Education Commons^™

A Systemic Solution: Elementary Teacher Preparation In Stem Expertise And Engineering Awareness, Louis S. Nadelson, Janet Callahan, Pat Pyke, Anne Hay, Cheryl Schrader

Curriculum, Instruction, and Foundational Studies Faculty Publications and Presentations

Research shows that most K-5 teachers are typically required to complete only minimal coursework in science and mathematics, which constrains their knowledge, efficacy, and confidence for teaching STEM (Science, Technology, Engineering and Math) content. Additionally, elementary teachers, like much of the general public, have limited comprehension about the relationship between STEM concepts and engineering fields and the kind of work and societal contributions made by engineers. Yet, elementary school is a critical time in which students develop foundational understanding of STEM concepts, career options, and inquiry learning.

To address students' STEM needs and limited teacher preparation, the Idaho SySTEMic Solution …

Conceptual Development About Motion And Force In Elementary And Middle School Students, Dewey I. Dykstra, Dale R. Sweet

Physics Faculty Publications and Presentations

Methods of physics education research were applied to find what kinds of changes in 4th, 6th, and 8th grade student understanding of motion can occur and at what age. Such findings are necessary for the physics community to effectively discharge its role in advising and assisting pre-college physics education. Prior to and after instruction the students were asked to carefully describe several demonstrated accelerated motions. Most pre-instruction descriptions were of the direction of motion only. After instruction, many more of the students gave descriptions of the motion as continuously changing. Student responses to the diagnostic and to the activity materials …