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National and many state standards require elementary teachers to teach engineering in their classrooms. However, incorporating engineering into elementary engineering classrooms has not been a standard practice, thus emphasizing the need for teachers to be provided with training, resources, and support for the vision of instruction described in the standards to become a reality. Administrators are responsible for making decisions regarding teacher training and support. In response, we explored the perceptions of division and building-level administrators throughout Virginia regarding the current state of elementary engineering education and what they perceive as barriers to their teachers engaging students in lessons that incorporate engineering practices. Our data comes from 11 questions from a multiple-choice and open-ended response survey, which was analyzed using a mixed-method approach. Findings describe incoherence between what administrators perceive as the current state of engineering education, the barriers to teachers engaging their students in engineering, and what supports are being provided to teachers. These findings have implications for professional development design and implementation.more » « lessFree, publicly-accessible full text available March 17, 2025
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Free, publicly-accessible full text available March 1, 2025
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This article outlines the key components of the River’s Edge Construction lesson plan. An explanation of how the lesson was delivered is presented alongside suggestions for implementation by K–6 teachers. The integration of scientific literacy is discussed first, followed by a discussion of each of the 5Es (Bybee et al. 2006). A timeframe for distributing the lesson phases is given; however, the activities included in this plan (see Supplementary Resources for specific lesson materials), should be modified to meet the needs and interest of students, and to align with allotted instructional time and objectives.more » « less
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This article outlines the key components of the River’s Edge Construction lesson plan. An explanation of how the lesson was delivered is presented alongside suggestions for implementation by K–6 teachers. The integration of scientific literacy is discussed first, followed by a discussion of each of the 5Es (Bybee et al. 2006). A timeframe for distributing the lesson phases is given; however, the activities included in this plan (see Supplementary Resources for specific lesson materials), should be modified to meet the needs and interest of students, and to align with allotted instructional time and objectives.more » « less
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Langran, E. (Ed.)Over the last two years, the COVID-19 pandemic has required teacher educators to teach their classes online. Teacher educators now need to reflect on the learning opportunities that the COVID-19 induced shift to online learning has provided. This study shares two teacher educators’ experiences of teaching and supporting preservice teachers (PSTs) as they taught engineering online to elementary students. The two teacher educators noticed (a) positive changes in PSTs’ attitudes and beliefs about technology integration, (b) PSTs’ tendency to select and use of educational technologies, (c) PSTs’ recognition of the importance of online interaction and feedback from K-12 students, (d) the importance of providing PSTs with extended access to physical hardware, and (e) the importance of providing developmentally appropriate digital resources. The paper concludes with suggestions for teacher educators who are preparing PSTs for the next generation of teaching.more » « less
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We measure the branching fraction of the decayusing data collected with the Belle II detector. The data contain 387 millionpairs produced incollisions at theresonance. We reconstructdecays from an analysis of the distributions of theenergy and thehelicity angle. We determine the branching fraction to be, in agreement with previous results. Our measurement improves the relative precision of the world average by more than a factor of two.
Published by the American Physical Society 2024 Free, publicly-accessible full text available June 1, 2025 -
We report on a search for a resonancedecaying to a pair of muons inevents in themass range, usingof data collected by the Belle II experiment at the SuperKEKB collider at a center of mass energy of 10.58 GeV. The analysis probes two different models ofbeyond the standard model: avector boson in themodel and a muonphilic scalar. We observe no evidence for a signal and set exclusion limits at the 90% confidence level on the products of cross section and branching fraction for these processes, ranging from 0.046 fb to 0.97 fb for themodel and from 0.055 fb to 1.3 fb for the muonphilic scalar model. For masses below, the corresponding constraints on the couplings of these processes to the standard model range from 0.0008 to 0.039 for themodel and from 0.0018 to 0.040 for the muonphilic scalar model. These are the first constraints on the muonphilic scalar from a dedicated search.
Published by the American Physical Society 2024 Free, publicly-accessible full text available June 1, 2025 -
We measure the tau-to-light-lepton ratio of inclusive-meson branching fractions, whereindicates an electron or muon, and thereby test the universality of charged-current weak interactions. We select events that have one fully reconstructedmeson and a charged lepton candidate fromof electron-positron collision data collected with the Belle II detector. We find, in agreement with standard-model expectations. This is the first direct measurement of.
Published by the American Physical Society 2024 Free, publicly-accessible full text available May 1, 2025 -
A bstract We report results from a study of
B ± → DK ± decays followed byD decaying to theCP -even final stateK +K − and CP-odd final state , where$$ {K}_S^0{\pi}^0 $$ D is an admixture ofD 0and states. These decays are sensitive to the Cabibbo-Kobayashi-Maskawa unitarity-triangle angle$$ {\overline{D}}^0 $$ ϕ 3. The results are based on a combined analysis of the final data set of 772× 106 pairs collected by the Belle experiment and a data set of 198$$ B\overline{B} $$ × 106 pairs collected by the Belle II experiment, both in electron-positron collisions at the Υ(4$$ B\overline{B} $$ S ) resonance. We measure the CP asymmetries to be$$ \mathcal{A} $$ CP += (+12.5± 5.8± 1.4)% and$$ \mathcal{A} $$ CP− = (− 16.7± 5.7± 0.6)%, and the ratios of branching fractions to be$$ \mathcal{R} $$ CP += 1.164± 0.081± 0.036 and$$ \mathcal{R} $$ CP− = 1.151± 0.074± 0.019. The first contribution to the uncertainties is statistical, and the second is systematic. The asymmetries$$ \mathcal{A} $$ CP +and$$ \mathcal{A} $$ CP− have similar magnitudes and opposite signs; their difference corresponds to 3.5 standard deviations. From these values we calculate 68.3% confidence intervals of (8.5° <ϕ 3< 16.5° ) or (84.5° <ϕ 3< 95.5° ) or (163.3° <ϕ 3< 171.5° ) and 0.321 <r B < 0.465.Free, publicly-accessible full text available May 1, 2025 -
Free, publicly-accessible full text available April 1, 2025