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1. Undergraduate Research, Data-Science Courses, and Volunteer Projects, Inform and Accelerate Wesley College’s Retention Among First- and Second-Year Students

   https://doi.org/https://www.ncbi.nlm.nih.gov/pubmed/31535095  

   Neff, Lily (April 2019, Proceedings national conference)

   In today’s rapidly evolving career climate, there is an increased need to foster student understanding and appreciation of the scientific method, as well as the higher-order cognitive skills that accompany this process. A partnership with ANP Technologies, a Delaware company that manufactures and produces products relating to enviromnental monitoring, has led to the development of a classroom-ready educational tool. This module uses a sequence that prompts students to engage, explore, explain, and evaluate while meeting various concepts within the Next Generation Science Standards. Located in Dover, Delaware, Wesley College is a minority-serving liberal arts institution where non-science majors are required to take a topical science course emphasizing scientific literacy. Prior to this project, there was no coimnon instructional tools or assessment between the various class sections. The module developed in tliis project was piloted in the spring of 2019 along with a post-test to assess module effectiveness and consistency between sections. It was hypothesized that there would be no significant differences between average post-test scores of the different sections following the implementation of the module and that students would achieve proficiency (70% or higher) on at least half of the questions. Results confirmed the consistency between the sections as there were no significant differences in mean post-test score. Students were able to meet threshold on 7 of the 12 questions, suggesting this module could be useful in scientific literacy education. 

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2. Visual Literacy Intervention for Improving Undergraduate Student Critical Thinking of Global Sustainability Issues

   https://doi.org/10.3390/su122310209  

   Krejci, Sarah E.; Ramroop-Butts, Shirma; Torres, Hector N.; Isokpehi, Raphael D. (December 2020, Sustainability)

   null (Ed.)

   The promotion of global sustainability within environmental science courses requires a paradigm switch from knowledge-based teaching to teaching that stimulates higher-order cognitive skills. Non-major undergraduate science courses, such as environmental science, promote critical thinking in students in order to improve the uptake of scientific information and develop the rational decision making used to make more informed decisions. Science, engineering, technology and mathematics (STEM) courses rely extensively on visuals in lectures, readings and homework to improve knowledge. However, undergraduate students do not automatically acquire visual literacy and a lack of intervention from instructors could be limiting academic success. In this study, a visual literacy intervention was developed and tested in the face-to-face (FTF) and online sections of an undergraduate non-major Introduction to Environmental Science course. The intervention was designed to test and improve visual literacy at three levels: (1) elementary—identifying values; (2) intermediate—identifying trends; and (3) advanced—using the data to make projections or conclusions. Students demonstrated a significant difference in their ability to answer elementary and advanced visual literacy questions in both course sections in the pre-test and post-test. Students in the face-to-face course had significantly higher exam scores and higher median assessment scores compared to sections without a visual literacy intervention. The online section did not show significant improvements in visual literacy or academic success due to a lack of reinforcement of visual literacy following the initial intervention. The visual literacy intervention shows promising results in improving student academic success and should be considered for implementation in other general education STEM courses. 

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3. Quantitative Reasoning in the Context of Science Phenomena

   https://doi.org/10.1525/abt.2025.87.6.308  

   Strode, Paul K; Mead, Louise S; Stuhlsatz, Molly; Kjelvik, Melissa K; Schultheis, Elizabeth H; Warwick, Alexa R; Mohan, Audrey; Morris, Julie A; Mayes, Robert (August 2025, The American Biology Teacher)

   Over the last decade, reform in science education has placed an emphasis on the science practices as a way to engage students in the process of science and improve scientific literacy. A critical component of developing scientific literacy is learning to apply quantitative reasoning to authentic scientific phenomena and problems. Students need practice moving fluidly (or fluently) between math and science to develop a habit of mind that encourages the application of quantitative reasoning to real-world scenarios. Here we present a student-facing model that challenges students to think across these two fields. The model brings together math and science with a goal to increase scientific literacy by engaging students in quantitative reasoning within the context of scientific questions and phenomena. In the classroom, the model serves to help students visualize the logical and necessary moves they make as they use quantitative reasoning to connect science practices with mathematical thinking. 

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4. 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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5. Student computer science self-efficacy, interest, and task value in grades K-8

   Nugent, G; Chen, K; Liu, D (March 2023, Association for the Advancement of Computing in Education (AACE))

   This research focused on documenting student computer science (CS) interest, value, and self-efficacy across K-8 grade levels. It also examined differences between various student subgroups. The research questions were: Are there differences in K-8 students’ ratings of CS interest, task value, and self-efficacy? How does interest, task value, and self-efficacy change across grades K-8? Are there differential effects depending on student gender, ethnicity, and locale (rural/urban)? Results showed a continuing decline in the three student outcomes across grades, mirroring the larger body of STEM research. Students’ perception of the value of computer science was significantly higher than their interest, which in turn was higher than their self-efficacy. This result suggests that student recognize the importance of CS and find it fun, but not easy. Moderation results showed no gender differences at the elementary level, but significantly higher middle school results for males on CS interest and self-efficacy. Ethnicity findings tended to favor majority (white) students, with the exception that grade 6 – 8 minority students had significantly higher interest ratings. Urban students had significantly higher results for all three outcomes at grades K-3 and 6 -8. The research extends research documenting the decrease of adolescent student STEM interest by focusing specifically on computer science and including results at the elementary level. 

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