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- Journal of Science Education for Students with Disabilities (6)
- Graduate Theses and Dissertations (2)
- Australian Journal of Teacher Education (1)
- Books and Monographs (1)
- Educational Leadership & Technology Faculty Publications (1)
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- Journal of STEM Teacher Education (1)
- Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children (1)
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- STAR Program Research Presentations (1)
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Articles 1 - 19 of 19
Full-Text Articles in Science and Mathematics Education
An Introductory Course In Electrical Circuits And Coding For Deaf And Deafblind Middle School Students, Becca Leininger, Christina Yang, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, Annmarie Thomas
An Introductory Course In Electrical Circuits And Coding For Deaf And Deafblind Middle School Students, Becca Leininger, Christina Yang, Makayla Quinn, Jeffrey Jalkio, Rahaf Bahajry, Mellissa Ingabire, Annmarie Thomas
Journal of Science Education for Students with Disabilities
in is the first Deaf charter school in the United States, opening in 1993. The school serves students in the Twin Cities and Western Wisconsin from ages 2 to 21 who are primarily Deaf, DeafBlind and Hard of Hearing students, often being visual and/or tactile learners. All students who attend have Individualized Education Plans (IEPs) and fall under the special education category, defined by the Minnesota Department of Education as students who “have a disability and need specialized instruction” (Minnesota Department of Education, n.d.). At , students are instructed in American Sign Language (ASL) and English is primarily taught through …
Imagination To Innovation: Design Thinking For Young Learners, Lindsey Herlehy, Cassandra Armstrong
Imagination To Innovation: Design Thinking For Young Learners, Lindsey Herlehy, Cassandra Armstrong
Publications & Research
Design thinking is the intersection of engineering design and social-emotional learning. Today’s learners must be empathetic problem solvers capable of defining problems and designing appropriate solutions to meet the needs of the user. In this session, participants will experience design thinking through literature-based scenarios appropriate for early learners. They will analyze and compare their own models to those of others and compose a lesson that will engage students in the design thinking process.
Spring 2022 Saturday Seminars Agenda, Shubha Tewari
Spring 2022 Saturday Seminars Agenda, Shubha Tewari
Science and Engineering Saturday Seminars
No abstract provided.
Supporting Students With An Autism Spectrum Disorder In Engineering: K-12 And Beyond, Jennifer L. Kouo, Alexis Hahn, Sarah Morton, Jay Gregorio
Supporting Students With An Autism Spectrum Disorder In Engineering: K-12 And Beyond, Jennifer L. Kouo, Alexis Hahn, Sarah Morton, Jay Gregorio
Journal of Science Education for Students with Disabilities
Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives …
Build Your Own Body Mod: Empowerment Through Prototyping And Design, Anaiss Arreola, Katherine R. Ganim
Build Your Own Body Mod: Empowerment Through Prototyping And Design, Anaiss Arreola, Katherine R. Ganim
Journal of Science Education for Students with Disabilities
When you don’t have a hand, what could you have instead? This article introduces the impact of inviting youth with disabilities to learn tools and technology to design their own solutions and advocate for their own future. This approach to programming is rooted in a mindset of designing WITH, not FOR. Not only are design outcomes improved when users are incorporated into the process, but this approach has been shown to improve confidence in creating one’s own solutions. These programs include hands-on “design-your-own-body-mod” workshops, as well as a budding inclusive design consultancy led by youth with disabilities. Through this programming, …
Scope Process: Fostering Students' Design Outcome Effectiveness, Andrew J. Hughes, Cameron D. Denson
Scope Process: Fostering Students' Design Outcome Effectiveness, Andrew J. Hughes, Cameron D. Denson
Educational Leadership & Technology Faculty Publications
The purpose of this article is to help Technology and Engineering Educators scaffold engineering design and problem-solving experiences so that students taking technology and engineering courses will develop an improved ability to design. Technology and Engineering Education seems to increasingly focus on problem-solving, design, and engineering. Technology and Engineering Education is not the only discipline with this focus. The fact that both Science and Technology and Engineering Education are similarly focused on the teaching and learning of engineering begs the question of what separates technology and engineering educators from science educators in the teaching of engineering? Lewis (2004) cautioned that …
Growing Capacity In Gifted And Talented Education Through Science, Technology, Engineering, Arts, And Mathematics (Steam), Sheron Mark, Chin-Wen Jean Lee, Peter A. Azmani
Growing Capacity In Gifted And Talented Education Through Science, Technology, Engineering, Arts, And Mathematics (Steam), Sheron Mark, Chin-Wen Jean Lee, Peter A. Azmani
Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children
A graduate-level gifted and talented education (GTE) course for in-service teachers was revised aiming to prepare teachers to integrate science, technology, engineering, arts, and mathematics (STEAM) education into existing curricula to create challenging learning experiences for students identified as gifted and talented. Two university-based teacher educators in science education and GTE, respectively, engaged in action research in order to develop and refine a semester-long STEAM project in the GTE course to accomplish this goal. In all, two elementary, one Music, and one World History teacher participated. Case study analysis explored the teachers’ approaches to developing STEAM-based lessons to expand their …
Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand
Students’ With Blindness And Visual Impairments Level Of Engagement In Science And Engineering Practices, Tiffany A. Wild, Natalie Shaheen, Danene K. Fast, Julia Averill, Karen Koehler, Kathleen Farrand
Journal of Science Education for Students with Disabilities
There is a lack of research on science-process skills and abilities of students with blindness and visual impairments to apply those skills (Jones, Forrester, Robertson, Gardner, & Taylor, 2012). This study aims to provide additional information on how students with blindness and visual impairment are engaged in science and engineering practices in order for teachers to gain a better understanding of how students with visual impairments can learn engineering practices. The Student Inquiry Review (Hilson & Wild, 2015) that examines the scientific and engineering practices as defined in the Framework for K-12 Science Education: Practices, Crosscutting Concepts and Core Ideas …
Institutional Barriers To Black And Latino Male Collegians’ Success In Engineering And Related Stem Fields, Leroy Long Iii, Trevion S. Henderson, Michael Steven Williams Dr,
Institutional Barriers To Black And Latino Male Collegians’ Success In Engineering And Related Stem Fields, Leroy Long Iii, Trevion S. Henderson, Michael Steven Williams Dr,
Publications
Diverse people and perspectives are needed to spur innovation and tackle societal problems. A wealth of untapped intellectual and economic potential exists among historically underrepresented racial/ethnic groups – including Blacks and Latinos – who have not had equitable access to engineering and related STEM fields. For Blacks and Latinos who are accepted into engineering and related STEM fields, they face a number of barriers to their success which lead to low retention and graduation rates. In historically male-dominated fields such as engineering and related STEM disciplines, Black and Latino men have remained underrepresented at the student and faculty ranks. To …
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Making Connections: Evaluation Of A Professional Development Program For Teachers Focused On Stem Integration, Judy Lambert, Carmen Cioc, Sorin Cioc, Dawn Sandt
Journal of STEM Teacher Education
This article reports on a 2-year evaluation of a STEM integration professional development (PD) program for 40 math, science, and special education teachers in Grades 5–9 from a large Midwestern public school district. The National Research Council’s framework for integrated STEM education (Honey, Pearson, & Schweingruber, 2014) was used to explain the goals, outcomes, nature and scope, and implementation of the program. Teachers were measured on their growth in STEM content knowledge, technology integration, teaching confidence, pedagogical beliefs, and impact of PD. Increases resulted in all these areas with statistically significant improvements in most of them, particularly in Year 2. …
Implementing Elementary School Next Generation Science Standards, Kathy Kennedy
Implementing Elementary School Next Generation Science Standards, Kathy Kennedy
Walden Dissertations and Doctoral Studies
Implementation of the Next Generation Science Standards requires developing elementary teacher content and pedagogical content knowledge of science and engineering concepts. Teacher preparation for this undertaking appears inadequate with little known about how in-service Mid-Atlantic urban elementary science teachers approach this task. The purpose of this basic qualitative interview study was to explore the research questions related to perceived learning needs of 8 elementary science teachers and 5 of their administrators serving as instructional leaders. Strategies needed for professional growth to support learning and barriers that hamper it at both building and district levels were included. These questions were considered …
An Analysis Of Secondary Integrated Stem Lesson Plans: Common Characteristics, Learning Expectations And The Impact From The Teacher's Definition Of I-Stem, Jacob Hayward
Graduate Theses and Dissertations
This qualitative study investigated teachers’ understanding of their definition of I-STEM (Integrated STEM education), how those understandings manifested into lessons and associated lesson artifacts, how they assessed students in such lessons, and what factors or rationales supported their ability to conduct or not conduct I-STEM lessons. A survey was sent to the members of four professional organizations representing I-STEM disciplines to solicit their participation in this project. Ten teachers ranging from grades 9-12 participated in this study. Of those who responded, six teachers identified with National Science Teachers Association (NSTA), three teachers selected International Technology and Engineering Education Association (ITEEA), …
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 …
Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels
Ambiguity In Speaking Chemistry And Other Stem Content: Educational Implications, Mick D. Isaacson, Michelle Michaels
Journal of Science Education for Students with Disabilities
Ambiguity in speech is a possible barrier to the acquisition of knowledge for students who have print disabilities (such as blindness, visual impairments, and some specific learning disabilities) and rely on auditory input for learning. Chemistry appears to have considerable potential for being spoken ambiguously and may be a barrier to accessing knowledge and to learning. Educators in chemistry may be unaware of, or have limited awareness of, potential ambiguity in speaking chemistry and may speak chemistry ambiguously to their students. One purpose of this paper is to increase awareness of potential ambiguity in speaking chemistry and other STEM fields …
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Integrating Cognitive Science With Innovative Teaching In Stem Disciplines, Mark A. Mcdaniel, Regina F. Frey, Susan M. Fitzpatrick, Henry L. Roediger Iii
Books and Monographs
This volume collects the ideas and insights discussed at a novel conference, the Integrating Cognitive Science with Innovative Teaching in STEM Disciplines Conference, which was held September 27-28, 2012 at Washington University in St. Louis. With funding from the James S. McDonnell Foundation, the conference was hosted by Washington University’s Center for Integrative Research on Cognition, Learning, and Education (CIRCLE), a center established in 2011. Available for download as a PDF. Titles of individual chapters can be found at http://openscholarship.wustl.edu/circle_book/.
Integrating Technology And Engineering In A Stem Context, Barry N. Burke, Philip A. Reed, John G. Wells, Robert E. Yager (Ed.), Herbert Brunkhorst (Ed.)
Integrating Technology And Engineering In A Stem Context, Barry N. Burke, Philip A. Reed, John G. Wells, Robert E. Yager (Ed.), Herbert Brunkhorst (Ed.)
STEMPS Faculty Publications
(First paragraph) Imagine students entering the classroom with an enthusiasm that cannot be contained. They come from all walks of life and with different experiences and backgrounds and are eager to engage in learning. Inspiration and innovation are on their mind. What they learned in their science and math classes is now being applied in another class they take called Technology and Engineering. Opportunity is what they see for their future. Something about connecting all the dots from all their classes propels them to change their outlook, to get involved, to get excited about school and to envision their future.
If It Isn’T Tested, It Doesn’T Work: Automated Verification Of Sofia Data Handling Software, Garrett Holthaus, Brett Stroozas, Zaheer Ali
If It Isn’T Tested, It Doesn’T Work: Automated Verification Of Sofia Data Handling Software, Garrett Holthaus, Brett Stroozas, Zaheer Ali
STAR Program Research Presentations
This project involves writing code to automate the verification testing of the Data Handling Working Group (DHWG) software tools for the Stratospheric Observatory for Infrared Astronomy (SOFIA). The DHWG tools extract engineering data from SOFIA missions. Engineering data includes a variety of information on the operations and status of SOFIA systems during a flight, including computer network traffic, user commands, and images acquired from cameras mounted on the telescope assembly. It is important to review engineering data because this data can lead to the discovery of any problems or inefficiencies in SOFIA hardware and software. Analysis of engineering data can …
Defining Characteristics Of An Integrated Stem Curriculum In K-12 Education, Vinson Robert Carter
Defining Characteristics Of An Integrated Stem Curriculum In K-12 Education, Vinson Robert Carter
Graduate Theses and Dissertations
The purpose of the study was to obtain consensus concerning the defining characteristics of integrated STEM (Science, Technology, Engineering, and Mathematics) curriculum. This study utilized a three round modified Delphi study to solicit recommendations from experts of STEM education in order to: 1) create a set of categorical and defining curricular components needed to develop and implement appropriate integrated STEM curriculum; 2) identify the characteristics that set integrated STEM education curriculum apart from single-discipline curricula; 3) discuss the components necessary to gauge whether an initiative, project, or curriculum should be referred to as integrated STEM education; and 4) examine whether …
The Tower Builders: A Consideration Of Stem, Stse And Ethics In Science Education, Astrid Steele, Christine R. Brew, Brenda R. Beatty
The Tower Builders: A Consideration Of Stem, Stse And Ethics In Science Education, Astrid Steele, Christine R. Brew, Brenda R. Beatty
Australian Journal of Teacher Education
The call for the integration of ethical considerations in the teaching of science is now firmly on the agenda. Taking as illustrative a science lesson in a pre-service teacher class, the authors consider the roles of STSE (science, technology, society and environment) and the increasingly influential heavily funded STEM (science, technology, engineering and mathematics) education initiatives. The origins and foci of both initiatives are discussed, as are their disparate ontological foundations. The use of Habermas’ knowledge theories in conjunction with ethical frameworks is posited as a way of considering both STSE and STEM perspectives and their implications for strengthening science …