NGSS raised engineering design to the level of scientific inquiry in an attempt to prepare a STEM-literate workforce for the 21st century. Science teachers and elementary teachers do not have the required pedagogical content knowledge and self-efficacy to integrate engineering design in their own teaching.
The Framework for K–12 Science Education and the Next Generation Science Standards (NGSS) under-score the importance of including engineering design process (EDP) within the science curriculum. The Framework and the NGSS raised engineering design to the level of scientific inquiry in an attempt to prepare a STEM-literate workforce for the 21st century. Science teachers and elementary teachers do not have the required pedagogical content knowledge and self-efficacy to integrate engineering design in their own teaching.
 

research & teaching

Exploring Student Perception Toward Online Homework and Comparison With Paper Homework in an Introductory Probability Course

Journal of College Science Teaching—May/June 2019 (Volume 48, Issue 5)

By Philip Matchett Wood and Vijesh Bhute

Online software systems are extensively used to give students practice on course content, especially in mathematics and physics courses. They offer instant feedback, and several of these systems are open source or very economical compared with hiring graders for traditional paper-and-pencil–based homework (PPH). In this article, the authors evaluate WeBWorK (WW), an online software tool, in an introductory course on probability over two semesters. WW is compared with PPH by measuring student perception, average time spent on a problem, collaborative work outside of classroom, resilience, self-efficacy, and exam performance. The authors find that except for working in groups on homework, students perform similarly on all the aforementioned aspects in both PPH and WW. The authors also suggest potential strategies to improve student understanding and learning while using WW and recommend the use of WW in mathematics-oriented courses. 

 

Online software systems are extensively used to give students practice on course content, especially in mathematics and physics courses. They offer instant feedback, and several of these systems are open source or very economical compared with hiring graders for traditional paper-and-pencil–based homework (PPH). In this article, the authors evaluate WeBWorK (WW), an online software tool, in an introductory course on probability over two semesters.
Online software systems are extensively used to give students practice on course content, especially in mathematics and physics courses. They offer instant feedback, and several of these systems are open source or very economical compared with hiring graders for traditional paper-and-pencil–based homework (PPH). In this article, the authors evaluate WeBWorK (WW), an online software tool, in an introductory course on probability over two semesters.
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