The Journal of STEM Outreach最新文献_第7页

Building community capacity for integrating engineering in rural middle school science classrooms 农村中学科学课堂整合工程的社区能力建设

The Journal of STEM Outreach Pub Date : 2020-01-14 DOI: 10.15695/JSTEM/V3I1.01

J. Grohs, Andrew L. Gillen, H. Matusovich, Gary R. Kirk, H. Lesko, Justine Brantley, Cheryl Carrico

{"title":"Building community capacity for integrating engineering in rural middle school science classrooms","authors":"J. Grohs, Andrew L. Gillen, H. Matusovich, Gary R. Kirk, H. Lesko, Justine Brantley, Cheryl Carrico","doi":"10.15695/JSTEM/V3I1.01","DOIUrl":"https://doi.org/10.15695/JSTEM/V3I1.01","url":null,"abstract":"Broadening participation in engineering is an important national priority and has led to increasing demands for engineering content to be integrated into traditional K-12 curriculum. However, expecting teachers to incorporate engineering into their classrooms without additional training or resources is unreasonable. Partnering teachers with industry partners is one promising way to prioritize integrated science and engineering content while also introducing youth to possible career paths. In this programmatic article, we introduce the Partnering with Educators and Engineers in Rural Schools (PEERS) project that focuses on the collaborative design, implementation, and study of recurrent hands-on engineering activities with middle school youth in three rural communities in or near Appalachia. We discuss the curricular priorities of the program as well as preliminary findings on both student-focused and capacity-building metrics across the partnerships. Key discussion points include (1) a need to distill goals for engineering outreach by wrestling with what success might really look like for middle-school youth engagement with engineering and (2) cultivating community capacity to better support education systems and the simultaneous potential for and challenges of collaborating to build such infrastructure.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-01-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129570211","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: 6

Providing Transferable, Professional Skills for the Next Generation of Scientific Professionals through an Outreach Opportunity 通过外展机会为下一代科学专业人员提供可转移的专业技能

The Journal of STEM Outreach Pub Date : 2019-08-30 DOI: 10.15695/jstem/v2i1.15

Tessy S. Ritchie, Melissa McCartney

引用次数: 4

Assessing The Use of Virtual Reality Technology in Teaching Marine Ecological Concepts 评估虚拟现实技术在海洋生态概念教学中的应用

The Journal of STEM Outreach Pub Date : 2019-08-19 DOI: 10.15695/jstem/v2i1.14

Emily Duwan, F. Choi, B. Helmuth

{"title":"Assessing The Use of Virtual Reality Technology in Teaching Marine Ecological Concepts","authors":"Emily Duwan, F. Choi, B. Helmuth","doi":"10.15695/jstem/v2i1.14","DOIUrl":"https://doi.org/10.15695/jstem/v2i1.14","url":null,"abstract":"Virtual reality environments are becoming increasingly popular as educational tools, but it remains unclear when these environments enhance learning or when they are a distraction from the learning process. We compared two different methods for teaching ecological concepts about the rocky intertidal zone by comparing an experimental (virtual) class with a control (traditional) type of class. We investigated whether cognitive (i.e., knowledge) and affective (i.e., attitudes, perceptions) outcomes are enhanced when students use lesson plans presented in a virtual reality environment compared with lesson plans facilitated via traditional methods. We also assessed the extent to which these attributes are enhanced when students create their own virtual tours as part of a field-based learning experience. The experimental group showed significantly higher maintenance of knowledge gain than the traditional group at the conclusion of the study, but there were no other significant differences among treatment groups. Feedback from teachers reported that students were more engaged, had better recall, and enjoyed the change from the traditional lecture style. Lack of statistically different scores measuring excitement suggests a need for improvement in the design and implementation of these virtual environments to maximize their appeal to students. However, our results suggest that virtual reality technologies provide an innovative alternative to standard lesson plans that can help improve knowledge retention about ecological concepts.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-08-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121746596","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

Evaluating University-Based Summer STEM Programs: Challenges, Successes, and Lessons Learned 评估大学暑期STEM项目:挑战、成功和经验教训

The Journal of STEM Outreach Pub Date : 2019-07-23 DOI: 10.15695/JSTEM/V2I1.13

Christopher J. Cappelli, Katherine L. Boice, Meltem Alemdar

引用次数: 8

A 3-Year Model for Building a Sustainable Science Outreach and Teacher Collaborative 可持续科学推广与教师合作的3年模式

The Journal of STEM Outreach Pub Date : 2019-06-24 DOI: 10.15695/JSTEM/V2I1.12

Jamie R. Shuda, Valerie G. Butler, Robert G. Vary, Noora F. Noushad, S. Farber

{"title":"A 3-Year Model for Building a Sustainable Science Outreach and Teacher Collaborative","authors":"Jamie R. Shuda, Valerie G. Butler, Robert G. Vary, Noora F. Noushad, S. Farber","doi":"10.15695/JSTEM/V2I1.12","DOIUrl":"https://doi.org/10.15695/JSTEM/V2I1.12","url":null,"abstract":"BioEYES is a K-12 science outreach program that develops self-sustaining teachers as a replication strategy to address high demand for the program while promoting long-term school partnerships. This paper explores the practices of “model teachers” from multiple grades, who are empowered over a three-year period to deliver BioEYES’ hands-on science content autonomously, as compared to the program’s standard co-teaching model (BioEYES educator + classroom teacher). The authors found that BioEYES’ professional development (PD) workshop, classroom co-teaching experience, and refresher trainings assist teachers in gaining autonomy to teach the program’s curricula. In addition, the authors found: 1) a similar effectiveness on student learning across three grade bands, and 2) positive attitude changes about science as a result of the program, regardless if the BioEYES unit was taught by a model teacher or program staff. Further we found that high school model teachers exceeded the performance of BioEYES educators. This observation supports our contention that giving high quality STEM programing that includes multi-level PD to teachers generates the strongest possible outcome. Overall, we characterize the impact and financial investment of BioEYES and describe a PD framework that can be used by outreach providers to deliver content, expand their reach, and sustain school partnerships.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114674096","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: 3

Public Engagement on Climate and Health in Museums and Participatory Dialogues may Foster Behavior Change 博物馆的气候与健康公众参与和参与式对话可促进行为改变

The Journal of STEM Outreach Pub Date : 2019-06-17 DOI: 10.15695/JSTEM/V2I1.10

K. Stofer, L. Lundgren, B. A. Dunckel, Vaughan James, Makenna Lange, Janice L. Krieger

引用次数: 7

Astronomers' and Physicists' Attitudes Toward Education and Public Outreach: A Programmatic Study of The Dark Energy Survey 天文学家和物理学家对教育和公众宣传的态度:对暗能量调查的程序化研究

The Journal of STEM Outreach Pub Date : 2019-06-11 DOI: 10.15695/JSTEM/V2I1.09

A. Farahi, Ravi R. Gupta, C. Krawiec, A. Plazas, R. Wolf

引用次数: 5

Girls' STEM Identity Growth in Co-Educational and Single-Sex STEM Summer Camps 女生在男女同校和单性别STEM夏令营中的STEM认同增长

The Journal of STEM Outreach Pub Date : 2019-04-24 DOI: 10.15695/JSTEM/V2I1.07

Kari L. Roberts, Roxanne Hughes

{"title":"Girls' STEM Identity Growth in Co-Educational and Single-Sex STEM Summer Camps","authors":"Kari L. Roberts, Roxanne Hughes","doi":"10.15695/JSTEM/V2I1.07","DOIUrl":"https://doi.org/10.15695/JSTEM/V2I1.07","url":null,"abstract":"Informal STEM education programs have become venues wherein girls can improve their sense of belonging and potential success (STEM identity) through interactions with role models and seeing how STEM fields are relevant to them. Despite decades of advocacy for single-sex programs’ role in improving girls’ STEM identity, few studies have found definitive results. To explore the role that a single-sex environment can have on adolescent girls’ STEM identity development, this study compares participating girls’ STEM identity from pre- to post-test using linear regression and hierarchical linear modeling to determine whether participants have a larger identity growth in an all-girls informal STEM education summer camp (STEM GIRLS) or a co-educational informal STEM education summer camp (STEM STARS). Results indicate that STEM Self-Efficacy and STEM Identity are positively correlated, however, the model is currently incomplete and could use more clarity to determine the role one plays on the other. Despite this, our study indicates the value in addressing self-efficacy by giving girls opportunities to struggle through challenges. This study also found that both camps were similarly beneficial in impacting STEM Identity and STEM Self-Efficacy, further supporting research that highlights the gendered aspect of the camp is less impactful than the practices used.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115001016","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: 8

Time Scavengers: An Educational Website to Communicate Climate Change and Evolutionary Theory to the Public through Blogs, Web Pages, and Social Media Platforms 时间清道夫:一个通过博客、网页和社交媒体平台向公众传播气候变化和进化理论的教育网站

The Journal of STEM Outreach Pub Date : 2019-02-25 DOI: 10.15695/JSTEM/V2I1.05

A. Lam, J. Bauer, Susanna Fraass, Sarah L. Sheffield, Maggie R. Limbeck, R. Borden, M. Thompson-Munson, A. Fraass, J. Hills, Cameron E. Muskelly, Kyle R. Hartshorn, R. Bryant

{"title":"Time Scavengers: An Educational Website to Communicate Climate Change and Evolutionary Theory to the Public through Blogs, Web Pages, and Social Media Platforms","authors":"A. Lam, J. Bauer, Susanna Fraass, Sarah L. Sheffield, Maggie R. Limbeck, R. Borden, M. Thompson-Munson, A. Fraass, J. Hills, Cameron E. Muskelly, Kyle R. Hartshorn, R. Bryant","doi":"10.15695/JSTEM/V2I1.05","DOIUrl":"https://doi.org/10.15695/JSTEM/V2I1.05","url":null,"abstract":"Climate change and evolution are topics at the forefront of political discussions, debates, and the public sphere. Regardless of evidence on both topics, the public as a whole still believes they are under debate. It is imperative that the public have access to correct and easy-to-digest information on these topics to make informed environmental and ecological decisions. To date, scientifically accurate digital platforms aimed at informing the public on these topics are overly complex and jargon-ridden. Time Scavengers (www.timescavengers.blog) was created to address these issues and is maintained by a group of academics, graduate students, avocational scientists, and educators. The site includes many informational pages about geology, climate change, and evolution, all written for the public with useful descriptions and figures. To make the process of science more transparent, the site includes blogs to provide insight into data collection and interpretation, field work, and public outreach. The site also includes additional pages with links to relevant content and activities appropriate for K-12 classrooms. The overarching goals of the site are to bridge the gap between scientists and the public through engaging, informational pages and personal experiences and to increase science literacy through easy-to-digest content.","PeriodicalId":371616,"journal":{"name":"The Journal of STEM Outreach","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134105595","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

Standford's Summer Research Program for Teachers Long-Term Outcomes Study 斯坦福大学教师长期成果研究暑期研究项目

The Journal of STEM Outreach Pub Date : 2019-01-30 DOI: 10.15695/JSTEM/V2I1.04

K. Storm, Gary Lichtenstein

引用次数: 1