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Articles 1 - 9 of 9
Full-Text Articles in Science and Mathematics Education
An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
An Examination Of Accessible Hands-On Science Learning Experiences, Self-Confidence In One’S Capacity To Function In The Sciences, And Motivation And Interest In Scientific Studies And Careers., Mick D. Isaacson, Cary Supalo, Michelle Michaels, Alan Roth
Journal of Science Education for Students with Disabilities
This study examined the potential relationship of accessible hands-on science learning experiences to the development of positive beliefs concerning one’s capacity to function in the sciences and motivation to consider science as a college major and career. Findings from Likert survey items given before and after engaging in accessible hands-on science laboratories show that students who were blind or had low vision (BLV) were more likely to agree with the following items after engaging in accessible science experiences: 1) I plan on enrolling as a science major in college; 2) My educational experiences, so far, have given me the …
From Stem To Steam: Reframing What It Means To Learn, Nicole M. Radziwill, Morgan C. Benton, Cassidy Moellers
From Stem To Steam: Reframing What It Means To Learn, Nicole M. Radziwill, Morgan C. Benton, Cassidy Moellers
The STEAM Journal
Although involvement in art and design have been shown to play an essential role in catalyzing STEM research, true integration is still an area of active research. The realization of STEM education via STEAM lends itself to interactive and participatory dialogic art; this juncture provides a nonjudgmental space to cultivate the question-making aspect of inquiry, the ability to comfortably hold uncertainty, and a sensitivity to the process of discovery. Even though STEM education can (and often is) inquiry-based, assessments still tend to focus on whether knowledge or skills have been obtained, and this is no different than the current general …
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
In her keynote address at the 2008 NCSSSMST Professional Conference, Dr. Stephanie Pace Marshall addresses what work can be done with the collective resources of its Consortium members which beg to be shared and connected--and also explores what the source of "...our Blessed Unrest that will give us the courage to become unreasonable advocates for our children and for STEM transformation?"
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stephanie Pace Marshall, Ph.D.
The future well-being, prosperity and sustainability of our nation, the global community and our planet resides in igniting and nurturing decidedly different STEM minds that can advance both the new STEM frontier and the human future.
Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall
Loving The World And Our Children Enough--Nurturing Decidedly Different Scientifc Minds, By Design, Stephanie Pace Marshall
Publications & Research
Wise world-shaping and problem-solving requires that we and our children think in decidedly different, integral and wise ways. This transformation requires a fundamental shift in consciousness and the emergence of global minds that can creatively live into a new worldview of an interconnected planet and a sustainable and interdependent human family. "The fullness of our humanity and the sustainability of our planet rest with the nurturing of decidedly different minds."
Cognitive Effects Of Argument Visualization Tools, Michael H.G. Hoffmann
Cognitive Effects Of Argument Visualization Tools, Michael H.G. Hoffmann
Michael H.G. Hoffmann
External representations play a crucial role in learning. At the same time, cognitive load theory suggests that the possibility of learning depends on limited resources of the working memory and on cognitive load imposed by instructional design and representation tools. Both these observations motivate a critical look at Computer-Supported Argument Visualization (CSAV) tools that are supposed to facilitate learning. This paper uses cognitive load theory to compare the cognitive efficacy of RationaleTM 2 and AGORA.
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Stem Talent: Moving Beyond Traditional Boundaries, Stephanie Pace Marshall
Publications & Research
The future well-being, prosperity and sustainability of our nation, the global community and our planet resides in igniting and nurturing decidedly different STEM minds that can advance both the new STEM frontier and the human future.
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Blessed Unrest: The Power Of Unreasonable People To Change The World, Stephanie Pace Marshall
Publications & Research
In her keynote address at the 2008 NCSSSMST Professional Conference, Dr. Stephanie Pace Marshall addresses what work can be done with the collective resources of its Consortium members which beg to be shared and connected--and also explores what the source of "...our Blessed Unrest that will give us the courage to become unreasonable advocates for our children and for STEM transformation?"
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Does Increasing Biology Teacher Knowledge Of Evolution And The Nature Of Science Lead To Greater Advocacy For The Teaching Of Evolution In Schools?, Ross Nehm, Irvin Sam Schonfeld
Publications and Research
This study investigated whether or not an increase in secondary science teacher knowledge about evolution and the nature of science gained from completing a graduate-level evolution course was associated with greater preference for the teaching of evolution in schools. Forty-four precertified secondary biology teachers participated in a 14-week intervention designed to address documented misconceptions identified by a precourse instrument. The course produced statistically significant gains in teacher knowledge of evolution and the nature of science and a significant decrease in misconceptions about evolution and natural selection. Nevertheless, teachers' postcourse preference positions remained unchanged; the majority of science teachers still preferred …