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1. Polar Early Career World Summit- Synthesis Report Early career priorities for long-term polar research planning

   Dryák-Vallies, M C; Strand, S M; Payne, M R; Schlindwein, A (September 2025, https://zenodo.org/records/16994869)

   A report on polar early career research priorities for ICARP IV and IPY-5 This report presents the synthesized priorities of polar early career community members, gathered from the Polar Early Career World Summit (PECWS) and multiple modes of online engagement before and after the event. The Association of Polar Early Career Scientists (APECS) and the Polar Science Early Career Community Office (PSECCO) organized the summit and associated engagement opportunities, engaging 238 polar early career professionals from across the globe to shape collective priorities for the future of polar research. These perspectives are especially timely as the international community prepares for the 5th International Polar Year (IPY-5) in 2032–2033, offering an unprecedented opportunity for early career contributions to be integrated into the global polar science planning. This document represents a community-driven vision: a roadmap developed by polar early career professionals that urge the polar research community to rethink systems, value relationships, and strengthen pathways for equitable participation. It highlights not just what research should be pursued, but how can we work together to ensure polar science is impactful, responsible, 

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2. Powering Up Preschool Science: A Home–School–Community Partnership to Support Science Learning with a Focus on Emergent Multilingual Learners

   https://doi.org/10.3390/educsci14070785  

   Young, JM; Hoisington, C; Kook, JF; Ramer, M (July 2024, Education Sciences)

   All children, including emergent multilingual learners (EMLs), are primed to engage with science from an early age. Yet preschool educators traditionally have not been offered in-depth professional learning (PL) in science, how to teach it effectively to young EMLs, and how to communicate its importance to families. This quasi-experimental study investigated a partnership model designed to engage early educators, children’s families, informal science educators, and STEM role models at an informal science learning environment (ISLE)in collaboratively supporting high-quality science experiences for young EML children at school, at home, and in the community. The study examined the effects of a multi-faceted PL program on educators’ beliefs and attitudes toward science and their classroom instructional practices. Caregivers were surveyed and interviewed to assess their beliefs and attitudes around early science learning. Results indicated that educators in the treatment condition gained confidence in supporting science with EMLs and showed significant increases in instructional quality relative to comparison classrooms. Caregivers rated themselves as more confident in supporting science with their children. Promoting partnerships between preschools and ISLEs can be an effective way to power up educators’ and families’ capacities to activate young EMLs’ science inquiry, learning, and language development across multiple contexts. 

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3. Reaction to Bugs During Robot Programming

   Kim, C.; Belland, B. R.; Vasconcelos, L.; Hill, R. B. (April 2020, Annual meeting program American Educational Research Association)

   It is often said that computer science is for all students. This implies that it is also for early childhood students, including preschoolers, kindergarteners, and early elementary schoolers. To integrate computer science education into early childhood education, it is necessary to prepare early childhood teachers to do so. In this study, we investigated how and why 15 preservice, early childhood teachers reacted to and addressed challenges when creating block-based programming to control robots. Data sources included classroom recordings, interviews, lesson artifacts, and questionnaires. Analysis strategies included open and axial coding. Findings on hypothesis generation, guess-and-check practice, stereotypical conception, and adaptive attribution to success in programming are discussed. 

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4. Data Science in Chemical Engineering: Applications to Molecular Science

   https://doi.org/10.1146/annurev-chembioeng-101220-102232  

   Ashraf, Chowdhury; Joshi, Nisarg; Beck, David A.C.; Pfaendtner, Jim (June 2021, Annual Review of Chemical and Biomolecular Engineering)

   null (Ed.)

   Chemical engineering is being rapidly transformed by the tools of data science. On the horizon, artificial intelligence (AI) applications will impact a huge swath of our work, ranging from the discovery and design of new molecules to operations and manufacturing and many areas in between. Early adoption of data science, machine learning, and early examples of AI in chemical engineering has been rich with examples of molecular data science—the application tools for molecular discovery and property optimization at the atomic scale. We summarize key advances in this nascent subfield while introducing molecular data science for a broad chemical engineering readership. We introduce the field through the concept of a molecular data science life cycle and discuss relevant aspects of five distinct phases of this process: creation of curated data sets, molecular representations, data-driven property prediction, generation of new molecules, and feasibility and synthesizability considerations. 

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5. The characteristics of early-stage research into human genes are substantially different from subsequent research

   https://doi.org/10.1371/journal.pbio.3001520  

   Stoeger, Thomas; Nunes Amaral, Luís A. (January 2022, PLOS Biology)

   Munafò, Marcus (Ed.)

   Throughout the last 2 decades, several scholars observed that present day research into human genes rarely turns toward genes that had not already been extensively investigated in the past. Guided by hypotheses derived from studies of science and innovation, we present here a literature-wide data-driven meta-analysis to identify the specific scientific and organizational contexts that coincided with early-stage research into human genes throughout the past half century. We demonstrate that early-stage research into human genes differs in team size, citation impact, funding mechanisms, and publication outlet, but that generalized insights derived from studies of science and innovation only partially apply to early-stage research into human genes. Further, we demonstrate that, presently, genome biology accounts for most of the initial early-stage research, while subsequent early-stage research can engage other life sciences fields. We therefore anticipate that the specificity of our findings will enable scientists and policymakers to better promote early-stage research into human genes and increase overall innovation within the life sciences. 

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