Science and Mathematics Education Commons^™

Flipped Classroom Techniques In A Thermodynamics Course In Engineering Technology, Nathan Luetke, Orlando Ayala, Vukica Jovanovic

Engineering Technology Faculty Publications

Teaching undergraduate thermodynamics presents numerous challenges to educators due to its inherently complex and abstract nature. The vast array of applications in engineering requires educators to strike a balance between theoretical principles and practical examples, thereby creating a meaningful and applicable learning experience. This paper presents an approach to teaching an undergraduate thermodynamics course in engineering technology developed over four consecutive semesters blending traditional lecture-based teaching with flipped classroom techniques. The teaching methods used, and modifications made each semester are presented along with student performance.

Differential Equations' Coverage In Circuits And Heat Transfer Courses In An Engineering Technology Curricula, Otilia Popescu, Orlando Ayala

Engineering Technology Faculty Publications

Differential equations are at the core of any undergraduate engineering as well as of science programs. While a course in differential equations is required by any engineering degree, it is not a requirement for engineering technology programs, which usually require mathematics up to calculus I. This paper discusses the undergraduate engineering technology curricula, focusing on how differential equations are taught to engineering technology students and how they are covered in the programs. In particular, the paper will discuss the treatment of differential equations in electrical circuits and heat transfer courses.

A Review Of Research On Engineering In K-12 Science Education, Allison Antink-Meyer, Ryan A. Brown, Margaret E. Parker, Jennifer Smith

Faculty Publications - College of Education

The purpose of this study is to explore trends in interrelated engineering education and science education research within six science education research journals across the first decade since the release of the Framework for K-12 Science Education and the Next Generation Science Standards. Journals were selected using a combination of impact factors and random sampling. The resulting qualitative systematic review exposes trends that arose and fell among science education journals and scholars as reflected in 141 articles published between 2011 and 2024 in the Journal of Research in Science Teaching, Science Education, the International Journal of Science Education, School Science …

Representation In Engineering-Focused Children's Literature: A Critical Content Analysis, Angela Eckhoff

Teaching & Learning Faculty Publications

Children’s picturebooks have long been understood as a powerful medium for exploring aspects of children’s lives, experiences, and identities serving as mirrors which allow children to see themselves reflected, as windows through which they can gain insight into the experiences of others, and as sliding glass doors when children are connected to the story and characters in meaningful ways. Utilizing a critical content analytic approach, this research examined the identity markers and engineering practices found in contemporary children’s picturebooks with an engineering focus. The analysis yielded key themes that highlight the ways children can interact and connect to the characters …

Perceptions Of Stem Education And Artificial Intelligence: A Twitter (X) Sentiment Analysis, Demetrice Smith-Mutegi, Yoseph Mamo, Jinhee Kim, Helen Crompton, Matthew Mcconnell

Teaching & Learning Faculty Publications

Background, context, and purpose of the study: Artificial intelligence (AI) is becoming increasingly prevalent in science, technology, engineering, and mathematics (STEM) education, holding promising potential for supporting the design and implementation of quality STEM education. However, there is a lack of data-based research studying the diverse perceptions of AI in STEM education as conveyed on social media, the factors that influence those perceptions, or the change in those perceptions over time among public audiences. Results, the main findings: The purpose of this study was to examine public perceptions of AI in STEM education by analyzing X posts (Tweets) between 04/28/2020 …

Teaching To Whom And With Whom: The Role Of Context In Developing Preservice Teachers' Self-Efficacy For Teaching Engineering And Coding Via Robotics, Jennifer Kidd, Kristie Gutierrez, Min Jung Lee, Danielle Rhemer, Pilar Pazos, Krishna Kaipa, Stacie Ringleb, Orlando Ayala

Teaching & Learning Faculty Publications

Due to mandates for the inclusion of engineering and computer science standards for K-6 schools nationwide, there is a need to understand how teacher educators can help develop preservice teachers’ (PSTs’) teaching self-efficacy in these areas. To provide experience teaching and learning engineering and coding, PSTs in an instructional technology course were partnered with undergraduate engineering students in an electromechanical systems course to teach robotics lessons to fifth graders (10–11 year olds) over Zoom. A multi-case study approach explored teaching self-efficacy development for three preservice teachers during their robotics project experiences using multiple data sources, including surveys, reflections, interviews, and …

Teacher Moves For Building A Mathematical Modeling Classroom Community, Ayse Ozturk

Teaching & Learning Faculty Publications

This study investigates the role of teacher talk moves in cultivating a mathematical modeling classroom community. From the models and modeling perspective, it explores how specific teacher talk moves promote student participation in modeling phases and the exchange of ideas with other students. Through a four-week after-school program involving eight secondary students, data were collected from small-group and whole-class discussions. The findings reveal that teacher talk moves can be categorized into three core types: eliciting students’ ideas, introducing key terms and ideas used in mathematical modeling, and encouraging students to take a position during discussions. These moves are shown to …

Rural Families' At-Home Stem Tinkering Stimulates Creativity, Self-Expression, And Social-Emotional Engagement, Kristie S. Gutierrez, Kylie J. Swanson, Margaret R. Blanchard

Teaching & Learning Faculty Publications

Introduction: Informal STEM learning experiences include visits to museums, zoos, and aquariums as well as experiments and other activities performed at home. Family involvement in these experiences has been linked to increased student interest and participation in STEM fields; yet, scant research has been conducted on at-home STEM.

Methods: This descriptive case study investigated the tinkering experiences of nine rural middle school students and their families who participated in a series of interactive, at-home activities. The overarching research question was, in what ways do families engage in at-home STEM interventions? Data analyses of at-home audio recordings were guided by the …

Teaching Engineering To Enhance Beginning Elementary Preservice Teachers' Engineering-Related Knowledge And Beliefs, Jennifer Kidd, Danielle Rhemer, Kristie Gutierrez, Stacie I. Ringleb, Krishnanand Kaipa, Orlando Ayala, Pilar Pazos, Francisco Cima, Isaac Kumi

Teaching & Learning Faculty Publications

Background

Teacher educators have begun exploring the most effective ways to prepare preservice teachers (PSTs) to engage elementary students in engineering design. However, this remains challenging as PSTs continue to report a lack of exposure to engineering during their K-12 school experiences. This study investigates the engineering-related knowledge and beliefs of PSTs in their first education course, collaborating in small teams to lead elementary students in engineering design challenges. We explored two different iterations to understand how the structure of the teaching experiences contributed to PST outcomes as a first step in identifying helpful approaches. In spring 2022, PSTs collaborated …

Scholarly Inquiry And Practice In Mathematics Teacher Education Through Intimate Scholarship, Signe E. Kastberg, Elizabeth Suazo-Flores, Melva Grant, Olive Chapman

Teaching & Learning Faculty Publications

Historically scholarly inquiry and practice in mathematics education has responded to societal values and questions. Drawing from the Journal of Mathematics Teacher Education’s description of mathematics teacher educator (MTE) work as in solidarity with and alongside mathematics teachers, we turn to mathematics teacher education research as a series of paradigm shifts. MTEs committed to supporting teachers and transferring knowledge attempted to influence mathematics teachers’ work by exploring and understanding teachers’ behaviors. MTEs have also used insider’s perspectives to report the particular of MTEs’ work by describing it beyond behavior and knowledge. These scholars fulfill the call for theoretical eclecticism …

Exploring Physics Teacher Identity: Pathways Toward Equitable Instruction Among Teachers, Clausell Mathis, Jomo Mutegi, Turhan Carroll, Maya Patel, Andrea Wooley

Teaching & Learning Faculty Publications

Physics teacher identity encompasses teachers' beliefs and views toward being a physics teacher. Physics teacher identity is influenced by teachers' perspectives on physics teaching and learning. Previous studies on teacher identity in general suggest that the construct is complex and malleable. Studies further suggest that it influences instructional methods, student engagement, and classroom environment. However, within physics education, there has yet to be an examination of how physics teacher identity influences "equitable" teaching approaches. This qualitative study sought to identify various dimensions of physics teacher identity and its implications for physics education research. We interviewed secondary and postsecondary physics teachers …

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.

Knowing By Heart: Philosophical Dimensions Of Humanistic Mathematics Education, Catherine Henney

Theses and Dissertations

This project seeks to revive interest in late twentieth century humanistic mathematics education (HME) so that its principles might cross the boundary of higher education and settle in corners of the K-12 math education space. In particular, HME’s theme of teaching math humanistically directs attention to features and phenomena that bear strongly on students’ daily classroom experiences. Personhood, agency, inquiry, meaning, environment, feelings, relationships: these elements invite a more thorough meditation and philosophical analysis. Though it is a largely philosophical endeavor, this project is enlivened by classroom vignettes and case studies that bring practical relevance to HME’s core principles. Chapters …

First Portfolio - Alec 207: Communicating Science With Public Audiences, Heather Akin

UNL Faculty Course Portfolios

This portfolio investigates how collaborative group projects and structured peer reviews enhance undergraduate students’ science communication skills in ALEC 207: Communicating Science with Public Audiences. Drawing on mid-semester evaluations, peer review reflections, and overall course outcomes, the analysis highlights how group-based activities and peer critiques help students develop clarity, relevance, and confidence in their communication. ALEC 207 introduces core principles of strategic communication in food, agriculture, and natural resources contexts, and gives students opportunities to refine their writing through press releases, feature articles, visual communications, and audience-tailored messages. While the course predominantly emphasizes writing, it also leverages ongoing revisions to …

Computer Science For Middle School (Cs4ms), Melani Loney, Lisa Steffian, Tancy J. Vandecar-Burdin

Center for Educational Partnerships Publications

This session will discuss the project Computer Science for Middle School and the associated findings. This Virginia Department of Education funded project provides computer science Professional Development opportunities for in-service teachers, located in Southeastern Virginia, who instruct students in middle school grades 6- 8. Participating teachers learn to integrate computer science standards into core and elective content through online, asynchronous microcredentials and in-person Summer Workshops. The presentation will include project findings and next steps including teacher efficacy for implementing the computer science standards before and after completing the microcredentials and their students’ attitudes about computer science.

Editorial: Invention Education And Stem: Perspectives And Possibilities, Joanna K. Garner, Shiri D. Gandhi, Adam V. Maltese

Center for Educational Partnerships Publications

[Introduction] Generating solutions for society's complex problems requires a diverse workforce dedicated to technological and social innovation, and sustained efforts toward invention: the process of creating new, novel, and useful products to overcome challenges that affect quality of life and productivity (Couch et al. 2019). Historically, opportunities for K-12 students to develop inventive acumen have been rare and inequitably distributed, partly because educators were expected to provide such experiences without the support of professional development, curricular materials, and instructional examples. These issues have become the focus of an emergent field called Invention Education (IvE). IvE uses trans-disciplinary, equity-oriented …

Developing Concepts In Second Language (L2) Science From ‘Bits And Pieces’ Of Prior Knowledge: A Multiple Case Study Of Spanish-Speaking 4th And 5th Graders, María Isabel Martínez-Cuenca

Electronic Theses & Dissertations (2024 - present)

Earth science concepts sit at the intersection of the compounding difficulties English language learners’ (ELLs) face in content-integrated instruction. Emerging first language (L1) skills, emerging L2 language, and the difficulty of science terms interact with second language (L2) content learning. Moreover, L2 science concepts rarely develop incidentally through L2 socialization and instruction in the same naturalistic way as they do in the L1. Leveraging L1 resources may help ELLs in this process, yet there is a dearth of studies that consistently do so. This dissertation explores how, and the extent to which, leveraging ELLs’ pre-existing knowledge may support science and …

From Poetry To Policy: How H-Stem Has Guided My Research Path, Kayla D. Taylor

Student Works

Embry-Riddle PhD student Kayla Taylor was invited to share how Humanistic STEM has shaped her educational journey at the third annual Humanistic STEM symposium.

Belonging: Data Reasoning, About Ourselves And Others, Eva Thanheiser, Molly Robinson, Simon Byeonguk Han, Amanda Sugimoto, Courtney Koestler, Mathew Felton-Koestler

Mathematics and Statistics Faculty Publications and Presentations

Using Watson’s belonging framework and GAISE II data reasoning, this lesson invites students to collect, analyze, and represent personal data. In doing so, they see themselves and their peers reflected in the work, reinforcing their value as active participants in both mathematical thinking and the classroom community.