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Elementary Preservice Teachers' Conceptions And Ability To Develop And Assess Integrated Stem Lessons, Jelena Byers, Selina Bartels
Elementary Preservice Teachers' Conceptions And Ability To Develop And Assess Integrated Stem Lessons, Jelena Byers, Selina Bartels
Indiana STEM Education Conference
Elementary teacher preparation programs prepare their pre-service teachers (PSTs) to teach STEM. In this study, two teacher educators in the disciplines of science and mathematics utilized a modified “Draw a Science Teacher” (DASTT-C) framework (Thomas et al., 2001) and the Understanding by Design (UbD) framework (Wiggins & McTighe, 2005) to understand PSTs' conceptions of integrated STEM and how they plan and assess their lessons. This research brief discusses some of the results of 16 PSTs’ pre- and post-DASTT-C results as well as analysis of STEM lesson plans written during their third-year pre-service program.
Harmonizing Stem And Social Justice Mathematics: A Path To Global Equity And Empowerment, Rose Mbewe
Harmonizing Stem And Social Justice Mathematics: A Path To Global Equity And Empowerment, Rose Mbewe
Indiana STEM Education Conference
This study delves into the interconnectedness of science, technology, engineering, and mathematics (STEM) and social justice mathematics (SJM) to address pressing equitable global sustainable development and social justice issues. The research aims to understand how educators can effectively use SJM in STEM teaching to empower students as change agents for global equity by aligning mathematical tasks with the United Nations' 2030 agenda for Sustainable Development Goals (UN, 2015) and using them to address real-world injustices. The study unveils educators' pedagogical strategies for creating supportive learning environments and nurturing students' emotional well-being in STEM subjects. Educators who are conscious of social …
Proceedings Of The Ninth Annual Indiana Stem Education Conference: Resourcing Stem Education, William S. Walker Iii, Lynn A. Bryan, S. Selcen Guzey
Proceedings Of The Ninth Annual Indiana Stem Education Conference: Resourcing Stem Education, William S. Walker Iii, Lynn A. Bryan, S. Selcen Guzey
Indiana STEM Education Conference
The Proceedings of the Ninth Annual Indiana STEM Education Conference are edited by the Center for Advancing the Teaching and Learning of STEM (CATALYST, https://www.education.purdue.edu/catalyst/) at Purdue University. The theme for the 2024 conference is Resourcing STEM Education. This year’s Indiana STEM Education Conference provides opportunities to learn about effective STEM education strategies, curriculum, and resources to engage students in integrated STEM learning opportunities and address the recently updated Indiana Academic Standards for Science and Computer Science, Indiana Academic Standards for Mathematics, and Indiana Academic Standards for Integrated STEM (https://www.in.gov/doe/students/indiana-academic-standards/).
The Impact Of Geospatial Contexts And Out-Of-School Experiences On Students' Stem Identity Formation, Hillary Ongoyo Omoze, Abigail Erskine, Asenath Odondi
The Impact Of Geospatial Contexts And Out-Of-School Experiences On Students' Stem Identity Formation, Hillary Ongoyo Omoze, Abigail Erskine, Asenath Odondi
Indiana STEM Education Conference
STEM teaching faces challenges in varied geospatial contexts (Mulvey et al., 2023), where place and space factors play a significant role. This research brief explores the influence of place and space in shaping students' STEM identities throughout their educational journey, with a specific emphasis on the role of out-of-school experiences in fostering student learning and interest in STEM careers, particularly among middle school students.
Applying A Sociopolitical Equity Framework To A Developmental Algebra Curriculum, Sarah Oppland-Cordell, Natalie Mcgathey, David Feikes, William S. Walker Iii, Brandon Sorge
Applying A Sociopolitical Equity Framework To A Developmental Algebra Curriculum, Sarah Oppland-Cordell, Natalie Mcgathey, David Feikes, William S. Walker Iii, Brandon Sorge
Indiana STEM Education Conference
The Thinking With Algebra (TWA) curriculum, a National Science Foundation Project (DUE 2021414), applies a sociopolitical equity framework (Gutiérrez, 2012) to strengthen student participants’ mathematics achievement outcomes and mathematics identity development. Instructor and student data indicate improvements in these two dimensions. This project also expands knowledge about creating equitable math learning environments that support underrepresented students’ mathematical success.
The Future Of Future City: A Stem Program, Jeffrey A. Nowak, Shelby Werling
The Future Of Future City: A Stem Program, Jeffrey A. Nowak, Shelby Werling
Indiana STEM Education Conference
The idea of integrating science, technology, engineering, and mathematics (STEM) is still an enigma for many educators (Dare et al, 2021). Recent academic standards favor curricula that interweave the principles of integrated STEM into all content areas. Finding a “one size fits all” curriculum is challenging, perhaps even impossible. Future City is a national program that specializes in hands-on cross-curricular STEM education. Students work collaboratively using an engineering and design process to showcase their solutions to citywide sustainability issues. This research brief examines how educators can utilize the Future City program as the cornerstone of their STEM curriculum.
Implementing Integrated Stem Forensic And Soil Sciences Lab Activities To Promote Interest In Stem Careers, Mariah K. Stollar Awan, Caroline J. Rakowski
Implementing Integrated Stem Forensic And Soil Sciences Lab Activities To Promote Interest In Stem Careers, Mariah K. Stollar Awan, Caroline J. Rakowski
Indiana STEM Education Conference
We implemented forensic and soil science integrated STEM lab activities with 11 middle school youth at a 4-H day camp at Purdue University. STEM perceived knowledge increased overall for participants. However, the pre- and post-assessments did not show a statistically significant difference. More students also indicated STEM career interest after participating. Because this study was exploratory and had a small sample size, more research on these integrated STEM lab activities should be conducted with larger samples.
Does Stem Integration In High School Mathematics Classes In Underserved Schools Benefit Students' Standardized Testing Outcomes?, Steve Heinold
Does Stem Integration In High School Mathematics Classes In Underserved Schools Benefit Students' Standardized Testing Outcomes?, Steve Heinold
Indiana STEM Education Conference
STEM education in Indiana has become increasingly popular with, among many other factors, the recent focus by the Indiana Department of Education on the STEM workforce pipeline and school STEM certification (IDoE, 2023b). Some previous research has shown that integrating STEM into science classes and afterschool spaces has helped students from low-income communities catch up to their higher-income peers on assessments like high-stakes standardized testing (Bartell et al., 2008; Hurley, 2001; Weissglass, 2011). However, regarding STEM integration into mathematics classes, it can be more challenging than integration into other classes like science (Walker, 2016) and large gaps remain in the …
The Multiple Usages Of Thinking With Algebra, David Feikes, Natalie Mcgathey, Sarah Oppland-Cordell, William S. Walker Iii, Brandon Sorge
The Multiple Usages Of Thinking With Algebra, David Feikes, Natalie Mcgathey, Sarah Oppland-Cordell, William S. Walker Iii, Brandon Sorge
Indiana STEM Education Conference
Thinking With Algebra (TWA) is a National Science Foundation Project (DUE 2021414) to develop a post-secondary curriculum for intermediate algebra. TWA focuses on six elements that align with building algebraic fluency with conceptual understanding, a mixed review approach, small-group work, and whole-class discussion (Feikes, et al., 2021). Using an equity lens (Oppland-Cordell et al., 2023), TWA is designed for students, including underrepresented students, who need additional mathematical supports at the college level. Seventeen college math instructors attended a workshop on the lessons and pedagogy in order to use TWA in their college courses. Feedback from instructors participating in the TWA …
Integrated Stem Education And Students' 21st Century Skills, Jung Han, Yunjin Lim, Woongbin Park, Kyongson Park
Integrated Stem Education And Students' 21st Century Skills, Jung Han, Yunjin Lim, Woongbin Park, Kyongson Park
Indiana STEM Education Conference
This research investigates the impact of integrated STEM education on students' 21st century competencies, aiming to enhance science and engineering design teaching within a local design-based context. Specifically, the project targets high school students in a rural area and utilizes local contexts, including local rural knowledge and indigenous science knowledge, to facilitate STEM learning. The collaborative effort involves partnering high school environmental science and Technology and Engineering Educators, leveraging their diverse content expertise to teach students collaboratively as a science-technology and engineering teacher pair. Furthermore, university faculty members and industry partners provided support to create a STEM community of practice. …
Developing Sustainability Related Attitudes And 21st Century Skills Through Informal Learning Opportunities, Shamila Janakiraman
Developing Sustainability Related Attitudes And 21st Century Skills Through Informal Learning Opportunities, Shamila Janakiraman
Indiana STEM Education Conference
Informal learning environments, like libraries and museums, are known to improve student achievement and motivation (Bartels 2001). A meta-analysis reports on the strong positive effects of after-school programs on feelings and attitudes and school performance (Durlak et al, 2007). When working on after-school programs, middle and high school students may develop skills like communication, collaboration, creativity, critical thinking, information literacy, and digital literacy. Such a program was offered by a 501c(3) organization as an informal learning opportunity. As part of this program, high school student volunteers living in the United States (US) designed and delivered learning experiences for elementary and …
The Story Within Lessons: Highlighting Moments Of Student Inquiry, Amanda Huffman Hayes
The Story Within Lessons: Highlighting Moments Of Student Inquiry, Amanda Huffman Hayes
Indiana STEM Education Conference
The curricular decisions of K-12 mathematics teachers affect student learning. One way to make sense of this is to find the story within the lesson. Writing the story of a lesson by identifying the plot, characters, settings, and actions reveals the questions that drive student mathematical curiosity and inquiry (Dietiker, 2015). Drawing attention to these moments provides a new perspective for teachers as they plan, teach, and reflect on their lessons and work to improve their instruction for their students as they see the possible advantages and disadvantages of the ordering of mathematical tasks. This work extends Dietiker’s thinking through …
Growing In Stem: Hands-On Education Via Tower Gardening, Jeffrey A. Nowak, Shelby Johnston-Werling
Growing In Stem: Hands-On Education Via Tower Gardening, Jeffrey A. Nowak, Shelby Johnston-Werling
Indiana STEM Education Conference
Sole use of a textbook as the primary source of learning in the middle school setting has been linked to potentially limit students’ conceptual understanding of complex content (Driscoll et al., 1994), while the positive impact of hands-on learning has been well documented (Ekwueme et al., 2015; Satterthwait, 2010). Ideally, when a textbook is used in conjunction with content applied in a hands-on manner, student engagement and understanding of standards-based content are increased. In a grant funded collaboration between the Northeast Indiana STEM Education Resource Center housed at Purdue University Fort Wayne and an East Allen Community Schools middle school …
Teachers' Instructional Strategies In Integrated Stem Education, Yousef Alrashdi, Paul A. Asunda
Teachers' Instructional Strategies In Integrated Stem Education, Yousef Alrashdi, Paul A. Asunda
Indiana STEM Education Conference
Integrated Science, Technology, Engineering, and Mathematics (iSTEM) education has been regarded as a model that provides students with skills necessary for future careers and enhances the economy of nations. Although there is a considerable body of research on the effective educational approaches in iSTEM education including problem-based and project-based learning, the ways teachers implement these approaches remain ambiguous due to a paucity of consensus about how to effectively use iSTEM approaches in classrooms (Thibaut et al., 2018). Additionally, there is a need for further investigation to understand teachers’ instructional strategies and practices in iSTEM education (Bush, 2019). To fulfill this …
Integrated Stem: Impact Of Engineering Design And Computer Science In Stem Labs, Jason Morphew, Ruben Lopez, Amir Bralin, Ravishankar Chatta Subramaniam, Sanjay Rebello, Carina Rebello
Integrated Stem: Impact Of Engineering Design And Computer Science In Stem Labs, Jason Morphew, Ruben Lopez, Amir Bralin, Ravishankar Chatta Subramaniam, Sanjay Rebello, Carina Rebello
Indiana STEM Education Conference
By integrating physics laboratories with engineering design and computer science, students apply physics principles to ill-structured and complex problems, engage in knowledge transfer, and gain interest in STEM. The introductory physics labs at Purdue have been updated to include engineering design and computer science principles that ground physics in authentic problems. Integrated labs have been evaluated using student perception post-surveys, student course performance, interviews, and case-study observations. Preliminary results indicate that integrated physics labs promote transfer, enhanced metacognitive skills, student interest, and motivation.
Centering F.A.M.I.L.Y. In Black Girls Stem Learning, Crystal Morton, Lawren Nelson, Idaila Wilmoth
Centering F.A.M.I.L.Y. In Black Girls Stem Learning, Crystal Morton, Lawren Nelson, Idaila Wilmoth
Indiana STEM Education Conference
The Fostering and Maximizing Interdisciplinary Learning Year-round (F.a.M.I.L.Y) was a one-year pilot study that provided Black girls and their caregivers with an opportunity to complete collaborative, life-enriching, multidisciplinary, and socially transformative STEM experiences to explore how these learning experiences impact Black girls and their caregivers' enjoyment of STEM, interest in STEM content and careers, and understanding of STEM as a tool for personal and social change. Seven families for a total of 11 scholars and seven caregivers participated in the study. We hosted 10 online learning sessions and one end-of-year face-to-face session. …
Innovation In Quantum Pedagogy, Application, And Its Relation To Culture (Iqparc), Zeynep Gonca Akdemir, Dongyang Li, Muhsin Menekse, Mahdi Hosseini, Erica W. Carlson, Nicholas Dang
Innovation In Quantum Pedagogy, Application, And Its Relation To Culture (Iqparc), Zeynep Gonca Akdemir, Dongyang Li, Muhsin Menekse, Mahdi Hosseini, Erica W. Carlson, Nicholas Dang
Indiana STEM Education Conference
Innovation in Quantum Pedagogy, Application, and its Relation to Culture (IQ-PARC) is a team of Purdue faculty, graduate, and undergraduate students who collaborate and work for the National Defense Education Program (NDEP) for Science, Technology, Engineering, and Mathematics (STEM) education, outreach, and workforce initiative programs. We promote a STEM-literate workforce by providing learning opportunities for youth to understand basic principles and applications of quantum concepts through a variety of both face-to-face and online activities. This research brief describes accomplished tasks in the K-12 education space (e.g., quantum-infused middle school curriculum unit) and shares upcoming plans within the project timeline.
Teachers' Beliefs As A Tool To Extend The Cognitive Equity Concept, Ana-Maria Haiduc, Rose Mbewe, Signe E. Kastberg
Teachers' Beliefs As A Tool To Extend The Cognitive Equity Concept, Ana-Maria Haiduc, Rose Mbewe, Signe E. Kastberg
Indiana STEM Education Conference
This research aims to extend the framing of the cognitive equity concept in teaching mathematics during the enacted phase of the curriculum beyond race and culture. Cognitive equity characterizes actions of teachers and curricula makers toward valuing differences in cognitive processes. Since beliefs influence teachers' actions, we investigate their ideas about valuing students' unique mathematical cognitive processes. Framing cognitive equity in teaching mathematics contributes to discovering teachers' equitable practices, thus revealing teachers' ways of making more inclusive cognitive curricular decisions. Future research could focus on framing cognitive equity in learning mathematics within the intended and implemented phase of the curriculum.
Students' Perspectives Of Thinking With Algebra, David Feikes, William S. Walker Iii, Natalie Mcgathey, Bir Kafle, Brandon H. Sorge
Students' Perspectives Of Thinking With Algebra, David Feikes, William S. Walker Iii, Natalie Mcgathey, Bir Kafle, Brandon H. Sorge
Indiana STEM Education Conference
Thinking With Algebra (TWA) is a curriculum development project for college students needing introductory/intermediate algebra. Unique guiding principles of the project are a focus on algebraic structure, mixed review, equity, and a classroom approach emphasizing small-group work and whole-class discussion (Feikes et al., 2022). Results are derived from a survey given to one class of fifteen students taking an intermediate algebra summer course. The paper shares both Likert and open-ended responses. Data demonstrates that the students believed that the TWA curriculum was beneficial.
Goals And Proceedings Information, William S. Walker Iii, Lynn A. Bryan Ph. D., S. Selcen Guzey, Elizabeth Suazo-Flores
Goals And Proceedings Information, William S. Walker Iii, Lynn A. Bryan Ph. D., S. Selcen Guzey, Elizabeth Suazo-Flores
Indiana STEM Education Conference
No abstract provided.
Critical Mindset As A 21st Century Skill: Challenging Heteronormative Assumptions Through Teaching High School Biology, Khanh Tran, Olivia Magnuson, Eric Johnson, S. Selcen Guzey
Critical Mindset As A 21st Century Skill: Challenging Heteronormative Assumptions Through Teaching High School Biology, Khanh Tran, Olivia Magnuson, Eric Johnson, S. Selcen Guzey
Indiana STEM Education Conference
This study focuses on the lived experience of an experienced biology teacher and their desire/ability to develop a gender-inclusive curriculum. Grounding on a narrative inquiry methodology, the narratives of our genderqueer high school biology teacher illustrate their beliefs about biology teaching and advancing students’ knowledge in ways that empower the students. The study highlights a need to teach biology in a way that develops students' critical mindset as part of a 21st-century skill by emphasizing and weaving sociopolitical issues into their curriculum.
Achieving Equity And Excellence: A Multilevel Modeling Of The Relationships Among School Climate, Students’ Motivation, And Achievement With Timss 2019, Yao Yang, Tugce Karatas, Tybresha Ebony Glass
Achieving Equity And Excellence: A Multilevel Modeling Of The Relationships Among School Climate, Students’ Motivation, And Achievement With Timss 2019, Yao Yang, Tugce Karatas, Tybresha Ebony Glass
Indiana STEM Education Conference
This study examined the effects of students’ motivational factors and school climate factors on eighth-grade math and science achievement in the U.S. using data from the 2019 Trends in International Mathematics and Science Study (TIMSS). Two-level, cross-sectional hierarchical linear models were developed to analyze the data. The results showed that there was a significant variation in math and science achievement across schools. Only students’ confidence in math and school SES had statistically significant effects on students’ math achievement. School location and school SES had statistically significant effects on science achievement.
Proceedings Of The Eighth Annual Indiana Stem Education Conference: “Advancing Stem With Students”, William S. Walker Iii, Lynn A. Bryan Ph. D., S. Selcen Guzey, Elizabeth Suazo-Flores
Proceedings Of The Eighth Annual Indiana Stem Education Conference: “Advancing Stem With Students”, William S. Walker Iii, Lynn A. Bryan Ph. D., S. Selcen Guzey, Elizabeth Suazo-Flores
Indiana STEM Education Conference
No abstract provided.
Mathematics Rti/Mtss Implementation: A Literature Review From The Perspective Of Implementation Science, Jingyuan Zhang, Yan Ping Xin
Mathematics Rti/Mtss Implementation: A Literature Review From The Perspective Of Implementation Science, Jingyuan Zhang, Yan Ping Xin
Indiana STEM Education Conference
This article reviews published research on implementing the Response to Intervention (RTI)/Multi-tiered System of Support (MTSS) educational framework in mathematics at schools. We utilized the Implementation Driver framework from Implementation Science (Eccles & Mittman, 2006) to analyze current RTI/MTSS implementation practices. Eleven studies qualified to be included in this research. Findings showed more research is needed to expand the investigations in implementation fidelity, systems intervention, facilitative administration, decision-support data systems, coaching, and selection driver.
Why Representation Matters: Using Stem Education To Promote Opportunity, Sheramie Velazquez
Why Representation Matters: Using Stem Education To Promote Opportunity, Sheramie Velazquez
Indiana STEM Education Conference
Research has highlighted how Black and Brown professionals continue to be underrepresented in the various science, technology, engineering and mathematics (STEM) fields. The lack of exposure to diverse STEM professionals, a challenging and relevant STEM curriculum, and belief in the brilliance of Black and Brown scholars’ abilities to succeed in STEM are vast contributors to the continual diversity underrepresentation in STEM-based classes and careers. Girls STEM Institute (GSI) was founded to create a space where girls of color-who are traditionally underrepresented in STEM-can become exposed to challenging and relevant STEM curricula, which is taught by diverse educators who share similar …
Girls Excelling In Math And Science (Gems): Stories Of The Original Gems Girls, Meredith Chasse, Grace Gochnauer, Bima Sapkota, Jill Newton, Laura Jones
Girls Excelling In Math And Science (Gems): Stories Of The Original Gems Girls, Meredith Chasse, Grace Gochnauer, Bima Sapkota, Jill Newton, Laura Jones
Indiana STEM Education Conference
Girls Excelling in Math and Science (GEMS) is an afterschool club started in 1994 by a parent, Laura Reasoner Jones, who was dismayed to hear her 10-year old daughter Julie opt herself out of attending a magnet school because “Math is hard.” Julie’s math performance had been good in school, therefore Laura wondered what else might be causing her self doubt. Laura decided to address the issue. Collaborating with Julie’s teacher, she started the first GEMS club for Julie and her friends in fifth and sixth grade. During the following 25 years, GEMS clubs have operated globally to provide resources …
Investigating Elementary Teachers’ Use Of Mathematics Curriculum Materials, Jueqing Li, Doris Fulwider, Jill Newton
Investigating Elementary Teachers’ Use Of Mathematics Curriculum Materials, Jueqing Li, Doris Fulwider, Jill Newton
Indiana STEM Education Conference
Investigating Elementary Teachers’ Use of Mathematics Curriculum Materials is a collaborative research project across four universities. The primary goal of the project is to explore teachers’ use of mathematics curricular materials in the context of the proliferation of online resources and the COVID-19 pandemic, with a focus on curricular coherence, teacher autonomy, and the use of teacher-developed curriculum from sites such as Teachers-Pay-Teachers and Pinterest. We used individual and focus group teacher interviews at several schools representing diverse curricular contexts to explore both the quantitative and qualitative aspects of the teachers’ mathematics curricular decision making. Findings from this study highlight …
Thinking With Algebra: Two Professors' Perspectives, Natalie Mcgathey, Bir Kafle, David Feikes
Thinking With Algebra: Two Professors' Perspectives, Natalie Mcgathey, Bir Kafle, David Feikes
Indiana STEM Education Conference
This research brief will share insights from using the curriculum, Thinking With Algebra (TWA), a National Science Foundation Project (DUE 2021414). The focus will be on the value of using this curriculum when working specifically with students who have taken Algebra I and Algebra II in high school, but were not prepared for college algebra or precalculus. This curriculum is specifically designed for STEM-track students who place below the level of college algebra when they enter college. The authors have found that TWA helps instructors honor the mathematical knowledge and ideas that students bring into the classroom. The curriculum units …
Mathematics Interventions For Secondary Students With Autism Spectrum Disorder: A Review Of Research Quality, Jingyuan Zhang, Mandy Rispoli, Yan Ping Xin, Mehmet Donat Sulu
Mathematics Interventions For Secondary Students With Autism Spectrum Disorder: A Review Of Research Quality, Jingyuan Zhang, Mandy Rispoli, Yan Ping Xin, Mehmet Donat Sulu
Indiana STEM Education Conference
Including students with autism spectrum disorders (ASD) in K-12 general education is a common practice today. However, there are relatively few mathematics interventions for students with ASD in secondary education. There is also a lack of literature exploring mathematics interventions that reflect grade-level academic requirements and are adapted for students with ASD. The purpose of this paper is to summarize the characteristics of high-quality studies which implemented mathematics interventions for students with ASD in secondary education. Suggestions have also been given for improving the quality of future studies in this field. Twenty-one studies are coded and evaluated according to Council …
Algebra Readiness And Algebraic Structure As Foundational Ideas For Algebraic Learning, David Feikes, William S. Walker Iii, Natalie Mcgathey, Bir Kafle
Algebra Readiness And Algebraic Structure As Foundational Ideas For Algebraic Learning, David Feikes, William S. Walker Iii, Natalie Mcgathey, Bir Kafle
Indiana STEM Education Conference
This theoretical research brief uses Kaput’s (2008) definition of algebra to describe algebra readiness and algebraic structure as they relate to thinking about algebra and thinking with algebra. Algebra readiness and algebraic structure have been core ideas in our curriculum development work to help students develop conceptual understandings of algebra.