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Abstract Sporadic‐E is an ionospheric phenomenon defined by strong layers of plasma which may interfere with radio wave propagation. In this work, we develop deep learning models to improve the understanding of , including the presence, intensity and height of the layers. We developed three separate models. The first, building off earlier work in (J. A. Ellis et al., 2024,https://doi.org/10.1029/2023sw003669), includes only the main features from radio occultation (RO) measurements. The second adds to that time, date, location, geomagnetic and solar indices, solar winds, x‐ray flux, weather and lightning. A third model excludes RO measurements but includes the rest. In training the first two models, the ordinary mode critical frequency (foEs), a measure of intensity, and height (hEs) parameters extracted from ionosondes were used as the “ground truth” target variables. In training the third model, estimated foEs and hEs values from the RO model were added as target variables to augment the data set and produce physically reasonable model predictions globally. We find that the second model performs well with intensity prediction tasks, but struggles with height estimations, which is likely due to the tangent point assumption made during RO signal processing and errors inherent in the ionosonde extracted virtual heights. The third model performed reasonably well considering the lack of in situ RO measurement. The third model performs the best on height predictions, which points to the height being very climatologically driven, whereas the intensity is a more complex interaction of several variables. 

Abstract In this work, convolutional neural networks (CNN) are developed to detect and characterize sporadic E (E_s), demonstrating an improvement over current methods. This includes a binary classification model to determine ifE_sis present, followed by a regression model to estimate theE_sordinary mode critical frequency (foEs), a proxy for the intensity, along with the height at which theE_slayer occurs (hEs). Signal‐to‐noise ratio (SNR) and excess phase profiles from six Global Navigation Satellite System (GNSS) radio occultation (RO) missions during the years 2008–2022 are used as the inputs of the model. Intensity (foEs) and the height (hEs) values are obtained from the global network of ground‐based Digisonde ionosondes and are used as the “ground truth,” or target variables, during training. After corresponding the two data sets, a total of 36,521 samples are available for training and testing the models. The foEs CNN binary classification model achieved an accuracy of 74% and F1‐score of 0.70. Mean absolute errors (MAE) of 0.63 MHz and 5.81 km along with root‐mean squared errors (RMSE) of 0.95 MHz and 7.89 km were attained for estimating foEs and hEs, respectively, when it was known thatE_swas present. When combining the classification and regression models together for use in practical applications where it is unknown ifE_sis present, an foEs MAE and RMSE of 0.97 and 1.65 MHz, respectively, were realized. We implemented three other techniques for sporadic E characterization, and found that the CNN model appears to perform better. 

Given the large variation in conceptualizations and enactment of K− 12 integrated STEM, this paper puts forth a detailed conceptual framework for K− 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by authentic problems, (c) context integration, (d) content integration, (e) STEM practices, (f) twenty-first century skills, and (g) informing students about STEM careers. Our integrated STEM framework is intended to provide more specific guidance to educators and support integrated STEM research, which has been impeded by the lack of a deep conceptualization of the characteristics of integrated STEM. The lack of a detailed integrated STEM framework thus far has prevented the field from systematically collecting data in classrooms to understand the nature and quality of integrated STEM instruction; this delays research related to the impact on student outcomes, including academic achievement and affect. With the framework presented here, we lay the groundwork for researchers to explore the impact of specific aspects of integrated STEM or the overall quality of integrated STEM instruction on student outcomes.