Red De Milpas Escolares De Nuevo León Una Comunidad De Aprendizaje Docente Y Su Impacto En El Aprendizaje De Los Estudiantes,
2025
CINVESTAV Monterrey
Red De Milpas Escolares De Nuevo León Una Comunidad De Aprendizaje Docente Y Su Impacto En El Aprendizaje De Los Estudiantes, Reina Janeth Morales González, Alma Adrianna Gómez Galindo
Critical Proceedings of the STEM ED Conference (2024)
Red de Milpas escolares de Nuevo León, es una comunidad de aprendizaje entre docentes interesados en la implementación de las milpas. Esto conlleva retos como actividad agroecológica y escolar. El aprendizaje en comunidad representa una forma de enfrentarlos abonando al conocimiento de los estudiantes y a la formación del profesorado.
Perspectivas De Docentes De Secundaria Frente A Una Enseñanza Con Enfoque Stem En Escuelas Rurales,
2025
DIE-CINVESTAV Ciudad de México
Perspectivas De Docentes De Secundaria Frente A Una Enseñanza Con Enfoque Stem En Escuelas Rurales, Yesenia Castaño Torres, María Teresa Guerra Ramos
Critical Proceedings of the STEM ED Conference (2024)
Se analizan las perspectivas de docentes de una escuela ubicada en una zona rural de México sobre el enfoque STEM para la enseñanza de los saberes escolares en secundaria. Se reflexiona sobre lo que entienden los docentes sobre las disciplinas STEM y la viabilidad del enfoque en contextos escolares rurales.
Amplifying Student Voices: Cultural Identity And Funds Of Knowledge In Stem Education Through Interactive Cross-Cultural Dialogue,
2025
The University of Texas Rio Grande Valley
Amplifying Student Voices: Cultural Identity And Funds Of Knowledge In Stem Education Through Interactive Cross-Cultural Dialogue, Uma Ganesan
Critical Proceedings of the STEM ED Conference (2024)
This paper examines the outcomes of an innovative interactive session at the 2024 STEM Education Conference held in Mission, Texas, that brought together Indigenous high school students from the Umonhon Nation Public School (UNPS), Rio Grande Valley (RGV) high school students, and preservice teachers from the University of Texas Rio Grande Valley (UTRGV). Participants explored the intersection of cultural identity, student funds of knowledge, and STEM education through structured speed-chatting activities and facilitated dialogues. The session, co-facilitated by University of Nebraska-Lincoln (UNL) Associate Professor Dr. Amanda Morales and UTRGV Assistant Professor Dr. Uma Ganesan, along with UNL preservice teachers Ms. …
Bridging Indigenous And Hispanic Knowledge Systems Through Collaborative Panel Discussions: Stem Teachers’ Perceptions Of Culturally Sustaining Nature-Based Pedagogy,
2025
The University of Texas Rio Grande Valley
Bridging Indigenous And Hispanic Knowledge Systems Through Collaborative Panel Discussions: Stem Teachers’ Perceptions Of Culturally Sustaining Nature-Based Pedagogy, Uma Ganesan
Critical Proceedings of the STEM ED Conference (2024)
This paper presents findings from a transformative collaborative panel discussion session at the 2024 STEM Education Conference, examining how nature-based, environmentally conscious, and culturally sustaining science teaching practices implemented at the Umonhon Nation Public School (UNPS) in Nebraska can inform teaching practices in the Rio Grande Valley. The session was co-facilitated by University of Nebraska-Lincoln (UNL) Associate Professor Dr. Amanda Morales and UTRGV Assistant Professor Dr. Uma Ganesan. The study combines panel discussion analysis with qualitative survey data from participating STEM educators, providing rich insights into teachers’ perceptions of implementing culturally and linguistically sustaining (CLS) practices in diverse contexts. By …
Breaking Barriers: Investigating Gender Dynamics In Introductory Physics Lab Classes,
2025
SUNY Farmingdale State College
Breaking Barriers: Investigating Gender Dynamics In Introductory Physics Lab Classes, Bilas Paul, Shantanu Chakraborty, Ganga Sharma
Georgia Journal of Science
The persistent underrepresentation of women and other gender minorities in physical science fields has been an ongoing concern. This study investigates gender dynamics in introductory physics laboratory courses, focusing on whether students of different gender identities exhibit equal inclination and confidence in conducting lab experiments, and whether they face barriers that impact their participation. Conducted across three institutions and involving non-physics STEM students enrolled in algebra-based and calculus-based physics courses, the study found mixed results, with two institutions showing no significant gender-based differences in participation levels during lab activities, while one institution demonstrated significant differences. Chi-square tests revealed no significant …
Image Of Mathematics: A Case Study Of Two Women's Early Mathematics Experiences,
2025
The University of Texas Rio Grande Valley
Image Of Mathematics: A Case Study Of Two Women's Early Mathematics Experiences, Lili Zhou, Elizabeth Suazo-Flores, Bima Sapkota, Rose Mbewe, Jill Newton
School of Mathematical & Statistical Sciences Faculty Publications
People often view mathematics as abstract, cold, and irrelevant to real life, and their school experiences likely influence such views. In this case study, we investigated the mathematics experiences of two women who participated in an afterschool girls-only STEM club 30 years ago when they were in fifth and sixth grades. We explored how the participants' early in- and out-of-school experiences informed their images of mathematics. We collected data through a survey, focus group interviews, and individual interviews. We employed oral history methods in interviews to grant participants a significant degree of freedom to retrospectively recount and reconstruct their experiences. …
Making Science-Inquiry Learning Accessible For Students With Complex Support Needs,
2025
ATLAS at the University of Kansas
Making Science-Inquiry Learning Accessible For Students With Complex Support Needs, Sarah Koebley, Shawnee Wakeman, Lindsay Ruhter, David Pugalee, Meagan Karvonen
Journal of Science Education for Students with Disabilities
Inquiry learning through engagement with scientific practices has proven to be an effective instructional practice for general education students. Although students with complex support needs (CSN) are required to have access to the same grade-appropriate academic content in science as their peers without CSN, it remains a challenge for special education teachers to design instruction around student inquiry and science conceptual understanding. The 5E Science Education for Special Educators (5E-SESE) Model combines three well-established conceptual constructs (three-dimensional science standards, Universal Design for Learning [UDL], and the 5E Model) to support special educators in delivering quality science instruction. With the 5E …
Evaluation Of A Guide To Accessing Accommodations During Medical School Created By And For Students With Disabilities,
2025
University of South Florida Health Morsani College of Medicine
Evaluation Of A Guide To Accessing Accommodations During Medical School Created By And For Students With Disabilities, Nora Newcomb, Emily Coughlin, Zainub Dhanani, Kie Fujii, Lily Upp, Harika Kottakota, Rahul Mhaskar, Andrew Galligan
Journal of Science Education for Students with Disabilities
Medical students with disabilities constitute 7.6% of allopathic (MD) and 4.3% of osteopathic (DO) programs, and they are entitled to reasonable accommodation, per the Americans with Disabilities Act. However, research has demonstrated that disabled medical students often encounter barriers when accessing accommodations. In response to these barriers, Medical Students with Chronic Illness and Disability (MSDCI) National created the MSDCI Guide to Accessing Disability Accommodations During Undergraduate Medical Education (the Guide). We conducted a program evaluation to evaluate the efficacy of the Guide as a resource to the members of MSDCI, a program evaluation was conducted. A Qualtrics survey was distributed …
Investigating Student Noticing Of Quantitative Reasoning In Introductory Biology Labs,
2025
Chapman University
Investigating Student Noticing Of Quantitative Reasoning In Introductory Biology Labs, Jeremy L. Hsu, Sara Gartland, Joelle Prate, Charles Hohensee
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Quantitative reasoning (QR) is a key skill for undergraduate biology education. Despite this, many students struggle with QR. Here, we use the theoretical framework of student noticing to investigate why some students struggle with QR in introductory biology labs. Under this framework, what students notice when given new information and data influences how they process this information and connect it with other events to form new conceptions. Students must mentally isolate given features, create mental records of those features, and identify features or objects that they connect to existing knowledge. Identifying these features or objects is thus critical since they …
A Practical Guide To Grade Adjustment Or Curving For Pharmacy And Other Professional Health Programs,
2025
Chapman University
A Practical Guide To Grade Adjustment Or Curving For Pharmacy And Other Professional Health Programs, Reza Mehvar
Pharmacy Faculty Articles and Research
The peer-reviewed literature on the adjustment or curving of assessments in health profession programs is almost non-existent. This communication aims to present potential methods of grade adjustment for individual questions or entire assessments. Simulated data for a 25-item assessment were used as an example to analyze the effects of different methods of grade adjustment on students’ scores. Grade adjustments were made by adjusting the points for individual questions or the scores for the entire assessment. Adjustment for the individual questions was carried out by dropping the question, adding points to those who missed the question, or adding a bonus point …
Charting A New Vision: Lessons On Vision & Change From A Network Of Biology Educators,
2025
Chapman University
Charting A New Vision: Lessons On Vision & Change From A Network Of Biology Educators, Jeremy L. Hsu, Anjali Misra, Michael J. Wolyniak, Carlos C. Goller, Stephanie Mathews, Uma Swamy, Dina L. Newman, Michael E. Moore
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
The 2011 Vision & Change report outlined several recommendations for transforming undergraduate biology education, sparking multiple pedagogical reform efforts. Among these was the Promoting Active Learning and Mentoring (PALM) network, an NSF-funded program that provided mentorship and training to instructors on implementing active learning in the classroom. Here, we provide a perspective on how members of the biology education community in PALM view the recommendations of Vision & Change, drawing upon our experiences both as members of PALM and as leaders of an associated project funded by another NSF grant that hosted PALM alumni at various conferences. These efforts …
Remodeling Pedagogical Evaluation Tools To Incorporate Student Self-Efficacy And Sense Of Belonging In Scientific Research,
2025
Chapman University
Remodeling Pedagogical Evaluation Tools To Incorporate Student Self-Efficacy And Sense Of Belonging In Scientific Research, Richelle L. Tanner, Nicholas P. Burnett, Emily E. King, Anne E. Todgham
Biology, Chemistry, and Environmental Sciences Faculty Articles and Research
Curated undergraduate research experiences have been widely used at colleges and universities for decades to build student interest, technical preparation, and confidence in the pursuit of scientific careers. Educators often employ standardized survey instruments to evaluate learning outcomes for research experiences, but many of these assessments consider only technical skill development and career interests and are not rooted in discrete pedagogical theories. As higher education aims to create inclusive and equitable learning experiences for students, we argue that pedagogical assessment tools for undergraduate research experiences need to expand to consider outcomes such as increased science literacy, confidence in relational “soft” …
Autoethnographic Action Research As A Contemplative Practice: Awareness And Transformation Of Inner And Outer Selves,
2025
St. Xavier's College, Kathmandu, Nepal
Autoethnographic Action Research As A Contemplative Practice: Awareness And Transformation Of Inner And Outer Selves, Jiju Varghese, Bal Chandra Luitel, Niroj Dahal
The Qualitative Report
Contemplation as a spiritual practice has taken various forms across different religious traditions and regions worldwide. Over the years, various contemplative practices have evolved and become popular even outside religious traditions to promote the well-being of all for inner and outer selves’ transformation. In education, many scholars worldwide have expounded on the benefits of contemplative practices in the classroom for students and teachers. Contemplative practices have penetrated research practices in the form of contemplative inquiry considering performative, philosophical, and artistic transformations, where researchers enter into a deep, thoughtful, and reflective introspective journey to see the connection between what is seen …
Science Identity Development Among Minoritized Students In Professional Stem Student Organizations: A Basic Qualitative Study,
2025
Northern Illinois University
Science Identity Development Among Minoritized Students In Professional Stem Student Organizations: A Basic Qualitative Study, Michaela Friedrichova Holtz
Dissertations of Practice
Despite national efforts to broaden participation in STEM, underrepresented minoritized (URM) students continue to face systemic barriers to persistence and degree completion. While many intervention programs focus on academic preparedness, less is known about the role of co-curricular experiences—specifically professional STEM student organizations—in shaping science identity, a key predictor of persistence and success. This qualitative study explored how involvement in race- and gender-based STEM student organizations at a public research university in the Midwest influenced URM students’ science identity development, persistence in STEM majors, and career aspirations. Using the science identity framework developed in 2007 by Carlone and Johnson, semi-structured …
A Pathway To Completion: Student Veterans Pursuing Engineering Degrees,
2025
Old Dominion University
A Pathway To Completion: Student Veterans Pursuing Engineering Degrees, Kim E. Bullington, Cynthia L. Tomovic, Anthony W. Dean, Vukica Jovanovic
Educational Leadership & Workforce Development Faculty Publications
This 5‐year research project was based on an NSF S‐STEM research grant (1742118) focused on student veteran education and workforce preparation. We addressed STEM workforce and defence community needs by providing targeted scholarships and support for veteran students pursuing engineering degrees. Our aim was to enhance the workforce by improving access and success rates through financial and institutional support, while developing evidence‐based practices for recruitment, retention and graduation of student veterans. Through targeted interventions, we examined obstacles student veterans face in education and in engineering programs and increased their sense of camaraderie, career awareness, engineering identity, professional development, financial security …
Self-Efficacy And Stem Education: A Study Of Family And Consumer Science Teachers In Pennsylvania,
2025
University of Maryland Eastern Shore
Self-Efficacy And Stem Education: A Study Of Family And Consumer Science Teachers In Pennsylvania, Charlene Smith, Philip A. Reed
Educational Leadership & Workforce Development Faculty Publications
Science, technology, engineering, and mathematics (STEM) education has become widely promoted. Family and Consumer Sciences (FCS) uses science to improve home life while reinforcing technology, engineering, and mathematics principles. However, FCS is not usually recognized as a STEM subject. The purpose of this study was to determine what factors may affect FCS teachers’ level of self-efficacy in teaching STEM to provide supports that improve teaching practices. This quantitative study surveyed secondary FCS teachers in Pennsylvania using the T‐STEM Survey for Elementary Teachers. Results were analyzed using descriptive statistics and simple linear regression analysis was performed to determine the predictive …
Examining Student Understanding Of Series Convergence Using Script Writing,
2025
University of Texas at Arlington
Examining Student Understanding Of Series Convergence Using Script Writing, Eduardo Torres Manzanarez
Mathematics Dissertations - Archive
This exploratory study investigates second-semester calculus students’ understanding of series convergence using both nonscripting and scripting-based tasks. Researchers recognize that students encounter difficulties with learning series, including series convergence, and that there is a need for more meaningful tasks that aid students’ learning of series. Script writing, used mainly with prospective mathematics teachers, can be used to explore mathematical understandings. Thus, this study examines how script writing, in the form of a scripting task, elicits students’ understanding of series convergence in contrast to nonscripting-based tasks to determine the potential of script writing in assessing this student understanding. We examine students’ …
Enhancing Inquiry-Based Science Instruction: The Role Of Professional Learning Communities And Instructional Coaching For Elementary Science Teachers,
2025
Southern Methodist University
Enhancing Inquiry-Based Science Instruction: The Role Of Professional Learning Communities And Instructional Coaching For Elementary Science Teachers, Marc T. Sager, Karen Pierce, Jessica Murillo
Publications
Inquiry-based science instruction fosters critical thinking, problem-solving, and scientific literacy by engaging students in exploration, questioning, and reflective learning. However, implementing inquiry-based practices presents significant challenges for elementary teachers, who often balance multiple subjects and may feel less confident facilitating open-ended investigations. This study examines how school-based coaching and professional learning communities (PLCs) support teachers in adopting inquiry-based science instruction. Grounded in distributed cognition theory of learning, this research draws on qualitative data from classroom observations and artifacts from coaching sessions and PLC meetings. Using a multiple case study design, this study identifies four case studies to illustrate varying levels …
Understanding Middle School Teachers’ Content Knowledge And Pedagogical Content Knowledge For Effective Teaching Of The Nature Of Science,
2025
Georgia College & State University
Understanding Middle School Teachers’ Content Knowledge And Pedagogical Content Knowledge For Effective Teaching Of The Nature Of Science, Austin C. Wilson
Curriculum and Instruction (Ed.D.) Dissertations
The purpose of this study was to examine middle school science teachers’ knowledge of the nature of science (NOS) and their pedagogical content knowledge (PCK) for teaching NOS. Developing students’ scientific literacy requires teachers who not only understand NOS but also know how to effectively integrate it into classroom instruction. This explanatory sequential mixed-methods study investigated in-service middle school science teachers’ NOS content knowledge (NOS-CK), their NOS-PCK, the relationship between these two constructs, and the extent to which demographic variables predicted teacher knowledge. NOS-CK and NOS-PCK data were collected from 61 teachers in a large suburban district through the Views …
Parallel Inquiries: Investigation Of Social Resource Use In Early Career Stem Teachers And Impacts Of Metal Pollution On Fingernail Clam Microbiome,
2025
Eastern Washington University
Parallel Inquiries: Investigation Of Social Resource Use In Early Career Stem Teachers And Impacts Of Metal Pollution On Fingernail Clam Microbiome, Emily Hamada
EWU Masters Thesis Collection
No abstract provided.
