The Journal of STEM Outreach最新文献_第5页

Building Teacher Community During a Summer of Crisis: STEAM Professional Development in 2020 在危机之夏建立教师社区:2020年STEAM专业发展

The Journal of STEM Outreach Pub Date : 2021-10-04 DOI: 10.15695/jstem/v4i4.07

Analía E. Rao, Jayma Koval, Sabrina Grossman, Katherine L. Boice, Meltem Alemda, M. Usselman

{"title":"Building Teacher Community During a Summer of Crisis: STEAM Professional Development in 2020","authors":"Analía E. Rao, Jayma Koval, Sabrina Grossman, Katherine L. Boice, Meltem Alemda, M. Usselman","doi":"10.15695/jstem/v4i4.07","DOIUrl":"https://doi.org/10.15695/jstem/v4i4.07","url":null,"abstract":": The GoSTEAM program promotes authentic integration of the arts into PreK-12 computer science, engineering, and invention instruction. STEM and arts teachers come together to form STEAM Innovation Teams in collaboration with university-based coaches and creative Innovators-in-Residence. Starting with a STEAM professional development summer institute and continuing throughout the year, the teams come together to design and implement novel STEAM lessons and initiatives in their schools that integrate learning goals from both the STEM and the art disciplines. This type of transdisciplinary collaboration between colleagues from vastly different fields is new to most teachers and presents unique challenges. A primary goal of the GoSTEAM professional development is therefore to create safe, interdisciplinary spaces where meaningful, cross-disciplinary collaborations can occur. In 2019, this was accomplished through an intensive, 120-hour face-to-face summer professional institute that incorporated many community building activities and collaborative planning sessions. In 2020, due to the COVID-19 pandemic, the summer institute changed to an online format and faced the challenge of providing teachers with a personally meaningful STEAM experience during a summer of crisis. Results show that the 2020 institute successfully supported the teachers, energized them, and provided them with tools to augment their virtual instruction. This paper describes the program adaptations due to COVID-19.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130525635","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Adapting a Hands-On Youth Development STEM Program in the Age of COVID-19:The LEAH Knox Scholars Program 在COVID-19时代调整实践青年发展STEM计划:LEAH Knox学者计划

The Journal of STEM Outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.08

Brandon Morgan, Erika Gaitan, Valerie L Polletta, Chloe Cheung, Lisa Aslan, Lisa S. Wolff, Vanessa Cheung, Mandana Sassanfar, Laura J. Wallace

{"title":"Adapting a Hands-On Youth Development STEM Program in the Age of COVID-19:The LEAH Knox Scholars Program","authors":"Brandon Morgan, Erika Gaitan, Valerie L Polletta, Chloe Cheung, Lisa Aslan, Lisa S. Wolff, Vanessa Cheung, Mandana Sassanfar, Laura J. Wallace","doi":"10.15695/jstem/v4i3.08","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.08","url":null,"abstract":"In 2020, the COVID-19 pandemic changed the landscape for out-of-school-time STEM programs. The LEAH Knox Scholars (LKS) program is a five-week, in-person molecular biology research experience for low-income high school youth of color who are underrepresented in the sciences. The program is organized and implemented by Health Resources in Action, a nonprofit public health organization in partnership with Massachusetts Institute of Technology (MIT). In response to the pandemic, all 2020 LKS program activities shifted from in-person to virtual engagement using the Zoom platform. \u0000\u0000To assess program implementation, qualitative data and quantitative data were collected through four virtual focus groups with youth participants and six key informant interviews with LKS staff, as well as pre-and post-surveys. Discussions explored program successes, challenges, opportunities for improvement, and perceived program impact. Key findings from these discussions identified several successes of the virtually adapted program including: relationship building between youth and staff, the teaching of life skills via a workshop format, and a the implementation of a hands-on research curriculum. Barriers to program implementation included technological challenges such as limited internet capability and “Zoom fatigue”; and limitations in assessing student engagement via the virtual format.\u0000\u0000Key learnings from this case study have relevant applications for STEM initiatives that need to adapt to the new environment post COVID-19. The findings of this experience demonstrate that “at-home” research experiences are not only possible in a pandemic but can be effective in preparing high school youth for STEM-based careers through hands-on experiences in the sciences in a virtual format. Such efforts are important, especially in adverse circumstances, to actively eliminate disparities and promote equity and inclusion in STEM fields.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122854462","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Continuing to Meet the Needs of Middle School Students in Southwest Florida Despite COVID-19 Restrictions 尽管有COVID-19限制，仍在继续满足佛罗里达州西南部中学生的需求

The Journal of STEM Outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.02

L. Frost, Brian V. Bovard, A. Bugarin, Brian K. Johnson, Megan Atha, Magdalin Swanson, H. Walsh-Haney

引用次数: 2

Celebrating STEM Virtually: The Bay Area Science Festival During the COVID-19 Pandemic 虚拟庆祝STEM: 2019冠状病毒病大流行期间的湾区科学节

The Journal of STEM Outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.04

Sabine Jeske, Jennifer Chu Kaelin, K. Nielsen

{"title":"Celebrating STEM Virtually: The Bay Area Science Festival During the COVID-19 Pandemic","authors":"Sabine Jeske, Jennifer Chu Kaelin, K. Nielsen","doi":"10.15695/jstem/v4i3.04","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.04","url":null,"abstract":"Founded in 2011, the Bay Area Science Festival (BASF), led by the Science & Health Education Partnership (SEP) at UC San Francisco, brings together academic, scientific, corporate and civic groups to develop and lead STEM (science, technology, engineering and mathematics) events for all ages. From 2011-2019, the Festival hosted over 50 events each year, reaching tens of thousands of people. In 2020, in response to the COVID-19 pandemic, the Festival pivoted to a virtual format, offering nearly 150 virtual events over five days. Events included hands-on science experiments, STEM storytimes, live interviews with scientists, demonstrations, behind-the-scenes tours and more. Nearly 18,700 unique users from over 35 countries have logged 82,100 views of Festival events to date. In a post-Festival survey, attendees rated their experience similarly to previous years and over 60% of attendees are interested in attending virtual events even when in-person events are again possible. Like many aspects of our lives, the Bay Area Science Festival will look different in future years as a result of the pandemic: a hybrid Festival made up of virtual and in-person events. While there are great benefits to in-person events, we have also come to better understand the benefits of virtual ones.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115916749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 4

Pandemic PD: Sustaining Inquiry and Community Amid K-12 Uncertainty 流行病PD: K-12不确定性中的持续调查和社区

The Journal of STEM Outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.06

Jessica P. Marcolini, Heather Skaza Acosta, H. Walsh-Haney, Brian K. Johnson, Susan J. Cooper, Laura J Frost

{"title":"Pandemic PD: Sustaining Inquiry and Community Amid K-12 Uncertainty","authors":"Jessica P. Marcolini, Heather Skaza Acosta, H. Walsh-Haney, Brian K. Johnson, Susan J. Cooper, Laura J Frost","doi":"10.15695/jstem/v4i3.06","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.06","url":null,"abstract":"We describe a long-standing weeklong K-12 STEM teacher workshop that shifted to a virtual platform in 2020. We re-engaged former participants during this STEM Institute with goals of 1) modeling ways to connect best practices for STEM education gained in previous workshops to a virtual environment, 2) providing space for teacher reflection on their virtual learning implementation during Spring 2020 without sufficient planning time, 3) offering collaborative planning time as they prepared for the Fall 2020 semester, and 4) supporting Southwest Florida STEM teachers through community building during the institute. We continued to focus our delivery (previously in person now virtually) on the 5E model (BSCS, 1987). Drawing upon past participant surveys and anecdotal data from previous years, facilitators addressed teachers’ need for tools and lessons they could implement in their own virtual classes in the fall with plenty of time to listen and learn from each other. Here we discuss our virtual STEM Institute structure in contrast to previous years, virtual tools demonstrated by facilitators and teacher participants, and facilitator experiences and outcomes during the virtual workshop. We provide both qualitative and quantitative summary data from participant surveys on satisfaction with STEM Institute components related to the goals described.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115793746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Pivoting in a Pandemic: Supporting STEM Teachers’ Learning through Online Professional Learning during the Museum Closure 在大流行中转向:在博物馆关闭期间通过在线专业学习支持STEM教师的学习

The Journal of STEM Outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.11

J. Wallace, Anna MacPherson, Karen Hammerness, Michael Chavez-Reilly, Preeti Gupta

{"title":"Pivoting in a Pandemic: Supporting STEM Teachers’ Learning through Online Professional Learning during the Museum Closure","authors":"J. Wallace, Anna MacPherson, Karen Hammerness, Michael Chavez-Reilly, Preeti Gupta","doi":"10.15695/jstem/v4i3.11","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.11","url":null,"abstract":"Drawing on data from STEM teacher education programs collected during museum closure due to the COVID-19 pandemic, this article examines the shifts that a large natural history museum made in educational programming. We explore three questions; _who participated; the nature of participants’ experiences with programming; and what we learned as an education department within and across teacher education programs_ by drawing on systematically collected quantitative and qualitative data (attendance, surveys, focus groups, and interviews). We draw upon case study data to delve into our online teacher professional learning offerings as an example, and then ground it within data and findings from our other teacher education programs at the museum offered during closure. We conclude by identifying implications for developing ongoing work with teachers going forward. Three central implications were: 1) continue to offer remote teacher professional learning sessions, 2) develop a shared vision of good science teaching online, and 3) model pedagogy that supports this shared vision. During a time of extreme uncertainty and tragedy, this article seeks to document and capture the innovative approaches developed to help support teachers, continue educational efforts, strive to act as an agent of change, as well as address challenges that emerged in the move to remote.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130002313","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Designing, Disseminating and Evaluating a New Online High School Curriculum about COVID-19 新冠肺炎在线高中课程设计、传播与评价

The Journal of STEM Outreach Pub Date : 2021-08-30 DOI: 10.15695/jstem/v4i3.10

Valerie Solon, Yuan Z. Gao, Berri Jacque, K. Meiri

{"title":"Designing, Disseminating and Evaluating a New Online High School Curriculum about COVID-19","authors":"Valerie Solon, Yuan Z. Gao, Berri Jacque, K. Meiri","doi":"10.15695/jstem/v4i3.10","DOIUrl":"https://doi.org/10.15695/jstem/v4i3.10","url":null,"abstract":"As COVID-19 accelerated through spring of 2020 the question became how will schools cope with protracted closure? Devising strategies to engage and educate students through full-time, online learning became a priority. At Tufts CSE we specialize in creating high school biomedical science curricula that foster engagement with science and build scientific and health literacy, however our popular ‘Great Diseases’ curricula is wholly classroom-based. In response our scientist/teacher co-design team created a new, fully online curriculum: ‘The Great Pandemic of 2020’. The materials are targeted to 10th -12th grades and use student-centered and self-paced approaches to learning. It retains our signature format of Socratic inquiry, multiple pedagogical approaches, and extensive scientific reading and math while focusing on both the underlying science and public health measures needed to mitigate COVID-19. Here we describe how we created the curriculum and the challenges we encountered: Which emerging information is reliable? Which topics do we select and how do we keep them current? What constitutes an engaging, effective and seamless online learning experience? How can teachers monitor and assess student work? How can we instill confidence to use the curriculum when teachers may lack the basic information underlying it? How can we evaluate and disseminate it effectively? We also discuss lessons learned in the context of teaching about 21st century biomedical science, and the growing acknowledgement by teachers and students that it is encroaching constantly on daily life.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133999853","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Seattle Children’s Virtual Research Training Program: Pivoting to Remote Science Education for High School Students 西雅图儿童虚拟研究训练计划:转向高中生远程科学教育

The Journal of STEM Outreach Pub Date : 2021-07-19 DOI: 10.15695/jstem/v4i2.02

Alexander C. Chang, N. Machnicki, Sarah N. Garcia, W. H. Roden, Corey A. Coombs, Rebecca A. Carter, K. Bass, Amanda L Jones

{"title":"Seattle Children’s Virtual Research Training Program: Pivoting to Remote Science Education for High School Students","authors":"Alexander C. Chang, N. Machnicki, Sarah N. Garcia, W. H. Roden, Corey A. Coombs, Rebecca A. Carter, K. Bass, Amanda L Jones","doi":"10.15695/jstem/v4i2.02","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.02","url":null,"abstract":"Seattle Children’s Research Institute has built a series of in-person education programs to inspire and empower students to explore futures in biomedical research and healthcare. The COVID-19 pandemic prevented us from offering an in-person laboratory program, forcing a rapid pivot to an online format. The Virtual Research Training Program (VRTP) was a one-week summer experience for high school students, including students from groups that are under-represented in STEM. The curriculum introduced topics such as biochemistry, immunology and immunotherapy, and global and public health. Also included were laboratory demonstrations to emphasize cutting-edge applications for healthcare and discussions regarding college and career preparation. Key challenges included converting the in-person curriculum into a digestible virtual format, becoming proficient with the technology to provide for a seamless end-user experience with equitable access, and establishing quantifiable metrics for evaluation. Students reported statistically significant gains with large effect sizes in knowledge about science concepts and laboratory procedures, and in preparation for college and future STEM careers. Students were also engaged by asking questions, indicating their active participation despite the online environment. This article discusses the adaptation of an in-person laboratory program into a virtual program as a potential model for increasing remote access to science education.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126978962","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Development of a Virtual Summer Youth Program in Climate Change Resiliency 气候变化弹性虚拟暑期青年项目的开发

The Journal of STEM Outreach Pub Date : 2021-07-19 DOI: 10.15695/jstem/v4i2.12

C. Nazario-Leary, Dehlia Albrecht, M. Koroly

{"title":"Development of a Virtual Summer Youth Program in Climate Change Resiliency","authors":"C. Nazario-Leary, Dehlia Albrecht, M. Koroly","doi":"10.15695/jstem/v4i2.12","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.12","url":null,"abstract":"Climate change is a timely topic and offers an overarching theme that can include a variety of STEM disciplines and technologies. In response to the pandemic, we developed and implemented an online science-based summer youth program in Climate Change Resiliency (CCR) for 11th and 12th graders in July 2020. Two sessions differing in content level and delivery were offered. The first session (S1) provided students with an introduction to the issues and scientific fields related to CCR. The second session (S2) explored CCR issues in more depth and utilized specific case studies to deliver content. Optional online informational and social activities were also offered including: UF admissions and financial aid panels;UF student life panels, climate change organization panels, and virtual game nights and socials. Overall program satisfaction was positive, with 97 percent of S1 and 81 percent of S2 participants reporting they were somewhat or extremely satisfied with the CCR program. Approximately 83 and 85 percent of S1 and S2, respectively thought the program's approach to teaching and learning was very or extremely effective. Future recommendations to improve the program include increasing synchronous face-to-face instruction time and participant-led learning opportunities.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"35 2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131049426","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Comparing Online vs. In-Person Outcomes of a Hands-On, Lab-Based, Teacher Professional Development Program: Research Experiences for Teachers in the Time of COVID-19 以实验室为基础的教师专业发展项目的在线与面对面成果比较:2019冠状病毒病时期教师的研究经验

The Journal of STEM Outreach Pub Date : 2021-07-19 DOI: 10.15695/jstem/v4i2.08

Gary Lichtenstein, Michelle Phillips

{"title":"Comparing Online vs. In-Person Outcomes of a Hands-On, Lab-Based, Teacher Professional Development Program: Research Experiences for Teachers in the Time of COVID-19","authors":"Gary Lichtenstein, Michelle Phillips","doi":"10.15695/jstem/v4i2.08","DOIUrl":"https://doi.org/10.15695/jstem/v4i2.08","url":null,"abstract":"In 2012, engineering was adopted as a content area in K-12 science education. Yet few science teachers have engineering content or pedagogical content knowledge. Teachers learn how to teach engineering through professional development experiences, for which Darling-Hammond et al. (2017) outline seven characteristics of effectiveness. This mixed-methods study compared three cohorts of the NSF-funded Research Experiences for Teachers (RET) participants at one university. Two cohorts of in-service teachers experienced RET on-site, and one (summer 2020) experienced the program 100% remotely, due to COVID-19. Research questions explore 1) the extent to which the RET program delivered in-person and remotely reflected the seven characteristics of effective PD;and 2) whether program outcomes of the hands-on, lab-based program could be achieved remotely. This study found that six of the seven characteristics of effective PD were fully evidenced in all three RET cohorts, and one was partially evidenced. Program outcomes were achieved at high and comparable levels for all cohorts, though the nature of the experience varied by mode of delivery. This research contributes to existing literature that finds no inherent differences in the quality of teacher professional development delivered in-person or remotely.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-07-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129563577","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2