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This study investigates how teachers verbally support students to engage in integrated engineering, science, and computer science activities across the implementation of an engineering project. This is important as recent research has focused on understanding how precollege students’ engagement in engineering practices is supported by teachers (Watkins et al., 2018) and the benefits of integrating engineering in precollege classes, including improved achievement in science, ability to engage in science and engineering practices inherent to engineering (i.e., engineering design), and increased awareness of engineering (National Academy of Engineering and the National Research Council; Katehi et al., 2009). Further, there is a national emphasis on integrating engineering, science, and computer science practices and concepts in science classrooms (NGSS Lead States, 2013). Yet little research has considered how teachers implement these disciplines together within one classroom, particularly elementary teachers who often have little prior experience in teaching engineering and may need support to integrate engineering design into elementary science classroom settings. In particular, this study explores how elementary teachers verbally support science and computer science concepts and practices to be implicitly and explicitly integrated into an engineering project by implementing support intended by curricular materials and/or adding their own verbal support. Implicit use of integration included students engaging in integrated practices without support to know that they were doing so; explicit use of integration included teachers providing support for students to know how and why they were integrating disciplines. Our research questions include: (1) To what extent did teachers provide implicit and explicit verbal support of integration in implementation versus how it was intended in curricular materials? (2) Does this look different between two differently-tracked class sections? Participants include two fifth-grade teachers who co-led two fifth-grade classes through a four-week engineering project. The project focused on redesigning school surfaces to mitigate water runoff. Teachers integrated disciplines by supporting students to create computational models of underlying scientific concepts to develop engineering solutions. One class had a larger proportion of students who were tracked into accelerated mathematics; the other class had a larger proportion of students with individualized educational plans (IEPs). Transcripts of whole class discussion were analyzed for instances that addressed the integration of disciplines or supported students to engage in integrated activities. Results show that all instances of integration were implicit for the class with students in advanced mathematics while most were explicit for the class with students with IEPs. Additionally, support was mainly added by the teachers rather than suggested by curricular materials. Most commonly, teachers added integration between computer science and engineering. Implications of this study are an important consideration for the support that teachers need to engage in the important, but challenging, work of integrating science and computer science practices through engineering lessons within elementary science classrooms. Particularly, we consider how to assist teachers with their verbal supports of integrated curricula through engineering lessons in elementary classrooms. This study then has the potential to significantly impact the state of knowledge in interdisciplinary learning through engineering for elementary students. 

To support teachers in providing all students with opportunities to engage in engineering learning activities, research must examine the ways that elementary teachers support how diverse learners engage with engineering ideas and practices. This study focuses on two teachers' verbal supports in classroom discussions across two class sections of a four-week, NGSS-aligned unit that challenged students to redesign their school to reduce water runoff. We examine the research question: How and to what extent do upper-elementary teachers verbally support students' engagement with engineering practices across diverse classroom contexts in an NGSS-aligned integrated science unit? Classroom audio data was collected daily and coded to analyze support through different purposes of teacher talk. Results reveal the purpose of teachers’ talk often varied between the class sections depending on the instructional activity and indicate that teachers utilized a variety of supports toward students' engagement in different engineering practices. In one class, with a large percentage of students with individualized educational plans, teachers provided more epistemic talk about the engineering practices to contextualize the particular activities. For the other class, with a large percentage of students in advanced mathematics, teachers provided more opportunities for students to engage in discussion and support for students to do engineering. This difference in supports may decrease the opportunities for some students to rigorously engage in engineering ideas and practices. This study can inform future research on the kinds of educative supports needed to guide teaching of integrated engineering activities for diverse students. 

This study explores how upper elementary students develop mathematical models within an integrated science and engineering unit. We collected and coded student explanations from two fifth-grade classrooms. Results indicate that students used mathematical reasoning to create mathematical models of science phenomena. However, some students struggled and instead created descriptive models. These findings highlight the role of mathematical concepts and reasoning associated with science processes in supporting mathematical modeling in upper elementary science instruction. 

Abstract The Cosmic Evolution Survey (COSMOS) has become a cornerstone of extragalactic astronomy. Since the last public catalog in 2015, a wealth of new imaging and spectroscopic data have been collected in the COSMOS field. This paper describes the collection, processing, and analysis of these new imaging data to produce a new reference photometric redshift catalog. Source detection and multiwavelength photometry are performed for 1.7 million sources across the 2 deg 2 of the COSMOS field, ∼966,000 of which are measured with all available broadband data using both traditional aperture photometric methods and a new profile-fitting photometric extraction tool, The Farmer , which we have developed. A detailed comparison of the two resulting photometric catalogs is presented. Photometric redshifts are computed for all sources in each catalog utilizing two independent photometric redshift codes. Finally, a comparison is made between the performance of the photometric methodologies and of the redshift codes to demonstrate an exceptional degree of self-consistency in the resulting photometric redshifts. The i < 21 sources have subpercent photometric redshift accuracy and even the faintest sources at 25 < i < 27 reach a precision of 5%. Finally, these results are discussed in the context of previous, current, and future surveys in the COSMOS field. Compared to COSMOS2015, it reaches the same photometric redshift precision at almost one magnitude deeper. Both photometric catalogs and their photometric redshift solutions and physical parameters will be made available through the usual astronomical archive systems (ESO Phase 3, IPAC-IRSA, and CDS).