Science and Mathematics Education Commons^™

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

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.

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.

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

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.

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 …

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 …

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 …

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 …

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

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.

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. …

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 …

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 …

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

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.

Reinventing High School: Competency-Based Model For Learning In The 21st Century, Tahir M. Khan, Denise K. Whitford, Lisa Lambert Snodgrass, Sunnie L. Watson, Lisa B. Bosman

Indiana STEM Education Conference

Research shows that Black and Hispanic workers continue to be under-represented in the STEM (science, technology, engineering and mathematics) workforce. Purdue Polytechnic High School (PPHS) was established to achieve broader academic and workforce goals. PPHS fosters a sense of community for students by fostering diversity in teachers, focusing on project-based learning, and providing students with a constructive and collaborative space to explore their passions. To support career readiness, the school personalizes student learning and focuses on enhancing student problem-solving skills through a structured group engagement program called "passion projects". The school meets the academic requirements of the state while providing …

What Are The Benefits Of Stem Integration In Mathematics Classrooms In Underserved Schools? A Literature Review, Steve Heinold

Indiana STEM Education Conference

The importance of mathematics education and STEM education in K-12 education in the United States is peaking. High stakes testing and focus on 21st Century skills have many schools scrambling to increase test scores while better preparing their students for the “real world.” This literature review looks at the history of STEM education in the United States and the recent focus on STEM integration into core individual subject classrooms, especially mathematics. This review also analyzes the effectiveness of STEM integration to help students from underserved schools and communities. While there is some evidence that engaging and responsive after-school STEM programs …

Teachers' Perceptions On Women In Stem: Breaking The Stereotypes, Lili Zhou, Alankrita Chhikara, Stephanie Oudghiri, Araba A. Z. Osei-Tutu, Razak Kwame Dwomoh

Indiana STEM Education Conference

We designed and offered a Professional Development (PD) course for K-12 in-service teachers and educators across Indiana to address critical theory on race, immigration, English Language Learners (ELLs), and gender. In this study, we investigate teachers’ perceptions on gender stereotypes in STEM from the PD course. We report findings from the analysis of participants’ responses from pre-course surveys and posed discussions during the course.

K-12 Teachers' Perceptions Of Stem, Brittany Vancil, Emily Nicholson

Indiana STEM Education Conference

Integrated Science, Technology, Engineering, and Math (STEM) has been a recent trend in education. We set out to understand how K-12 teachers define STEM, their comfort level with teaching STEM, perspectives on the pros and cons of STEM, and the teaching tools and platforms they use. Our research concludes with the implications for teachers, administrators, curriculum developers, and researchers, as well as helpful resources.

Steppin' Into The Future: Connecting Bipoc Youth To Stem Careers, Jessica V. Forrester, Lesa M. Covington Clarkson, Elena A. Gullickson

Indiana STEM Education Conference

Exposure to science, technology, engineering and mathematics (STEM) careers is essential for urban education in order to diminish deficit-based assumptions about who can succeed in STEM. Prepare2Nspire (P2N) acts as an extracurricular tutoring outlet for in-school mathematics learning as well as an opportunity for youth to become exposed to STEM careers through various methods. First, undergraduate mentutors of color represent a number of STEM academic majors. Second, P2N invites STEM professionals of color to discuss how they use various mathematics skills within their career. The purpose of introducing students of color to underrepresented college students and STEM professionals is to …

The Role Of Social And Emotional Learning In The Math Recovery Project, David Feikes, William S. Walker Iii, Madelaine Miller, Lisa Alessandri

Indiana STEM Education Conference

The connections between the Math Recovery Project and social and emotional learning (SEL) are explored. Specific relationships between the project pedagogical approach used and SEL are described. A key emphasis is that all solution methods should be valued to address math recovery and SEL.

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.

Contents, William S. Walker Iii, Lynn A. Bryan Ph. D., S. Selcen Guzey, Elizabeth Suazo-Flores

Indiana STEM Education Conference

No abstract provided.

Engaging Elementary School Students And Their Parents In After-School Stem Activities, Yury A. Kuleshov, Anne M. Lucietto

Indiana STEM Education Conference

The authors are implementing a program to engage elementary school students and parents in after-school STEM activities to promote technical disciplines and STEM career paths. Children from Hispanic communities are often left behind when promoting STEM among the youth. The program will be available in two languages, English and Spanish, to address the gap. The authors will conduct post-program surveys with the parents of the participating children to access participants’ perception of STEM. The results will guide future STEM activities among elementary school students in the local community and be useful for other STEM teachers, who target Hispanic and other …

Bridging The Gap: Connecting High School Students To Advanced Stem Education Through Online Learning Modules, Kathleen Jurecka, Stacey D. Lyle Rpls

Indiana STEM Education Conference

Texas A&M researchers worked in partnership with the VA to extend the memorialization of Texas A&M Aggie veterans enshrined in the Houston National Cemetery though the Aggie Legacy Project. This was accomplished using advanced technologies to create a 3D module of the cemetery, an artificial intelligence to read and record headstone content, interactive maps, and biographical tributes to Texas A&M veterans. The team also created educational content designed to introduce K 12 students to these technologies with the intent to help students explore STEM career paths early , allowing time to make informed decisions regarding future career opportunities.

Exploring Youths’ Decision To Participate In Stem Afterschool Programs, Brooke M. Stafford, Virginia L. J. Bolshakova

Indiana STEM Education Conference

STEM afterschool programs offer a range of academic, social, and emotional outcomes to support positive youth development. In particular, STEM afterschool programs have been shown to increase student self-efficacy and interest in pursuing STEM careers (Chan et al., 2020; Dabney et al., 2012). Youth must first choose to attend the STEM afterschool programs to gain the many benefits offered. However, participation in such programs decreases as youth get older and encounter additional competing interests (i.e., home responsibilities, jobs, etc.). To get youth to attend, STEM afterschool programs must meet the needs of youth by leveraging resources, activities, and relationships.

This …

Predicting Indiana Public Middle School Science Achievement By School Demographics, Zafer Ozen, Nielsen Pereira

Indiana STEM Education Conference

Understanding school and student demographics is valuable to predict outcomes, especially student academic achievement. In this study, we investigated how school attendance, non-minority student rate, and school socioeconomic status (SES) predict a school’s science average achievement.

Goals And Proceedings Information, Preface And Acknowledgments, William S. Walker Iii, Lynn A. Bryan Ph. D., S. Selcen Guzey, Elizabeth Suazo-Flores

Indiana STEM Education Conference

No abstract provided.

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 …