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To use robots within early childhood education requires the preparation of early childhood teachers to use and teach block-based programming. We used a hierarchical linear model approach to address our research question: How can study cohort, cognitive challenge types, and motivational challenge types be used to predict lesson plan quality? Positive motivational challenge predictors were task value of programming, task value of teaching, mastery goals of programming, belonging in teaching, and autonomy in robotics. Negative motivational challenge predictors were mastery goals of teaching, belonging in robotics, self-efficacy in teaching, autonomy in programming, and autonomy in teaching. Positive cognitive challenge predictors were technical issues, problem solving - higher-order skills, and lesson design - other issues. 

Abstract Wetland hydrologic connections to downstream waters influence stream water quality. However, no systematic approach for characterizing this connectivity exists. Here using physical principles, we categorized conterminous US freshwater wetlands into four hydrologic connectivity classes based on stream contact and flowpath depth to the nearest stream: riparian, non-riparian shallow, non-riparian mid-depth and non-riparian deep. These classes were heterogeneously distributed over the conterminous United States; for example, riparian dominated the south-eastern and Gulf coasts, while non-riparian deep dominated the Upper Midwest and High Plains. Analysis of a national stream dataset indicated acidification and organic matter brownification increased with connectivity. Eutrophication and sedimentation decreased with wetland area but did not respond to connectivity. This classification advances our mechanistic understanding of wetland influences on water quality nationally and could be applied globally. 

Research on K-12 integrated STEM settings suggests that engineering design activities play an important role in supporting students’ science learning. Moreover, the National Academies of Sciences, Engineering, and Medicine named improvement in science achievement as an objective of K-12 engineering education. Despite promising findings and the theorized importance of engineering education on science learning, there is little literature that investigates the impact of independent engineering design courses on students’ science learning at the high school level. This sparse exploration motivates our work-in-progress study, which explores the impact of high school students’ exposure to engineering design curriculum on their interest in science through a semi-structured student focus group method. This study is a part of a National Science Foundation-funded project that investigates the implementation of [de-identified program], a yearlong high school course that introduces students across the United States to engineering design principles. The Fall 2020 student focus group protocol built on the [de-identified program] 2019-2020 protocol with the addition of a science interest item to the existing engineering self-efficacy and interest items. Approximately thirty-minute semi-structured student focus groups were conducted and recorded via Zoom, then the transcripts and notes were analyzed using an in-vivo coding method. Our preliminary findings suggest that future studies should aim to gain a deeper understanding of the influence standalone engineering design courses have on students’ science interests and explore the role engineering design teachers play in increasing students’ interest in science.