STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM ...education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States.
STEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.
At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. ...Although young children come to school with innate curiosity and intuitive ideas about the world around them, science classes rarely tap this potential. Many experts have called for a new approach to science education, based on recent and ongoing research on teaching and learning. In this approach, simulations and games could play a significant role by addressing many goals and mechanisms for learning science: the motivation to learn science, conceptual understanding, science process skills, understanding of the nature of science, scientific discourse and argumentation, and identification with science and science learning. To explore this potential, "Learning Science: Computer Games, Simulations, and Education," reviews the available research on learning science through interaction with digital simulations and games. It considers the potential of digital games and simulations to contribute to learning science in schools, in informal out-of-school settings, and everyday life. The book also identifies the areas in which more research and research-based development is needed to fully capitalize on this potential. "Learning Science" will guide academic researchers; developers, publishers, and entrepreneurs from the digital simulation and gaming community; and education practitioners and policy makers toward the formation of research and development partnerships that will facilitate rich intellectual collaboration. Industry, government agencies and foundations will play a significant role through start-up and ongoing support to ensure that digital games and simulations will not only excite and entertain, but also motivate and educate.
Scientific thinking and understanding are essential for all people navigating the world, not just for scientists and other science, technology, engineering and mathematics (STEM) professionals. ...Knowledge of science and the practice of scientific thinking are essential components of a fully functioning democracy. Science is also crucial for the future STEM workforce and the pursuit of living wage jobs. Yet, science education is not the national priority it needs to be, and states and local communities are not yet delivering high quality, rigorous learning experiences in equal measure to all students from elementary school through higher education. "Call to Action for Science Education: Building Opportunity for the Future" articulates a vision for high quality science education, describes the gaps in opportunity that currently exist for many students, and outlines key priorities that need to be addressed in order to advance better, more equitable science education across grades K-16. This report makes recommendations for state and federal policy makers on ways to support equitable, productive pathways for all students to thrive and have opportunities to pursue careers that build on scientific skills and concepts. Call to Action for Science Education challenges the policy-making community at state and federal levels to acknowledge the importance of science, make science education a core national priority, and empower and give local communities the resources they must have to deliver a better, more equitable science education. Contributors include Committee on the Call to Action for Science Education; Board on Science Education; Division of Behavioral and Social Sciences and Education.
The National Aeronautics and Space Administration (NASA) is one of the United States' leading federal science, technology, engineering, and mathematics (STEM) agencies and plays an important role in ...the landscape of STEM education. In 2015, NASA's Science Mission Directorate (SMD) created the Science Activation (SciAct) program to increase the overall coherence of SMD's education efforts, to support more effective, sustainable, and efficient use of SMD science discoveries for education, and to enable NASA scientists and engineers to engage more effectively and efficiently in the STEM learning environment with learners of all ages. SciAct is now transitioning into its second round of funding, and it is beneficial to review the program's portfolio and identify opportunities for improvement. "NASA's Science Activation Program: Achievements and Opportunities" assesses SciAct's efforts towards meeting its goals. The key objectives of SciAct are to enable STEM education, improve U.S. scientific literacy, advance national education goals, and leverage efforts through partnerships. This report describes and assesses the history, current status, and vision of the program and its projects. It also provides recommendations to enhance NASA's efforts through the SciAct program. Contributors include Committee to Assess Science Activation; Board on Science Education; and Division of Behavioral and Social Sciences and Education.
A Shift in Authority Letourneau, Susan M.; Bennett, Dorothy; McMillan Culp, Katherine ...
Curator (New York, N.Y.),
April 2021, Volume:
64, Issue:
2
Journal Article
Peer reviewed
Research across fields has converged on the importance of grounding STEM learning in learners’ personal, social, and cultural experiences. This article describes how distributed and transformational ...leadership models in science centers can enable a paradigm shift away from unidirectional communication of scientific information from institution to visitor, and toward practices that prioritize the diversity of visitors’ own experiences and their agency as learners and thinkers. Three case studies (on exhibit design, facilitation, and activity development) illustrate how adopting elements of distributed and transformational leadership models allowed project teams at the New York Hall of Science to operationalize the theoretical foundations of our museum’s educational philosophy across multiple areas of the organization. Across the three projects, supporting visitors’ agency and centering their diverse perspectives and prior knowledge required a parallel shift toward increased collaboration and agency among staff with diverse roles and areas of expertise.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
This article provides an analysis of 20 years of key policy reports addressing the challenges and opportunities in integrating technology into K-12 education in the United States. It summarizes ...recommendations made in these reports, and comments on the shifting rationales for and expectations of educational technology investments that have shaped those recommendations. In undertaking this analysis, we have been guided by three key sets of questions: a) Why do we invest in educational technologies? What rationales have shaped these investments? b) What are the requisite steps to ensure that technologies are effectively implemented? What specific recommendations have been given priority? c) What assumptions underlie our vision for how technologies can impact teaching and learning, and how have these changed?
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NUK, OILJ, SAZU, UKNU, UL, UM, UPUK
Abstract
Research across fields has converged on the importance of grounding STEM learning in learners’ personal, social, and cultural experiences. This article describes how distributed and ...transformational leadership models in science centers can enable a paradigm shift away from unidirectional communication of scientific information from institution to visitor, and toward practices that prioritize the diversity of visitors’ own experiences and their agency as learners and thinkers. Three case studies (on exhibit design, facilitation, and activity development) illustrate how adopting elements of distributed and transformational leadership models allowed project teams at the New York Hall of Science to operationalize the theoretical foundations of our museum’s educational philosophy across multiple areas of the organization. Across the three projects, supporting visitors’ agency and centering their diverse perspectives and prior knowledge required a parallel shift toward increased collaboration and agency among staff with diverse roles and areas of expertise.
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FZAB, GIS, IJS, KILJ, NLZOH, NUK, OILJ, SAZU, SBCE, SBMB, UL, UM, UPUK
With federal and local demands for increased accountability, educators at all levels are now expected to acquire the necessary skills and knowledge to be effective data users and decision makers. ...This book brings together stakeholders representing a variety of perspectives to explore how educators actually use data and technology tools to achieve lasting improvement in student performance. The first comprehensive examination of the field, this volume introduces the history of testing and data use, explores current practices and tools, and presents a groundbreaking model for data-driven decision making. Book Features: (1) A valuable framework, based on a three-year project sponsored by the National Science Foundation, describing how data are transformed into usable knowledge; (2) Informative case studies illustrating how schools are using data to inform best practice; (3) Suggestions for how digital resources can be used to improve teaching in the classroom; and (4) A thought-provoking treatise on educational reform from the state perspective. Contributors include: David V. Abbott, Carrie Amon, Jonathan Bertfield, Cornelia Brunner, Fred Carrigg, Jere Confrey, Katherine R. Conoly, Valerie M. Crawford, Chris Dede, John Gasko, Greg Gunn, Juliette Heinze, Naomi Hupert, Sherry King, Mary Jane Kurabinski, Daniel Light, Lisa Long, Michael Merrill, Liane Moody, William R. Penuel, Luz Rivas, Mark Schlager, John Stewart, Sam Stringfield, Ronald Thorpe, Yukie Toyama, Jeffrey C. Wayman, and Viki M. Young.
Infusing twenty‐first century skills into American education requires a detailed research and development plan for teaching, professional development, and assessment significant to these skills.
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BFBNIB, DOBA, FZAB, GIS, IJS, IZUM, KILJ, NLZOH, NUK, OILJ, PILJ, PNG, SAZU, SBCE, SBMB, UILJ, UKNU, UL, UM, UPUK
10.
Remembering Jan Hawkins Honey, Margaret; Collins, Allan
Mind, culture and activity,
20/2/1/, Volume:
10, Issue:
1
Journal Article
Peer reviewed
Full text
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BFBNIB, NUK, PILJ, SAZU, UL, UM, UPUK
