Connected science learning最新文献

{"title":"Collaboration Through Critical Service Learning—In Search of Earth’s Secrets","authors":"Faye Bruun, Katherine Dion, Kimberly Moore, Robin Johnson, Cherie McCollough, Carmen Tejeda-Delgado","doi":"10.1080/24758779.2023.12318610","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318610","url":null,"abstract":"AbstractDiscover how a three-pronged approach that includes community mentors, community engagement, and integrated curriculum supports teachers in developing culturally responsive teaching practices.Keywords: Pre-service TeachersInformal EducationCitizen ScienceEarth and Space SciencePreservice Science EducationTeacher Preparation AcknowledgmentsThis material is based upon work supported by the National Science Foundation (NSF) under Grant No. 2050588 and 1515856. Any opinions, findings, interpretations, conclusions, or recommendations expressed in this material are those of its authors and do not represent the views of the National Science Foundation.Supplemental MaterialAdditional informationNotes on contributorsFaye BruunDr. Faye Bruun is a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Katherine Dion, MS, is the Project Manager at Texas A&M Corpus Christi; Kimberly Moore is the Superintendent at West Oso Independent School District; Dr. Robin Johnson is a a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Dr. Cherie McCollough is the PI of the Noyce INSPIRES Grant at Texas A&M Corpus Christi COS; Dr. Carmen Tejeda-Delgado is co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; all in Corpus Christi, Texas.Katherine DionDr. Faye Bruun is a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Katherine Dion, MS, is the Project Manager at Texas A&M Corpus Christi; Kimberly Moore is the Superintendent at West Oso Independent School District; Dr. Robin Johnson is a a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Dr. Cherie McCollough is the PI of the Noyce INSPIRES Grant at Texas A&M Corpus Christi COS; Dr. Carmen Tejeda-Delgado is co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; all in Corpus Christi, Texas.Kimberly MooreDr. Faye Bruun is a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Katherine Dion, MS, is the Project Manager at Texas A&M Corpus Christi; Kimberly Moore is the Superintendent at West Oso Independent School District; Dr. Robin Johnson is a a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Dr. Cherie McCollough is the PI of the Noyce INSPIRES Grant at Texas A&M Corpus Christi COS; Dr. Carmen Tejeda-Delgado is co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; all in Corpus Christi, Texas.Robin JohnsonDr. Faye Bruun is a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Katherine Dion, MS, is the Project Manager at Texas A&M Corpus Christi; Kimberly Moore is the Superintendent at West Oso Independent School District; Dr. Robin Johnson is a a co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; Dr. Cherie McCollough is the PI of the Noyce INSPIRES Grant at Texas A&M Corpus Christi COS; Dr. Carmen Tejeda-Delgado is co-PI of Noyce INSPIRES Grant at Texas A&M Corpus Christi, COEHD; all in Corpus Christi, Texas.Cherie McColloughDr. Faye Bruun is a co-PI of No","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735160","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}

{"title":"40 Years of Inspiring Students to Explore STEM: What Has Science Olympiad Learned?","authors":"John F. Loehr, Jenny Kopach","doi":"10.1080/24758779.2023.12318607","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318607","url":null,"abstract":"In May 2024, Science Olympiad—the largest K–12 team Science, Technology, Engineering and Math (STEM) competitions in the United States—will celebrate the 40th Annual Science Olympiad National Tournament at Michigan State University, a goal that its founders, Dr. Gerard Putz, Sharon Putz, and Jack Cairns could never have imagined when they started the national program out of a basement office in Rochester, Michigan. From its humble beginnings, Science Olympiad grew to a community that now encompasses chapters in every state, more than 400 tournaments a year, 53 college alumni chapters, and a program that serves upwards of a million or more K–12 students annually.Keywords: Informal EducationAssessmentInterdisciplinaryTeaching Strategies Additional informationNotes on contributorsJohn F. LoehrJohn F. Loehr, PhD, is Vice President of STEM Education, Science Olympiad, in Oakbrook Terrace, Illinois; jfloehr@soinc.org.Jenny KopachJenny Kopach, is Chief Executive Officer and Senior Vice President of Marketing Communications, Science Olympiad, in Oakbrook Terrace, Illinois jkopach@soinc.org.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135735390","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}

{"title":"The Power of Place and Context","authors":"Beth Murphy","doi":"10.1080/24758779.2023.12318613","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318613","url":null,"abstract":"While hiking with my daughter the other day, I was reminded of the importance of this Connected Science Learning issue theme: “Get Out: Connected Learning Experiences Without Walls.” She recently finished her first year of college where she is majoring in ecology and was lucky enough to land a summer fellowship with a nonprofit associated with the National Park Service. While in the woods, she began telling me about a recent hike she went on as part of her fellowship, where the guide was pointing out different native plants that are edible or medicinal, giving tips for identification, and telling generations-old stories about their traditional applications. She said, “I don’t know why, but it’s easier to identify the plants from that hike than the ones I learned about in my natural resources class back at school.” Curious, I began to ask some questions. Pretty soon, it became apparent. For her class, they had learned about different plants found in the local forest while indoors and through images. It wasn’t until they were tested on plant identification that they went outdoors. Her experience is just one example illustrating the power of place and context to learning.Keywords: STEMinformal education Additional informationNotes on contributorsBeth MurphyBeth Murphy, PhD (bmurphy@nsta.org), is field editor for Connected Science Learning and an independent STEM education consultant with expertise in fostering collaboration between organizations and schools, providing professional learning experiences for educators, and implementing program evaluation that supports practitioners to do their best work.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"118 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856178","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}

{"title":"Integrated Outdoor and Classroom Science Experiences to Support Civic Engagement Among Middle and High School Students","authors":"Missy Holzer, Jessica Monaghan, Kathleen M. Browne","doi":"10.1080/24758779.2023.12318617","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318617","url":null,"abstract":"AbstractRead about a collaborative project that leverages the outside environment to develop civic connections related to local socioscientific issues.Keywords: Middle SchoolHigh SchoolInformal EducationEnvironmental ScienceLesson PlansSTEM ConclusionsWe envision that the design of this project, and the experiences implementing it, could inform partnership work across sectors of the K–12 educational system to help students purposefully get outdoors and gain field experience. The benefits of these experiences for students are both abstract and tangible. Students demonstrated key takeaways across both lesson sequences in their understanding that (1) human activities can contribute to global issues; (2) multifaceted solutions are an effective way to meet goals; and (3) relevant scientific connections between home, school, and community are essential to address SSIs. Additionally, students shared their increased comfort level and understanding of how to communicate effective solutions based on evidence-supported arguments with professionals in the field, community, and school district. The joy, motivation, and excitement of being in the field enhanced student experiences in the classroom; however, it is challenging to capture this in tangible ways.The success of collaboratively developing an in-classroom and out-of-classroom experience depended on the characteristics each project member possessed throughout the project: commitment, vision, respect, and trust. The components of our work that we think were critical to the success of this project include efforts at the start of the project to develop an understanding of individual goals so we could align as many as possible to define the project; regular communications; and one person to coordinate the work, keep track of progress, and facilitate when challenges arise. These steps, we think, helped establish a mutual respect and trust between each member of the team. We hope the benefits of this project will provide an example for ways teachers can explore local partnerships to enhance their students' experience both in and out of the classroom!Supplemental MaterialAcknowledgmentsPlease note that each author made substantive intellectual and writing contributions to this article. Therefore, the author order is random, with the submitting author identified first.Funding for this project was provided through a sub-award from The Institute of Museum and Library Services awarded to the National Center for Science & Civic Engagement (NCSCE) working with the Research Foundation for the State University of New York, Stony Brook (MG-10-15-0071-15A). The grant title: Partnership Champions: SENCER-ISE and Professional Development Through Mentoring to Enhance Learning Environments. The authors would like to thank SENCER-ISE for support, and the ePartnership grant staff and SENCER members for their guidance. We also thank the watershed organizations, Great Swamp Watershed Association (Morristown, New Jersey) and th","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856182","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}

{"title":"From Birding to Robotics: Integrating STEM Learning Through Community Collaboration","authors":"Katherine Marie Blagden","doi":"10.1080/24758779.2023.12318614","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318614","url":null,"abstract":"AbstractRead about an engaging robotics and coding service learning project taught by preservice teachers.Keywords: Elementary Informal Education NGSS Preservice Science Education STEM Technology ConclusionIntegrating STEM—specifically outdoor, place-based learning, and coding and robotics—into the elementary classroom is beneficial for the students, educators, and community members involved. The elementary grades are an important time for students' skills and interests to develop. The integration of STEM into the elementary curriculum will enhance student learning and engagement through the highly motivating interactions with real-world science and integrated with robotics and coding. Results from qualitative and quantitative data showed that the elementary students, preservice teachers, and community members from the nature center and the local robotics company involved in this project greatly benefited from the positive impact this integrated STEM program created.This project also illustrates the power of collaboration within a community. Connecting with experts can give preservice and inservice educators the confidence to teach STEM in their own classrooms. And, involving inservice educators helps to ensure that these STEM learning experiences are relevant and connected to classroom learning. With the common goal of connected integrated STEM for elementary students, long-lasting partnerships were formed to create a significant impact on our community. I believe that, with some planning, any school, district, university, or local organization could follow our blueprint to integrate robotics, STEM, and local partners to benefit students in their own communities.Supplemental Material Table 1Additional informationNotes on contributorsKatherine Marie BlagdenKatherine Marie Blagden, M. Ed., is a Visiting Assistant Professor at Roger Williams University in Bristol, Rhode Island.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"129 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856177","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}

{"title":"Monitoring Microplastics in Surface Water—A Pacing Guide for Grades 5–12: Connecting STEM Learning With Real-World Phenomena","authors":"Tracy Ostrom, Matthew Ferner, Alessandra Sutti, Stuart Robottom, Sandro Sutti","doi":"10.1080/24758779.2023.12318619","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318619","url":null,"abstract":"AbstractLearn about the Microplastics Monitoring Protocol and how it empowers the education community to share reliable information and empowers students to be informed advocates for reducing microplastics in the environment.Keywords: Middle SchoolHigh SchoolInformal EducationClimate ChangeEnvironmental ScienceInquiryPhenomenaSTEM Supplemental Material AppendixAcknowledgmentsFor more about the GLOBE Program, visit www.globe.gov. The SF Bay NERR and WestEd/UCB collaboration is a part of a wider-reaching Earth System Science collaborative called California Strong. This collaborative consists of a group of scientists, researchers, outreach specialists, and educators who work together to spread Earth system science initiatives throughout California using the tools and resources of the GLOBE Program. The WestEd/UCB partnership primarily operates thanks to a grant from the National Aeronautics and Space Administration (NASA) awarded to GLOBE Mission Earth (#NNX16AC54A) https://www.globe.gov/web/mission-earth). This project was supported by GLOBE Italia, Labter-CREA MN, and Associazione GLOBE Italia APS, GLOBE Europe-Eurasia Region Coordination Office, and partly funded by the Australian Research Council Research Hub for Future Fibers (IH210100023) and Deakin University.Additional informationNotes on contributorsTracy OstromTracy Ostrom is a former high school science educator and environmental scientist serving as GLOBE Mentor Trainer and Northern California GLOBE Coordinator at the University of California Berkeley, Department of Chemistry and Atmospheric Sciences in Berkeley, California and a PhD student in the Graduate School of Education at the University of California Davis in Davis, California. Matt Ferner is with San Francisco State University and is the Research Director at the San Francisco Bay National Estuarine Research Reserve in San Francisco. Alessandra Sutti is an Associate Professor and Team Leader at Deakin University's Institute for Frontier Materials in Geelong, Victoria, Australia. Stuart Robottom is a Manager at Deakin University's Institute for Intelligent Systems Research and Innovation in Geelong, Victoria, Australia. Sandro Sutti is the GLOBE Italy Country Coordinator and the Scientific Coordinator at the Territorial Laboratory-Reference Centre for Environmental Education, LabTer-CREA, in Mantova, Italy.Matthew FernerTracy Ostrom is a former high school science educator and environmental scientist serving as GLOBE Mentor Trainer and Northern California GLOBE Coordinator at the University of California Berkeley, Department of Chemistry and Atmospheric Sciences in Berkeley, California and a PhD student in the Graduate School of Education at the University of California Davis in Davis, California. Matt Ferner is with San Francisco State University and is the Research Director at the San Francisco Bay National Estuarine Research Reserve in San Francisco. Alessandra Sutti is an Associate Professor and Team Leader at Deakin Universit","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"31 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856176","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}

{"title":"Place-Based Education and Community Knowledge Connect Youth to Water Topics","authors":"Brigitta Rongstad Strong, Anne U. Gold, Claire Ratcliffe Adams, Victoria Tomas, Angela Watkins","doi":"10.1080/24758779.2023.12318616","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318616","url":null,"abstract":"AbstractLearn about the We are Water programs that connect diverse communities through shared place and unique stories about water.Keywords: Informal Education Environmental Science Inclusion Multicultural STEM ConclusionWestern science supports our understanding of natural phenomena, like water scarcity and ways that water travels through the environment, but it is not the only way that people understand or learn about the world around them. To honor multiple ways of knowing, PBE programming in the We are Water project elevates community knowledge through activities about traditional practices and storytelling.We are Water’s collection of take-and-make activity kits demonstrates how programs can inspire engagement with societally relevant science topics such as water by successfully combining different learning approaches and ways of knowing into a PBE program. Our library partners across the southwestern United States emphasized kids and their families were excited to learn about water in their local community through playful interaction with the topic, and that the kits provided a unique opportunity for them to learn about water in different ways.AcknowledgmentWe are Water springs from a collaboration between libraries, scientists, Indigenous scholars, educators, and researchers, with partners from CIRES, Indigenous Education Institute, Western Water Assessment, CoCoRaHS, Space Science Institute, Native Pathways, and Reimagine Research Group. We thank library staff from High Plains Library District, Aztec Public Library, Navajo Nation Library and Museum, Pine River Library, Montrose Regional Library, Zuni Tribal Archives, Ignacio Community Library, and Page Public Library for their partnership and support. This program work was supported by the National Science Foundation under the awards DRL-1907024 and DRL-1906951 and in part by the NOAA cooperative agreement NA22OAR4320151.Land acknowledgmentWe honor and acknowledge that the We are Water program takes place in the traditional territories and ancestral homelands of the Navajo, Jicarilla Apache, Hopi, Zuni, Ute Mountain Ute, Southern Ute, and Pueblo Nations. Their relationship with the land we call the Four Corners continues to this day. The region is also home to descendants of Hispanic and European Americans who first arrived here starting in the 1500s. Additional informationNotes on contributorsBrigitta Rongstad StrongBrigitta Rongstad Strong is an associate scientist and the program manager for We are Water at the Cooperative Institute for Research in Environmental Sciences, University of Colorado Boulder. Anne U. Gold is the director of CIRES Education & Outreach at the Cooperative Institute for Research in Environmental Sciences, University of Colorado Boulder. Claire Ratcliffe Adams is an education associate at the Space Science Institute in Boulder, Colorado. Victoria Tomas is a fourth- and fifth-grade teacher at Flagstaff Unified School District in Flagstaff, Arizona. Angela Watkins ","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"80 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856179","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}

{"title":"We Are Water Patch Activity Promotes Action for Watershed Stewardship","authors":"Annamarie Schaecher, Brigitta Rongstad Strong, Anne U. Gold","doi":"10.1080/24758779.2023.12318615","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318615","url":null,"abstract":"Water is a topic that is important for many communities in the arid southwestern United States. One way to address water scarcity and build agency in youth is by providing a framework for how to become watershed caretakers or stewards. The We are Water Patch “Be a Watershed Steward” booklet provides a structured set of watershed restoration principles and simple but effective engagement activities that promote an understanding of the role of local watersheds in providing clean, healthy water. The colorful and engaging booklet outlines the activities that learners complete to earn the We are Water patch.Keywords: ElementaryInformal EducationEnvironmental ScienceInquiryInstructional MaterialsSTEM Supplemental Material Table 1Additional informationNotes on contributorsAnnamarie SchaecherAnnamarie Schaecher is a Community Engagement Coordinator with the Cooperative Institute for Research in Environmental Science (CIRES) Education and Outreach, Brigitta Rongstad Strong is a Program Manager with CIRES Education and Outreach, and Anne U. Gold is the Director of CIRES Education and Outreach, all at the University of Colorado Boulder.Brigitta Rongstad StrongAnnamarie Schaecher is a Community Engagement Coordinator with the Cooperative Institute for Research in Environmental Science (CIRES) Education and Outreach, Brigitta Rongstad Strong is a Program Manager with CIRES Education and Outreach, and Anne U. Gold is the Director of CIRES Education and Outreach, all at the University of Colorado Boulder.Anne U. GoldAnnamarie Schaecher is a Community Engagement Coordinator with the Cooperative Institute for Research in Environmental Science (CIRES) Education and Outreach, Brigitta Rongstad Strong is a Program Manager with CIRES Education and Outreach, and Anne U. Gold is the Director of CIRES Education and Outreach, all at the University of Colorado Boulder.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"83 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856180","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}

{"title":"Innovative Technology Enhances Outdoor Learning Experiences With Playground Physics","authors":"Michaela Labriole, Judith Hutton, Laycca Umer, Kate Maschak","doi":"10.1080/24758779.2023.12318618","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318618","url":null,"abstract":"Children swinging on a swing set. A pair of kids playing catch. A child zipping down a slide. Groups of kids using iPads? While technology may not be the obvious choice for a playground, the combination of technology and physical play is the foundation for Playground Physics, a free digital application and supplemental curriculum for grades 6–8 developed by the New York Hall of Science (NYSCI).Keywords: Middle SchoolInformal EducationInstructional MaterialsPhysicsSTEMTechnology Supplemental MaterialThe app and supplemental lessons can be found here.Additional informationNotes on contributorsMichaela LabrioleMichaela Labriole is the Director of Strategic Education Initiatives at NYSCI in Corona, New York. Judith Hutton is a Coordinator of Strategic Education Initiatives at NYSCI in Corona, New York. Laycca Umer is the Manager, Research, Exhibits & Programs at NYSCI in Corona, New York. Kate Maschak is a Senior Science Instructor at NYSCI Corona, New York.Judith HuttonMichaela Labriole is the Director of Strategic Education Initiatives at NYSCI in Corona, New York. Judith Hutton is a Coordinator of Strategic Education Initiatives at NYSCI in Corona, New York. Laycca Umer is the Manager, Research, Exhibits & Programs at NYSCI in Corona, New York. Kate Maschak is a Senior Science Instructor at NYSCI Corona, New York.Laycca UmerMichaela Labriole is the Director of Strategic Education Initiatives at NYSCI in Corona, New York. Judith Hutton is a Coordinator of Strategic Education Initiatives at NYSCI in Corona, New York. Laycca Umer is the Manager, Research, Exhibits & Programs at NYSCI in Corona, New York. Kate Maschak is a Senior Science Instructor at NYSCI Corona, New York.Kate MaschakMichaela Labriole is the Director of Strategic Education Initiatives at NYSCI in Corona, New York. Judith Hutton is a Coordinator of Strategic Education Initiatives at NYSCI in Corona, New York. Laycca Umer is the Manager, Research, Exhibits & Programs at NYSCI in Corona, New York. Kate Maschak is a Senior Science Instructor at NYSCI Corona, New York.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135856181","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}

{"title":"Implementing SEL in STEM—Challenges and Opportunities","authors":"Megan Bettis","doi":"10.1080/24758779.2023.12318631","DOIUrl":"https://doi.org/10.1080/24758779.2023.12318631","url":null,"abstract":"AbstractRead about a STEM-focused summer program’s SEL understanding and definition.Keywords: Informal EducationGeneral ScienceInterdisciplinaryResearchSTEM Supplemental MaterialAdditional informationNotes on contributorsMegan BettisMegan M. Bettis is a lecturer and supervisor of teacher education at the University of California, Davis School of Education in Davis, California.","PeriodicalId":72694,"journal":{"name":"Connected science learning","volume":"81 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135563215","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}