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Articles 1 - 3 of 3
Full-Text Articles in Education
Ne Stem 4u Afterschool Intervention Leads To Gains In Stem Content Knowledge For Middle School Youth, Christine E. Cutucache, Taylor Boham, Jamie Luhr, Amie Sommers, Nikolaus Stevenson, Erkko Sointu, Kati Mäkitalo‐Siegl, Sirpa Kärkkäinen, Teemu Valtonen, Neal Grandgenett, William Tapprich
Ne Stem 4u Afterschool Intervention Leads To Gains In Stem Content Knowledge For Middle School Youth, Christine E. Cutucache, Taylor Boham, Jamie Luhr, Amie Sommers, Nikolaus Stevenson, Erkko Sointu, Kati Mäkitalo‐Siegl, Sirpa Kärkkäinen, Teemu Valtonen, Neal Grandgenett, William Tapprich
Biology Faculty Publications
Afterschool interventions in STEM are linked to learning gains during the school day. These opportunities engage and excite students about STEM concepts since they observe a more hands-on, project-oriented approach. Often these opportunities for afterschool interventions are infrequent in nature and leave gaps for students in their maturation and understanding. Herein we describe the first report of an afterschool intervention, named NE STEM 4U, targeting socioeconomically disadvantaged middle school youth via a twice weekly, year-long intervention, studied across two years. We assessed the impact of this program on i.) short-term, individual student gains in STEM content knowledge and ii.) delivery …
A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone
A Low-Intensity, Hybrid Design Between A "Traditional" And A "Course-Based" Research Experience Yields Positive Outcomes For Science Undergraduate Freshmen And Shows Potential For Large-Scale Application, Thushani Rodrigo-Peiris, Lin Xiang, Vincent M. Cassone
Biology Faculty Publications
Based on positive student outcomes, providing research experiences from early undergraduate years is recommended for science, technology, engineering, and mathematics (STEM) majors. To this end, we designed a novel research experience called the “STEMCats Research Experience” (SRE) for a cohort of 119 second-semester freshmen with diverse college preparatory levels, demographics, and academic majors. The SRE targeted student outcomes of enhancing retention in STEM majors, STEM competency development, and STEM academic performance. It was designed as a hybrid of features from apprenticeship-based traditional undergraduate research experience and course-based undergraduate research experience designs, considering five factors: 1) an authentic research experience, 2) …
Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich
Genuine Faculty-Mentored Research Experiences For In-Service Science Teachers: Increases In Science Knowledge, Perception, And Confidence Levels, Christine E. Cutucache, Heather D. Leas, Neal F. Grandgenett, Kari L. Nelson, Steven N. Rodie, Robert Duncan Shuster, Chris Schaben, William E. Tapprich
Biology Faculty Publications
The overall purpose of this multifocused study was to explore how participation in genuine mentored scientific research experiences impacts in-service science teachers and the knowledge and skills needed for their own science teaching. The research experiences resulted from a partnership between the University of Nebraska at Omaha and the Omaha Public School District. This Teacher- Researcher Partnership Program facilitated opportunities in inquiry, science content, interaction with laboratory instrumentation and technologies, critical discussion of literature, and dissemination of findings for participating in-service science teacher professional development utilizing an inquiry-based theoretical framework wherein we examined science teacher preparation via inquiry-based methods in …