Equitable Science Instruction For Diverse Learners: Differentiation With Consideration For Multilingual Students, Alicia Reyelts

Masters Projects

Multilingual learners (MLs) continue to experience persistent achievement gaps in science, often due to the linguistic demands of academic language and the limited availability of instructional supports within general education classrooms. As classrooms become increasingly diverse, science teachers require practical instructional resources that promote equitable access to rigorous, standards based learning while supporting students' language development. This master's project addresses this need through the development of a differentiated seventh-grade chemistry unit aligned with the Michigan Middle School Next Generation Science Standards (NGSS). The project is grounded in the principles of differentiated instruction (DI), drawing upon the work of Tomlinson as …

Rockin’ Rover On The Rainbow Road, Michael Kolta, Lawrence Burgee, Ying Yuan

Transformations

This paper presents a progressive series of age-appropriate lesson plans for grades K-12 that all use the same interdisciplinary activity to educate students about Science, Technology, Engineering, Art, and Mathematics (STEAM) simultaneously. Technology from Texas Instruments (TI) was employed including a TI Nspire graphing calculator that can run Python programs, a TI Innovator Hub, and a TI Rover. The TI Rover is a small, robotic car that has sensors and is controlled by the calculator via the Hub hardware interface. A Python program was developed that uses the color sensor in the Rover to detect the color on colored paper …

Surveying First-Year Stem Students’ Self-Reported Knowledge, Skills, And Attitudes Towards Teamwork, Gregory R. Goldsmith, Camilla Acosta

Biology, Chemistry, and Environmental Sciences Faculty Articles and Research

The ability to work in a team is cited as a key outcome for many undergraduate Science, Technology, Engineering, and Mathematics (STEM) programs, both as a method for improving learning and as a highly desired trait for employers. Despite a growing focus on teamwork, our ability to design appropriate teamwork curriculum is limited by our poor understanding of what students arriving at university know about teamwork, what teamwork skills they consider themselves to possess, and their attitudes towards teamwork. We delivered a mixed-methods survey to first-year STEM undergraduate students (n = 205) to benchmark knowledge, skills and attitudes towards …

Highly Confident But Slightly Uncertain: A Long Overdue Reinvention Of The School Scientific Method, Teaching - Volume 4, Stephen Demeo

Publications and Research

In Volume 4, the last book of the series, I continue the argument for greater parity between conceptual knowledge—the "what" of science—and methodological knowledge—the "how" of science—but in the context of teacher instruction. To this end, two literature reviews are presented: One on how students build confidence, specifically regarding the reliability or consistency of measurement or results, and the other on scientific uncertainty. Research studies focusing on student misconceptions are summarized and organized from the elementary to the college level. These literature reviews describe invaluable ways for teachers to improve their instruction, while providing examples of experiments that can be …

Highly Confident But Slightly Uncertain: A Long Overdue Reinvention Of The School Scientific Method, Uncertainty And Error - Volume 3, Stephen Demeo

Publications and Research

Volume 3 explores the essential roles of uncertainty and error in scientific experimentation. It distinguishes between scientific error and scientific uncertainty: Scientific error refers to the difference between an experimental value and an accepted literature value, as well as the difference between data points in an x-y scatter plot and a predicted trendline. Scientific uncertainty, on the other hand, is associated with doubt arising from instrument limitations, variability within a data set, and psychological factors. Human error is set apart as mistakes or blunders, not to be conflated with scientific error.

Of utmost importance to the scientific investigator is the …

Highly Confident But Slightly Uncertain: A Long Overdue Reinvention Of The School Scientific Method, The X - Volume 1, Stephen Demeo

Publications and Research

In Volume 1, I critique the traditional School Scientific Method—an oversimplified, underdeveloped, and short, stepwise process—and argue for a more authentic, detailed, and rigorous approach to experiment-based scientific inquiry in education. I briefly explain the historical roots of the School Scientific Method, its benefits in increasing the exposure of experimental science to the masses, and its limitations in fostering more authentic scientific thinking and experimental practice.

In place of this traditional and problematic method, I introduce a graphic organizer called sciXpsy to foster both big-picture and detailed scientific thinking. The heuristic combines scientific concepts and methodology with the psychology of …

Highly Confident But Slightly Uncertain: A Long Overdue Reinvention Of The School Scientific Method, Confidence - Volume 2, Stephen Demeo

Publications and Research

Focusing on the psychology of empirical science, Volume 2 is an in-depth exploration of how students can build confidence in scientific data. Central to the text are twelve Confidence Indicators, a comprehensive set of approachable strategies and methodologies that help investigators produce, evaluate, and argue for reliable and valid empirical data. They include:

Good (and Ethical) Laboratory Practices

Repetition

Peer Replication/Review

Secondary Tests

Comparisons with Standards

Plots and Patterns

Conceptual Support

External Data Sources

Precision

Accuracy

Checking Calculations

Redesign/What-If Ideas

This volume includes numerous school science experiments that demonstrate how these indicators are applied across a wide range of educational …

Evaluating The Impact Of Mysci On Student Outcomes In The St. Louis Region, Megumi Hine, Rachel Ruggirello, Jason Jabbari, Yung Chun, Maia Elkana

Institute for School Partnership: Research & Publications

mySci is a K-8 science curricular program widely used in the St. Louis region. Collaboratively developed by researchers and educators, mySci uses a hands-on, inquiry-centered approach to science instruction. This study investigates mySci’s impact on student science achievement at the school level.

Low-Vision Students’ Experiences With And Suggestions To Improve Desktop Virtual Reality: A Qualitative Study, Tanveer Mansur Syed

Theses and Dissertations

Visually impaired students have faced challenges in the field of education, particularly in science education. Not surprisingly, the unemployment rate for working-age visually impaired people has been above 70%. This persists despite federal laws to support the education and employment of visually impaired people,

Virtual Reality (VR) technology has evolved for several decades. Its use has proliferated in areas that include education. Today, VR science lab simulations are presented as a cost-effective alternative to traditional science labs. Research shows these to be viable substitutes to traditional science labs without a significant drop in learning outcomes. However, this researcher was unable …

The Hidden Opportunities Within The Stem Workforce Pipeline, Brad Schenker

STEM for Success Showcase

_{Five Connections in STEM Education That Can Harmonize America's Workforce Pipeline}

The recent changes to our education system have created a state of uncertainty and instability, which presents a unique moment in time to change systemic design failures that can be accomplished within existing budget, people and resource constraints.

This analysis of research, mostly from 2015-2025, identifies five opportunities in the STEM workforce pipeline to create “Moments of Impact” that can change the direction of a student's STEM education pathway.

Ancient Wisdom & Its Cultural Relevance: Reimagining Deeper Learning In Science Classrooms Through The Lens Of Yoga And Vedānta, Raaghav Pandya

Publications and Research

Contemporary calls to reconceptualize how science is taught and understood have brought deeper learning to the forefront of education at-large for its emphasis on critical perspectives, creativity, and student-centered inquiry. Yet this paper argues that its prevailing framework remains constrained by Cartesian dualism, a materialist foundation that disassociates the individual from self, other, and nature, and falls short of addressing the mental health, environmental, and cultural challenges facing youth today. To address this limitation, this paper proposes a complementary convergence between deeper learning and the contemplative traditions of Yoga and Vedānta, whose ancient paradigms of self-inquiry, interconnectedness, and well-being offer …

The Effects Of Applying Self-Regulated Learning Prompts On Academic Achievement In A Public Middle-School Science Classroom, Andrew Barham

Doctoral Dissertations

Student success in science courses is a critical focus for K–12 educators, particularly during the transition period of middle-school, where students face increasing academic and social demands. Self-regulated learning (SRL) strategies have been shown to enhance academic outcomes by fostering independent learning and metacognitive awareness. However, research on the implementation and effectiveness of SRL interventions in middle school science classrooms, particularly within the constraints of public school settings, remains limited.

This study investigated the effects of an SRL intervention on the academic achievement of eighth-grade students during a six-week astronomy unit. Students from a public middle school in the San …

Project Based Learning (Pjbl) Learning Model To Train The Pedagogical Competencies Of Prospective Science Teacher Students, Dyah Astriani, An Nuril Maulida Fauziah, Ahmad Fauzi Hendratmoko, Laily Rosdiana, Martini Martini

Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan

Pedagogical competence is an ability that must be possessed by prospective science teachers because it is needed to improve the learning process. This is related to the teacher's duties which are not only as teachers, but also as educators. This study aims to analyze the pedagogical competence of prospective science teachers in terms of their ability to prepare lesson plans. The method used in this study was through a lesson plan preparation project and using a closed questionnaire via google form to the research subjects, as many as 27 students. The questionnaire contained 14 questions regarding Pedagogical Knowledge (PK), Pedagogical …

From Fables To Facts: Discovering The World Through Stories And Science, Lucille Helen Vanek

Graduate Student Portfolios, Professional Papers, and Capstone Projects

From Fables to Facts: Discovering the World Through Stories and Science examines the integration of narrative storytelling and hands-on scientific exploration as a means of cultivating environmental literacy, ethical reflection, and sustained engagement with the natural world. Grounded in environmental philosophy, aesthetics, and ethics, the project draws on theoretical insights from Holmes Rolston III, Marcia Muelder Eaton, Allen Carlson, Arnold Berleant, and C. Thi Nguyen to develop a multidimensional model of education that unites imagination, cognition, and participatory experience. Implemented in diverse Montana community settings—including libraries, early learning centers, science museums, and faith-based organizations—the program paired fables, parables, and literary …

The Effect Of Storyline Units On The Self-Efficacy And Science Identity Of High School Multilingual Learners, Kristin Ambrose

All Dissertations

Science can be a complex subject for multilingual learners (MLLs) because it requires investigating science concepts through modeling and analysis in addition to reading and writing skills. This complexity often leaves teachers unsure of how to support the MLLs, leading to MLLs missing out on grade-appropriate content and science experiences. Storyline instruction uses 3D instruction to teach science content necessary to explain a real-world anchoring phenomenon. Storyline instruction grounds learning in real-world contexts through anchoring phenomena and provides coherence for students throughout the lessons. This mixed methods study aimed to discover the impact of storyline units on the self-efficacy (SE) …

Science Education In The Modern World: A Comparison Of The Classical Christian And Stem Models Of Education, Diane R. Gray

Master of Arts in Classical Studies

Abstract

SCIENCE EDUCATION IN THE MODERN WORLD: A COMPARISON OF THE CLASSICAL CHRISTIAN AND STEM MODELS OF EDUCATION

Diane R. Gray

Southeastern University

As a classical Christian educator and leader and a former professional scientist, this author has fielded questions and concerns from parents who have wondered if classical Christian education (CCE) will provide strong instruction in science, technology, engineering, and mathematics (STEM). Because parents have expressed concerns about science and math education, and with the growing renewal of classical Christian education, the question addressed in this expository research project is ‘How do the CCE and STEM models of education …

Incorporating And Aligning An Ngss Phenomena-Based Approach In Science And The Impacts On Student Learning, Mallory A. Hoffman

All Electronic Theses and Dissertations

The Next Generation Science Standards represent a significant shift in how science has traditionally been taught. They incorporate the three dimensions of disciplinary core ideas, science and engineering practices, and crosscutting concepts. The Next Generation Science Standards continue to shift the science classroom from a teacher-centered to a student-centered approach, giving students more choice over their learning. Adopting this approach can also be more inclusive and support all students by allowing them to bring their experiences into the classroom. A phenomena-based approach supports this by putting students in charge of investigating, which can foster student agency through their learning. However, …

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 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 …

Volume 7 (2024) Artificial Intelligence And Responsibility, Arwa Alnajashi, Danielle Derise, Philip L. Frana, David Mcgraw, Amanda Sawyer, Tatjana Titareva, Raafat Zaini, Allie Zombron

International Journal on Responsibility

The seventh volume of the International Journal on Responsibility (IJR) arrives at a crucial moment in the evolution of artificial intelligence and its integration into our academic and social fabric. As we witness the rapid advancement and deployment of AI systems across various domains, this special issue examines the multifaceted dimensions of responsibility surrounding AI technology, with a particular focus on its role in higher education and broader societal implications.

The articles in this volume contribute to our understanding of responsibility through diverse lenses, from classroom implementation to ethical design considerations. Together, they fulfill IJR’s central mission of exploring “Who …

School System And Student Performance: Examining Science And Mathematics Achievement In Pakistan, Sadia Muzaffar Bhutta, Sohail Ahmad, Aisha Naz Ansari

Institute for Educational Development, Karachi

Public and private school systems are the two largest providers of formal school education in Pakistan, differing significantly in their governance, resources, and practices. While previous studies showed differences in Student Learning Outcomes (SLOs), often favouring private schools, these comparisons remained largely descriptive. This paper compares elementary grade students’ performance in mathematics and science between public and private schools in Pakistan, accounting for factors such as grade level and geographical region. A cross-sectional survey was conducted with 15,391 students from grades 5, 6, and 8, selected through a multistage sampling technique from a total of­­ 153 public and private schools …

Cultural Responsiveness And Its Effect On Rural Science Achievement, Nerissa C. Deramus

College of Education

Low student achievement in science was explored to determine if teachers with high culturally responsive education (CRE) self-efficacy levels matched the student science achievement in rural, suburban, and urban schools in Alabama. The study aimed to determine if rural teachers with high CRE self-efficacy could improve science achievement. The self-efficacy theory was formulated by Bandura (1977) based on the idea that individuals with a high belief in their abilities to perform tasks have greater outcomes. CRE self-efficacy was measured using the Culturally Responsive Teaching Self-Efficacy (CRTSE) scale based on the culturally responsive teaching theory. The theory incorporates the works of …

Engaging Students With Pocketlab Interactive Mobile Technology In A Science Classroom: A Mixed Methods Study, Olha Ketsman, Juan A. Colon Santana

Mid-Western Educational Researcher

This mixed methods study explored the impact of PocketLab interactive mobile sensors on science content knowledge among undergraduate students in an algebra-based physics laboratory course. The study also examined students' perspectives and experiences using PocketLab to learn class concepts. While no statistically significant differences were found between the control and treatment groups for items evaluating definitions and conceptual mastery, the control group outperformed the treatment group on problem-solving items. This difference may be due to the alignment of traditional Vernier technology experiments with the analytical problem-solving approach emphasized in lectures. Despite this, students using PocketLab reported greater flexibility and …

Elementary Science Essential Elements Curriculum Map & Progress Monitoring With Evidence-Based Teaching Strategies, Tasha Jenkins

All Graduate Reports and Creative Projects, Fall 2023 to Present

Little research has explored the field of science instruction tailored to students with significant disabilities. However, research studies have begun to emerge that suggest, with specific instructional strategies, these students can be successful in learning science curriculum. This project evaluated literature to find evidence-based instructional strategies for teaching science to students with significant cognitive disabilities. Six strategies were consistently found across multiple studies. The six strategies include (1) time delay, (2) systematic instruction, (3) multiple exemplar training, (4) task analysis, (5) graphic organizers, and (6) guided inquiry-based learning. These strategies were shared with a team of nine special education teachers …

Intersections Between Science And Social Justice: A Conversation With Liza Finkel, Liza Finkel, Maika Yeigh

Northwest Journal of Teacher Education

In preparation for the special issue: Cascading Crises: Power, Equity and Liberation, the Editors of NWJTE sat down for a conversation with Dr. Liza Finkel, a Science Teacher Educator in the Graduate School of Education and Counseling at Lewis & Clark College. Dr. Finkel’s passions include science (especially geology), finding intersections between science and social justice and helping new teachers learn to include those connections in their teaching, knitting, cooking, birding, and reading mystery novels with women protagonists.

Creating A New Border Culture In The Midst Of The Climate Crisis: Activism And Pedagogy Strategies For Teacher Preparation, Puneet S. Gill

Northwest Journal of Teacher Education

This paper documents the efforts of an activist group that came to teach about activist efforts, climate change/climate justice/climate crisis issues, and to create leaders in one border community. The leaders of this three-day workshop are a part of an activist organization named SOMOS Sunrise, the Latine constituency of the Sunrise movement. In this paper, I will analyze the climate change workshop training days and components of the workshops. Secondly, this paper will document a climate cohort education group conducted with undergraduate students and pre-service teachers the following summer. This climate cohort helped articulate art activism and public speaking opportunities …

Teacher Efficacy In Co-Teaching Science Classrooms: Implications For Training, Sabrina Christensen

Departmental Honors & Graduate Capstone Projects

Following legislation to educate students in the least restricted environment, schools are using co-taught inclusive settings to teach secondary science classrooms. Traditionally, general educators do not receive robust instruction in differentiation, co-teaching, or collaboration with special educators. Special educators traditionally do not receive training in science content. An online survey was distributed through social media inviting teachers to share their experiences with co-teaching in science classrooms. Likert scales were used to measure teacher efficacy in co-teaching secondary science classes and teacher perceptions of the effectiveness of current teacher training. Based on the data collected, recommendations are provided for adjustments to …

Teacher Candidate Perceptions Of Stem Following An Informal Learning Experience, Megan Rismiller

Honors Projects

In this study, six teacher candidates are interviewed to discover their perceptions of teaching integrated STEM following an informal learning experience. As team leaders at a summer STEM camp, teacher candidates make observations and connections to STEM content areas and practices. Teacher candidates reflect on the behaviors of themselves and their students throughout the process, and note their discoveries about STEM in the classroom setting. They report these findings through a series of questions during a semi-structured interview. Findings show teacher candidates perceive STEM education as a method for engaging learning experiences, as a route to engage students in social-emotional …

How To Spark Bio Curiosity: An Innovative High School Biology Curriculum, Audrie Charles

Graduate Research Showcase

This project is a researched creative endeavor focused around the creation of an exemplary high school biology course. This presentation will showcase an original high school biology curriculum designed to ignite students’ innate curiosity and empower meaningful learning of core concepts like cell structure, genetics, evolution and ecology. Students revisit key ideas through a spiral curriculum that builds complexity, tackling open-ended problems and collaborating on hands-on inquiries like formulating hypotheses, designing experiments, collecting data and drawing evidence-based conclusions. Tangible projects allow students to demonstrate content knowledge in addition to critical thinking abilities like synthesizing concepts, evaluating claims and applying learning …

Casar Public Lecture: "Women & Stem Education In Egypt & The Us: Stepping Into A Man's World Of Science & Technology", The Prince Alwaleed Center For American Studies And Research Casar, Yasmeen El Ghazaly, Mark W. Deets

Performances, Events, and Presentations

In celebration of International Women's Day this Month, we held a public lecture titled: "Women & STEM Education in Egypt & the US : Stepping into a Man's World of Science & Technology " on Thursday March 28th, 2024 from 12:15 pm to 1:15 pm (assembly hour) – Conference and Visitor Center, Mary Cross Hall AUC New Cairo Despite a plethora of advances made by women in the world we live in today, they are still woefully underrepresented in the realm of STEM education and the associated career paths. At this event, we uncovered the history, reasons & challenges women …