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1. Elementary teachers’ beliefs about teaching mathematics and science: Implications for Argumentation

   https://doi.org/10.51272/pmena.42.2020-321  

   Conner, AnnaMarie; Miller, Claire; Menke, Jenna; Zhuang, Yuling (December 2020, Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education)

   Sacristán, A.I.; Cortés-Zavala, J.C.; Ruiz-Arias, P.M. (Ed.)

   Teachers in the elementary grades often teach all subjects and are expected to have appropriate content knowledge of a wide range of disciplines. Current recommendations suggest teachers should integrate multiple disciplines into the same lesson, for instance, when teaching integrated STEM lessons. Although there are many similarities between STEM fields, there are also epistemological differences to be understood by students and teachers. This study investigated teachers’ beliefs about teaching mathematics and science using argumentation and the epistemological and contextual factors that may have influenced these beliefs. Teachers’ beliefs about different epistemological underpinnings of mathematics and science, along with contextual constraints, led to different beliefs and intentions for practice with respect to argumentation in these disciplines. The contextual constraint of testing and the amount of curriculum the teachers perceived as essential focused more attention on the teaching of mathematics, which could be seen as benefiting student learning of mathematics. On the other hand, the perception of science as involving wonder, curiosity, and inherently positive and interesting ideas may lead to the creation of a more positive learning environment for the teaching of science. These questions remain open and need to be studied further: What are the consequences of perceiving argumentation in mathematics as limited to concepts already well-understood? Can integrating the teaching of mathematics and science lead to more exploratory and inquiry-based teaching of mathematical ideas alongside scientific ones? 

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2. Building Consensus for Integrated STEM and Social-Emotional Development: From Convening to Implementation

   Allen, Patricia J.; Noam, Gil G. (May 2023, Connected Science Learning)

   Roberts, K. (Ed.)

   Uniting social, emotional, and academic development is necessary to ensure all young people develop the thinking and feeling skills needed to succeed in a STEM-driven future. Scientific discoveries and technological innovations are transforming society, and while they may improve our quality of life, they also introduce social and ethical quandaries that young people must be equipped to navigate. For example, there are both opportunities and risks to using artificial intelligence, genetic engineering, and renewable/alternative energy sources. Although the public discourse supports bringing STEM and social-emotional development (SED) together, and demands evaluation and measurement of outcomes, integrated STEM+SED in educational research, practice, and policy is largely abstract and aspirational. Given that jobs of the future will be STEM-focused and will require SED/21st-century skills—such as working in diverse teams, solving complex problems, and persevering through failures—it will be important to implement and measure STEM+SED together at the teaching and learning levels. To move the field toward meaningful integration of STEM+SED practices and skills, we convened a National Science Foundation (NSF)–funded virtual conference: Mapping Connections Between STEM and Social-Emotional Development (SED) in Out-of-School Time (OST) Programs. This conference—attended by 49 stakeholders from STEM and SED research, policy, and practice—focused on identifying the measurable STEM+SED qualities and skills important for youth success and prioritized by both fields. From this conference emerged consensus for a common frame to explore STEM+SED integration—focusing on Active Engagement, Agency, Belonging, and Reflection—which we and our partners are using to generate knowledge, resources, and tools to advance the integration of STEM+SED in formal and informal learning environments. The preliminary findings and recommendations from this conference provide a starting point for areas to prioritize, explore, and set the stage for more rigorous, relevant, andhigh-quality research on integrated STEM+SED. We begin by telling the story of our conference, including our initial focus on OST, our choice of the term “SED,” and our approach. We then show how discoveries during and after the conference push this essential STEM+SED agenda forward in research and practice. We conclude with recommendations by and for researchers, practitioners, and policymakers to promote synergy between the fields of STEM and SED across all learning environments. 

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3. 3D plants: The impact of integrating science, design, and technology on high school student learning and interests in STEAM subjects and careers

   Arango-Caro, S; Langewisch, T; Ying, K; Arellano_Haberberger, M; Ly, N; Branton, C; Callis-Duehl, K (July 2024, Disciplinary and Interdisciplinary Science Education Research)

   STEM education is often disconnected from innovation and design, where students self-identify as solely scientists, artists, or technophiles, but rarely see the connection between the disciplines. The inclusion of arts (A) in STEM education (STEAM) offers an educational approach where students see how subjects are integrated through learning experiences that apply to everyday, developing personal connections and becoming motivated learners who understand how skills from each subject are needed for future careers. This project addresses both the disconnect between science, design, and technology and how high school students can benefit from innovative learning experiences in plant science that integrate these disciplines while gaining invaluable skills for future STEM careers. We used the Science-Art-Design-Technology (SADT) pedagogical approach, characterized by its project-based learning that relies on student teamwork and facilitation by educators. This approach was applied through a STEAM educational 3D plant module where teams: 1) investigated plants under research at a plant science research center, 2) designed and created 3D models of those plants, 3) experienced the application of 3D modeling in augmented and virtual reality platforms, and 4) disseminated project results. We used a mixed-method approach using qualitative and quantitative research methods to assess the impact of the 3D modeling module on students’ understanding of the intersection of art and design with science, learning and skills gains, and interests in STEAM subjects and careers. A total of 160 students from eight educational institutions (schools and informal programs) implemented the module. Student reflection questions revealed that students see art and design playing a role in science mainly by facilitating communication and further understanding and fostering new ideas. They also see science influencing art and design through the artistic creation process. The students acknowledged learning STEAM content and applications associated with plant science, 3D modeling, and augmented and virtual reality. They also acknowledged gaining research skills and soft skills such as collaboration and communication. Students also increased their interest in STEAM subjects and careers, particularly associated with plant science. The SADT approach, exemplified by the 3D plant module, effectively integrates science, art, design, and technology, enhancing student literacy in these fields, and providing students with essential 21st century competencies. The module's flexibility and experiential learning opportunities benefit students and educators, promoting interdisciplinary learning and interest in STEAM subjects and careers. This innovative approach is a valuable tool for educators, inspiring new ways of teaching and learning in STEAM education. 

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4. Building bridges: a review and synthesis of research on teaching knowledge for undergraduate instruction in science, engineering, and mathematics

   https://doi.org/10.1186/s40594-022-00380-w  

   Andrews, Tessa C.; Speer, Natasha M.; Shultz, Ginger V. (December 2022, International Journal of STEM Education)

   Abstract Here, we systematically review research on teaching knowledge in the context of undergraduate STEM education, with particular attention to what this research reveals about knowledge that is important for evidence-based teaching. Evidence-based teaching can improve student outcomes in undergraduate STEM education. However, the enactment of promising evidence-based teaching strategies depends greatly on the instructor and potentially on the teaching knowledge they are able to deploy. The review includes an overview of prevalent teaching knowledge theory, including pedagogical content knowledge, mathematical knowledge for teaching, and pedagogical knowledge. We compare and contrast teaching knowledge theory and terminology across STEM disciplines in order to build bridges for researchers across disciplines. Our search for peer-reviewed investigations of teaching knowledge in undergraduate science, engineering and mathematics yielded 45 papers. We examined the theoretical frameworks used in each study and analyzed study approaches, comparing across disciplines. Importantly, we also synthesized findings from research conducted in the context of evidence-based teaching. Overall, teaching knowledge research is sparse and siloed by discipline, and we call for collaborative work and better bridge-building across STEM disciplines. Though disciplinary divergences are common in discipline-based education research, the effect is magnified in this research area because the theoretical frameworks are themselves siloed by discipline. Investigations of declarative knowledge were common, and we call for increased attention to knowledge used in the practice of teaching. Finally, there are not many studies examining teaching knowledge in the context of evidence-based teaching, but the existing work suggests that components of pedagogical content knowledge, pedagogical knowledge, and content knowledge influence the implementation of evidence-based teaching. We describe implications for future teaching knowledge research. We also call on those who develop and test evidence-based strategies and curriculum to consider, from the beginning, the teaching knowledge needed for effective implementation. 

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5. 3D Plants: Students build AVR plant models to understand the role of design in STEM

   Arango-Caro, Sandra; Arellan_Harberberger, Michelle; Ying, Kaitlyn; Callis-Duehl, Kristine (July 2022, Society for the Advancement of Biology Education Research (SABER))

   STUDY CONTEXT: The overarching goal of this project is to address the disconnect between science, design, and technology (Perignat & Katz-Buonincontro, 2019). We examine how urban and rural high school students benefit from innovative learning experiences in plant science that integrate these disciplines while gaining interest in and skills for future STEM careers. This project tests a STEAM (Art in STEM) teaching model in which students create scientific products to incorporate in Augmented and Virtual Reality (AVR) platforms. This experience inspires creative learning, provides critical thinking and problem-solving benefits, supports concepts of innovation, and allows students to connect to real-life situations impacting their career paths. RESEARCH DESIGN: Objectives: 1. Inspire interest in STEM careers among students and provide them with skills for a future STEM career, 2. Foster knowledge and appreciation of plant science among students, 3. Integrate art/design into STEM plant science education, and 4. Apply AVR technology to advance in plant science education through the use of novel tools and methodologies. Teams of self-identified science, technophile, and art students receive training in 3D modeling. With support from scientists, they create models of plants under research at our institution, write worksheets, and give presentations in public/scientific events. Teams’ products will be shared globally through the education community of our AVR partner institution. To assess the project objectives, we are using a mixed-methods approach using pre/post open-ended self-reflections and surveys (STEM Semantics Survey with additional questions for A (Art/Design); Plant Awareness Disparity Index (PAD-I)). ANALYSES AND INTERPRETATION: Data collection is in its initial stages. We will present preliminary results from surveys and reflections from 28 students. The students worked in seven teams that created models of corn, alfalfa, volvox, and milkweed. CONTRIBUTION: This project contributes to STEAM, an emerging discipline with scant information on theory, best practices, and practical applications, by testing a teaching model in which students design and create scientific products. The project contributes to the body of knowledge on AVR teaching tools from a different approach by allowing the students to create their own AVR products. The project also contributes to interesting and challenging ways to learn about plant science and promote plant awareness. 

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