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1. How an intensive summer course shapes practices in the classroom: Preservice teachers differentiating science content for multilingual students

   Vazquez_Dominguez, Max (February 2024, Conference of the Americas)

   Baldwin, Amy; Danns, Donna; Howe, Chad (Ed.)

   In this presentation, we will analyze and explain how three university faculty designed an intensive 12-day science methods course for preservice teachers to learn about science. The course, which is part of the Culturally Sustaining Pedagogies in Science for English Language Learners project funded by the National Science Foundation, is focused on differentiating science and engineering content for emerging bilingual students (English/Spanish). After the course, teacher educators then implement this content with 4th - 8th grade students in the STEM Summer Scholars Institute, a 15-day academic enrichment program for emerging bilingual students. Not only will we explain how this differentiation toolkit is helping preservice teachers to build more inclusive and supporting environments in science in their current practice, but we also explore how other content, such asco-teaching models and science and engineering methodologies, shaped their teaching skills. The differentiation toolkit consists of the use of technology, hands-on materials, and multimodalities, and we examine how the preservice teacher-students interactions are structured following a culturally and linguistically relevant methodology for the classroom. Project faculty and teacher educators will discuss our experiences in implementing these methodologies (science and culturally and linguistically relevant practices) including areas of growth. 

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2. 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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3. Tactile 3D Astronomical Prints Stimulating interest in STEM for Students and Their Educators

   Christian, C; Madura, T; Wild, T; Bartolone, L; Grice, N; O'Beollain, S; Hurd, D (June 2025, Bulletin American Astronomical Society)

   Astronomy combines the richness and complexity of science and mathematics and captivates the public imagination. While much of astronomy is presented as imagery, many individuals can benefit from alternative methods of presentation such as tactile resources. Within the suite of methods and technologies we employ, we explored the utility of 3D printing to translate astronomical research data and models into tactile, textured forms. As ground work for our program, the STEM Career Exploration Lab (STEM-CEL), we extensively tested the 3D design, developed unique templates for 3D prints, and subsequently incorporated these materials into publicly accessible programs and more formally into in summer camps specifically for students including those with blindness and visual impairment (B/VI) and their educators. This paper traces the important steps of public testing to ensure our 3D prints are robust, understandable, and represent the scientific research data and models with integrity. Our initial testbed program also included a STEM camp project where we assessed students' and educators' interactions with the materials. We determined the 3D prints do stimulate interest in science as well 3D printing technology. The successful pilot testing outcome was integrated in our strategy for our more ambitious program, the STEM-CEL. In this paper, we also briefly discuss the results of the initial testing as well as some specific results from the STEM-CEL regarding our 3D prints for star clusters and galaxies. We used pre- and post-intervention surveys, astronomy assessments, and student and educator interviews, resulting in what is likely the largest research study on astronomy especially for students with B/VI. We found that the experience of holding a planet, the Sun, a star cluster, or a model of a galaxy resonates well with even the most casual interest in astronomy. 

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4. 3D plants: Deploying Emerging Technologies to Revolutionize STEAM+Ag Education

   Arango-Caro, Sandra; Langewisch, Tiffany; Ying, Kaitlyn; Arellano_Haberberger, Michelle; Ly, Nate; Branton, Christopher; Callis-Duehl, Kristine (May 2024, National Science Foundation)

   This project addresses 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 interest in and skills for future STEM careers. We created a project-based 3D modeling learning module with educators as facilitators and students working in collaborative teams of self-identified science, technophile, and art students. Students created 3D models of plants under research at the Donald Danforth Plant Science Center and learned about the applications of 3D modeling in augmented and virtual reality platforms. They also disseminated their project results through handouts and presentations. We used a mixed-methods approach to assess the impact of implementing this module on students’ learning and interests in STEAM subjects and careers. We found that students are more aware of the intersection of art and design with science and gained literacy in plant science, design, and technology. The students also gained 21st century skills such as collaboration, communication, creative thinking, and problem-solving and showed more interest in STEAM subjects and careers. This project contributes to the body of knowledge on theory, best practices, and practical technological applications in STEAM education. 

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5. A framework to support teacher noticing of students' mathematical thinking in technology‐mediated environments

   https://doi.org/10.1111/ssm.12601  

   McCulloch, Allison W.; Dick, Lara K.; Lovett, Jennifer N. (October 2023, School Science and Mathematics)

   Abstract The practice of teacher noticing students' mathematical thinking often includes three interrelated components: attending to students' strategies, interpreting students' understandings, and deciding how to respond on the basis of students' understanding. This practice gains complexity in technology‐mediated environments (i.e., using technology‐enhanced math tasks) because it requires attending to and interpreting students' engagement with technology. Current frameworks implicitly assume the practice includes noticing the ways students use tools (including technology tools) in their work, but do not explicitly highlight the role of the tool. While research has shown that using these frameworks supports preservice secondary mathematics teachers (PSTs) developing noticing practices, it has also shown that PSTs largely overlook students' technology engagement when they are working on technology‐enhanced tasks (Journal for Research in Mathematics Education, 2010; 41(2):169–202). In this article, we describe our adaptation of Jacobs et al.'s framework for teacher noticing student mathematical thinking to include a focus on making students' technology‐tool engagement explicit when noticing in technology‐mediated environments, the Noticing in Technology‐Mediated Environments (NITE) framework. We describe the theoretical foundations of the framework, provide a video case example, and then illustrate how the framework can be used by mathematics teacher educators to support PSTs' noticing when students are working in technology‐mediated environments. 

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