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This document presents the proceedings of the 28th Annual Research Forum held June 27, 2024, at Wake Forest University in Winston-Salem, North Carolina. Included are the following eight action research papers: (1) College Athletics and the High School Athlete: Perspectives of High School Coaches (Michael Goehrig); (2) The Influence of Blogging on Self-Efficacy in Students' Writing (Jayna Palumbo); (3) Impacts of Environmental Justice Topics on Student Perception of their Identity in STEM (Samantha G. Reese); (4) Historical Thinking in Small Group Cooperative Learning (Sam Schectman); (5) The Effect of Adaptation on Student Engagement with Shakespeare (Savannah Smith); (6) Story Maps and Reading Comprehension in Second Grade Students (Emma Stein); (7) Poetic Composition's Influence on Student Attitudes Toward Poetry (Rachel Thomas); and (8) Student Engagement with Graphic Novels (Taylor Whitman). Individual papers contain references, tables, and figures.

For the forty-second time, the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. [For Volume 1, see ED609416.]

For the fortieth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Jacksonville, Florida. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 19 papers dealing primarily with research and development topics. Fourteen papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 14 paper in Volume 2 include: (1) Technology in Support of Diverse Assessment (Gary L. Ackerman); (2) Changing with the Times: How Do We Lead Technology Integration, Including Mobile Devices, in Schools? (Stacie Barnett-Slusher); (3) A Systems Solution for Engaging Learners in STEM Learning (Anthony Betrus, Steven Canning, and Marshall Hughes); (4) Game-for-Social-Change: A Way Home--A Game to Teach Players about a Serious Topic While Driving Civic Engagement (Suzanne Ensmann); (5) STEAM Powered Tools for Art Education (David Gardner and Colby Parsons); (6) Wearable Computers: Past, Present, and Future Possibilities (Byron Havard, Courtney Hyland, Megan Podsiad, and Nancy B. Hastings); (7) Design and Development of a Tool to determine E-learning Readiness (Cathy James-Springer and Katherine Cennamo); (8) Peer-Led Team Learning in a Problem-Solving Course: Lessons Learned (Miguel Lara); (9) Non-Traditional Students--Leading the Charge to Change the Respect of Student Time in the Online Classroom (Tammy McClain-Smith); (10) TILC: An Innovative Learning Community Leading Educational Change (Gabriela A. Mendez, Jason Karp, and Jennifer L. Reeves); (11) OMG! Leading and Learning to Create Faculty and Student Engagement Opportunities (Gabriela A. Mendez, Jennifer L. Reeves, and Jason Karp); (12) Future Ready Librarians and OERs Lead Learning for Change (Heather Morin); (13) Evaluation of the Duolingo English Test: Implications for K-12 English Language Learners (ELL) (Cara A. North, Anna R. Leach, Natalie R. Gintert, Tim Nunn, and Ana-Paula Correia); and (14) An Exploration of the Enhancing Student's Cross-Cultural Competence in Ubiquitous MOOC Instructional Design Model (Boonrat Plangsorn, Jaitip Na-Songkhla, and Lara M. Luetkehans). (Individual papers contain references. [For Volume 1, see ED580816.]

For the thirty-eighth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Indianapolis, Indiana. The Proceedings of AECT's Convention are published in two volumes. Volume 1 contains 29 papers dealing primarily with research and development topics. Twenty-three papers dealing with the practice of instructional technology including instruction and training issues are contained in Volume 2. The 29 papers included in Volume 1 are: (1) Student Opinions and Perceptions about a Gamified Online Course: A Qualitative Study (Tugce Aldemir and Goknur Kaplan Akilli); (2) Openness, Self-Efficacy, and Willingness to Communicate in a MOOC Learning Environment (Yayoi Anzai and Kanji Akahori); (3) Children's Motivation While Playing Games in a Virtual World: How Many Coins Did You Get? (Daisyane Barreto, Lucas Vasconcelos, and Michael Orey); (4) The Applicability of Design Thinking Process in Education: The Case of Two Afrikan Countries (Rebecca Yvonne Bayeck and Tutaleni I. Asino); (5) Satisfaction, Preferences and Problems of a MOOC Participants (Aras Bozkurt and Cengiz Hakan Aydin); (6) Effects of Speaker's Accent in a Multimedia Tutorial on Non-Native Students' Learning and Attitudes (Vien Cao); (7) Active Learning Strategies to Stimulate Knowledge Integration in a Large Pharmacy Course (Dan Cernusca and Wendy Brown); (8) The Application of the Segmenting Principle: The Effects of Pause Time and Types in Instructional Animations (Sungwon Chung, Jongpil Cheon, Cristina Diordieva, and Jue Wang); (9) Designing and Developing a Case-Based MOOC to Impact Students' Abilities to Address Ethical Dilemmas (Lauren Cifuentes, Seung Won Park, and Jaime McQueen); (10) A Comparison Study of a Face-to-Face and Online Writing Courses (Ryan Eller, Bude Su, and Karen Wisdom); (11) Using Wearable Technology to Support and Measure the Effects of Physical Activity on Educational Persistence (Suzanne Ensmann); (12) Exploratory Analysis of a Motivation Focused Pre-Service Teacher Technology Course (David Gardner); (13) E-Learning Authoring Software Selection: How do Instructional Designers Gain Competency Using and Selecting Appropriate Digital Media Development Tools? (Lisa Giacumo and Quincy Conley); (14) An Educational Reform to Improve Classroom Technology in Turkey: The FATIH Project (Hoyet Hemphill, Erkan Caliskan, and Leaunda Hemphill); (15) Accelerated Engagement of African-American Males Through Social Media (Charles Holloway); (16) The Effects of Prior Beliefs on Student Interactions in Online Debates (Allan Jeong and Zhichun Liu); (17) Effectiveness of Computer-Based Scaffolding for K-Adult Students in the Context of Problem-Centered Instructional Models Related to STEM Education: Bayesian Meta-Analysis (Nam Ju Kim, Brian R. Belland, and Andrew E. Walker); (18) Aligning Change Theory with a Process Model to Assist Self-Identification of Patients with Asthma (Thomas W. Lamey and Gayle V. Davidson-Shivers); (19) Structured Peer Tutoring for Online Learning Readiness (Juhong Christie Liu and Andrea Adams); (20) Pre-service Teachers' Use of Digital Science Notebooks (Seungoh Paek and Lori Fulton); (21) Individual Differences in Perspective Taking (Phoebe Haemin Pahng); (22) Designing Question Prompts Using Practical Inquiry Model to Facilitate Cognitive Presence in Online Case Discussions (Ayesha Sadaf and Larisa Olesova); (23) Analysis of Conversations Regarding Trending Educational Technology Topics across Scholarly Research, Trade Journals, and Social Media (Susan L. Stansberry, Margi Stone Cooper, Scott Haselwood, Matt McCoin, Ying Xiu, Kristi Dickey, Michelle A. Robertson, and Cates Schwark); (24) Factors that Influence Community College Instructors' Adoption of Course Management Systems (Berhane Teclehaimanot and Jeffrey Peters); (25) Peer-Led Online Discussion in Compressed Courses: Do the Benefits Outweigh the Logistical Risks? (Penny Thompson); (26) How Does Culture, Learning, and Technology Impact Nurse Orientation Training Programs? (Arielle Turner); (27) What Keeps Instructors Away From e-Text: Challenges in Adopting E-Textbooks in Higher Education (Sirui Wang and Shuyan Wang); (28) Political Influence on a School District's Educational and Instructional Technology (Steven Watkins); and (29) Accelerating Learning through an Integrated Approach to Faculty Development and Academic Technology Tool Development (Nancy Wentworth). (Individual papers contain references.) [For Volume 2, see ED570118.]

These proceedings contain the papers and posters of the 5th International Conference on Educational Technologies 2017 (ICEduTech 2017), which has been organised by the International Association for Development of the Information Society and co-organised by the Western Sydney University, held in Sydney, Australia, 11-13 December 2017. ICEduTech is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding what education needs and how to achieve it. Full papers presented in these proceedings include: (1) Bibliometric Science Mapping as a Popular Trend: Chosen Examples of Visualisation of International Research Network Results (Eugenia Smyrnova-Trybulska, Nataliia Morze, Olena Kuzminska and Piet Kommers); (2) Optimize Knowledge Sharing, Team Effectiveness, and Individual Learning within the Flipped Team-Based Classroom (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin, Cui Wang and Chia-Jung Lin); (3) Design and Development of an Interactive Multimedia Simulation for Augmenting the Teaching and Learning of Programming Concepts (Leonah L. Baloyi, Sunday O. Ojo and Etienne A. Van Wyk); (4) Introducing Tablets in a Portuguese School: A Micool Project Case Study Analysis (Miriam Judge); (5) College Communicative Teaching and e-Learning: A Training Scheme (Charito G. Ong; (6) Tested Strategies for Recruiting and Retention of STEM Majors (Sadegh Davari, Sharon Perkins-Hall and Krishani Abeysekera); (7) Redesigning Learning Spaces: What do Teachers Want for Future Classrooms? (Neuza Pedro); (8) Peer Instructions and Use of Technological Tools. An Innovative Methodology for the Development of Meaningful Learning (Oriel A. Herrera and Patricia Mejías); (9) It Doesn't Matter What is in Their Hands: Understanding How Students Use Technology to Support, Enhance and Expand Their Learning in a Complex World (Peter Bryant); (10) A Comparative Study on Social Media Addiction of High School and University Students (Ali Simsek, Kemal Elciyar and Taner Kizilhan); (11) Computer Literacy Teaching Using Peer Learning and under the Confucian Heritage Cultural Settings of Macao, China (Kelvin Wong, Ana Neves and Joao Negreiros); (12) Applying Sensors to Investigate Gender Differences in Beginning Tennis Players (Chih-Hung Yu, Jye-Shyan Wang and Cheng-Chih Wu); (13) Using Arduino to Teach Programming to First-Year Computer Science Students (Wee Lum Tan, Sven Venema and Ruben Gonzalez); (14) Dimensions of Self-Perceived Employability in First Year IT Students (Amy Antonio and David Tuffley); (15) Challenges for a New Generation of STEM Students (Krishani Abeysekera, Sharon Perkins-Hall, Sadegh Davari and Amanda Smith Hackler); (16) Developing a Gesture-Based Game for Mentally Disabled People to Teach Basic Life Skills (Mohammad Javad Nazirzadeh, Kürsat Cagiltay and Necdet Karasu); (17) Learning Group Formation for Massive Open Online Courses (MOOCs) (Sankalp Prabhakar and Osmar R. Zaiane) and (18) ICE: An Automated Tool for Teaching Advanced C Programming (Ruben Gonzalez). Short papers presented include: (1) MOOC as a Laboratory of Culture Shock: Helping Non-U.S. Students Integrate into All-American Virtual Environment (Valeri Chukhlomin and Anant Deshpande); (2) The Use of Mobile Devices Outside of the Classroom for Self-Directed Learning among Female EFL Students in Saudi Arabia (Fatimah Albedah and Chwee Beng Lee); (3) Communication Scaffolds for Project Management in PBL (Shigeru Sasaki, Masayuki Arai, Kumiko Takai, Mitsuhiro Ogawa and Hiroyoshi Watanabe); (4) Digital Pedagogies for Teachers' CPD (Matthew Montebello); (5) Sensing Locally in the Global Environment: Using Sensors in Teachers' Education (Maria João Silva, António Almeida, Bianor Valente, Margarida Rodrigues and Vítor Manteigas); (6) The Use of a Digital Badge as an Indicator and a Motivator (Jun Iwata, John Telloyan, Lynne Murphy, Shudong Wang and John Clayton; (7) Exploring the Education Potential of Minecraft: The Case of 118 Elementary-School Students (Thierry Karsenti and Julien Bugmann); (8) Digital Story Creation: Its Impact towards Academic Performance (Charito G. Ong); and (9) Collaborative Peer Feedback (David A. Smith). Posters include: (1) A System for Class Reflection Using iPads for Real-Time Bookmarking of Feedbacks into Simultaneously Recorded Videos (Taira Nakajima); (2) Roles, Strategies, and Impact of MOOCs on Flipping Business Education (Chung-Kai Huang, Chun-Yu Lin, Zih-Cin Lin and Cui Wang); and (3) Gamifying Outdoor Social Inquiry Learning with Context-Aware Technology (Morris Siu-Yung Jong, Tom Chan, Vincent Tam and Ming-Tak Hue). Individual papers include references, and an Author Index is included.

This paper reports on students' experiences of describing and representing variation in hypothetical data. Fifty-six students (8-9 years-old) experienced collecting and working with quantitative data for two years as part of a STEM education project. The task described here was an end-of-year survey question, with three parts about a hypothetical context for surveying students in two different Australian cities: recording the data, describing the potential variation in the data, and creating a representation of what the data might look like when only a descriptive account of the context and variables were provided. The data analysis framework utilised provides a means of determining students' readiness for further development of statistical ideas.

"Balai Besar Guru Penggerak Daerah Istimewa Yogyakarta (BBGP DIY)" conducted a professional development course aimed at enhancing primary school teachers' capacity to develop and implement STEM lesson plans in their classrooms. As part of the course, teachers were asked to record their lessons, which were later analysed to identify the mathematical content involved and how teachers delivered this content during the STEM lessons. The findings indicated that, although mathematics appeared to be less pivotal than other STEM disciplines in the lesson plans, the STEM activities provided rich opportunities for developing students' mathematical content knowledge. Most of the teachers realised this and were able to deliver the mathematical content within the context of STEM education. This paper presents an insight into how primary school teachers in Indonesia deliver mathematical content in their STEM lessons and highlights the role of mathematics in STEM education.

Teachers often perceive barriers to integrating technology with Mathematics. In the study, teachers participated in professional development about considerations for and examples of integrating Digital Technologies into Mathematics learning in primary schools meeting the "Australian Curriculum: Mathematics and Digital Technologies" requirements. This exploratory multiple case study included preand post-surveys, mentoring conversations and interviews to explore their beliefs and perceived barriers to integrating mathematics and digital technologies. This paper provides insights into their perceived barriers to integrating digital technologies.

Taiwan has actively taken actions to support the aim of UNESCO's ESD (Education for Sustainable Development) for 2030 as well as SDGs (Sustainable Development Goals), and has to face and solve some emerging challenges that come with progress. This paper firstly introduces the status of STEM-related ESD/SDG Activities, and identifies the following five new challenges in teaching materials for STEM-related ESD/SDG activities: (1) Teachers are not familiar enough with teaching materials in non-specialized fields in cross-field STEM-related ESD/SDG activities; (2) Teachers need to spend too much time transforming ready-made social resources; (3) The ability of primary and secondary school teachers and students to use international teaching materials is often limited due to their language skills; (4) Lack of a comprehensive platform for exchange and sharing of teaching materials; and (5) The COVID-19 pandemic caused emergency remote teaching which suffered from limited quality online teaching materials.

The study aimed to explore the integration of lesson study into science teacher education programs to enhance preservice science teachers' pedagogical content knowledge (PCK) for STEM. The lesson study cycle encompassed planning, teaching, reflecting, re-teaching, and re-reflecting phases, and the participants' experiences regarding PCK for STEM in these phases were investigated. Lesson study was incorporated into the Practice in a Science Teaching course within the science teacher education program, and four lesson study cycles were completed. Participants designed four research lessons in the format of content representation focusing on different science units and implemented them in middle school classrooms. A case study was employed, and the four preservice science teachers in their final year participated in the study. In-depth data were collected through various sources, including interviews, content representation, and observation protocols, and descriptive analysis was used to analyze the data. The main findings of the study revealed that the phases of lesson study were influential in improving preservice science teachers' PCK for STEM. The collaborative nature of lesson study allowed preservice science teachers to construct knowledge collectively, teach in real classroom environments, observe their peers, and reflect on the lessons. These activities enhanced their understanding of the curriculum, learners, instructional strategies, and assessment in the context of STEM education at the end of the study. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 148-162.]

STEM (Science, Technology, Engineering, and Mathematics) education is an interdisciplinary approach aimed at enhancing students' understanding of these disciplines and fostering critical thinking and problem-solving skills. This study investigates the experiences and perceptions of 20 third-year pre-service science teachers (PSSTs) participating in STEM practices at a Turkish public university. The research addresses three key questions: (1) What are the opinions of STEM teacher candidates? (2) What benefits and challenges did they encounter during STEM practices? (3) How do they perceive STEM education and its implications for students and teachers? A qualitative case study methodology was employed to gather in-depth insights from PSSTs. The sample was selected using criterion sampling to ensure relevance to the study's focus. Over a four-week period, PSSTs engaged in STEM activities designed to align with the science education curriculum. Data collection involved a "Views on STEM Education Questionnaire" developed by the researcher and reviewed by two experts in STEM education. Content analysis was used to analyze the collected data, ensuring reliability through inter-coder agreement assessment. The results indicated that STEM education encompasses not only the four core disciplines but also interdisciplinary interactions. Participants recognized its positive impact on cognitive and psychomotor skills, creative thinking, problem-solving abilities, and its real-world relevance. However, limitations in time, resources, and pedagogical technological content knowledge were noted as potential challenges. Effective STEM instructors were described as possessing strong communication skills, creativity, innovation, and a passion for research. The findings of this study contribute to a deeper understanding of STEM teacher candidates' perspectives, shedding light on the importance of interdisciplinary approaches and the qualities required for successful STEM educators. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 554-569.]

Physical programming (PP) is defined as the design of interactive physical systems between the real and virtual worlds using a combination of software and hardware. A physical programming platform (PPP) defines a structure that includes hardware and software where such applications can be made. The aim of this study is to introduce the MIDEP computer card, which can be used at all levels of education, does not require a computer and can be used as a computer, and to evaluate its usability in physical programming training. In the study, which was designed with a one-group pretest-posttest experimental model, the evaluation process was carried out in two stages with two different study groups. The study group of the application consisted of teacher candidates in the first stage and K12 level students in the second stage. In data collection, academic achievement tests prepared separately for pre-service teachers and K12 level students and focus group interviews with students were utilised. The findings show that the training given by using MIDEP card and MIDEP workbook increased the academic achievement of the students in physical programming at a statistically significant level. In addition, as a result of the findings, it can be said that the projects and activities included in the training exhibited a balanced distribution in terms of the gains related to the sub-dimensions of hardware, software and Internet of Things, and that the tools and materials used allowed students without any experience to learn gradually from easy to difficult. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 570-590.]

This paper presents results from research that investigated the participation and attrition rate of male and female candidates in two post-secondary mathematics courses (Pure Mathematics and Applied Mathematics). The data for this study consisted of the course results over five years from 2013-2017 for 15,220 candidates (N = 19,585) from 71 post-secondary educational institutions in Jamaica. They were analysed using frequencies (totals and percentages) and descriptive statistics. The data analysis revealed that, on average, over the five years and across each of the five years, approximately 18% of the students who engaged in post-secondary education opted to participate in a mathematics course. However, there was a sharp decrease in the Year 2 student participation after completing the related Year 1 course. Another key finding was that a higher percentage of males chose to undertake Applied Mathematics in Year 2 and equal proportions of male and female candidates in the other three courses. These findings suggest that initiatives are needed which improve student achievement and experience in the first year of each mathematics course which could potentially decrease student attrition across years and curb the leakage at this juncture of the STEM pipeline. [For the complete proceedings, see ED655360.]

In many countries, opportunities for higher education are reduced for some under-represented groups in society. One such group are young women from rural and underdeveloped areas who due to traditional, patriarchal lifestyles have much less chance to go to college and get education that their peers from urban areas have much more access to. Online education opens doors for these women, but they still need support and guidance. WINnovators, a 3-year EU Erasmus+ project started in late 2021, has made steps towards providing such support and guidance. It focuses on providing online learning content in different areas of STEM/STEAM and aims at encouraging young women from rural areas to go through such content, develop their entrepreneurial skills, and possibly come up with ideas of how to start their own businesses. Of course, this vision largely contradicts traditional lifestyles. Still, it creates some chance for at least partial leveling with other groups in society. To provide guidance to these women, university students guide them in using the online learning content and taking the learning challenges that eventually lead to raising their awareness of how to break on through to the other side. The paper explains this process and illustrates it by a case study. [For the complete proceedings, see ED655360.]

Applying computing technology during problem solving and the reflection of the appropriateness of this application are crucial skills for modern life. This is especially true while working on interdisciplinary STEM problems. However, up to now, few ready-to-use materials are available to foster such competencies. This paper starts bridging this gap by presenting a workbook for students in higher secondary education (around age 15). The workbook focuses on a complex STEM problem, primarily rooted in mathematics, computing, and technology education: Estimating the time it takes to evacuate a building. In the workbook, students work through five exercises focused on the problem of trying to make a sports hall safer. For three potential changes to the building, they should evaluate whether it increases the safety of the sports hall and whether the measure can reasonably be evaluated with a given simulation. During their work, students become aware of arguments useful for such an critical evaluation. For example, a change can only be evaluated if its magnitude is greater than variation in the (randomized) fleeing algorithm of the software. After development of the workbook, we used a design-based research approach to improve its quality. To do so, we asked eight educators for feedback and piloted it with 20 students from two mathematics classes of different capabilities. The results show that students had fun while working on the exercises and both the students and their tutors evaluated the workbook to be educationally relevant. Several issues, most importantly regarding the wording of several exercises, were identified and improved. Multiple exercises were further sub-divided to better suit learners of the age targeted. [For the full proceedings, see ED636095.]

The unprecedented growth in the use of AI and its related technologies will put a tremendous stress on US institutions to produce the required number of technologically prepared workers to fill critically important job openings. In the US, low-income and URM students participate less vigorously in STEM-related fields; the problem is even more serious in post-baccalaureate level degrees. To address the future needs of the nation, we must increase the number of low-income students in STEM, with special attention to AI related technologies, to fill the millions of technology job openings. This paper will report on the impact of a NSF SSTEM project in which we combined (a) a mentorship model for talented, low-income students to develop a sense of self-efficacy and belongingness along with (b) a model of curricular and co-curricular supports (e.g., including engagement with AI technologies and research) and (c) limited financial assistance, all of which have increased the low-income student success in completing both their BS degree in engineering and their MS degree in AI, and addressing a national need. [For the full proceedings, see ED656038.]

Efforts to broaden participation in science, technology, engineering, and mathematics (STEM) have remained at the forefront of initiatives across the United States (U.S.) and elsewhere. The importance of creating a STEM workforce that is reflective of the cultural, ethnic, and racial diversity of the overall population has been recognized. Peer mentoring has been demonstrated to be one effective method for encouraging and sustaining STEM participation. Studies have also demonstrated the importance of training peer mentors and mentees in best practices and arming them with the skillsets necessary for creating and maintaining effective peer mentoring relationships. This proceeding paper examines one such program, eSTEM, which was implemented across three historically Black institutions within the U.S. across two federally funded grant awards. In this proceeding: a) the structure of the virtual peer mentor and peer mentee training modules will be described, b) the overall outcomes of peer mentor and peer mentee training on undergraduate and graduate STEM students will be summarized, c) lessons learned from the implementation of the eSTEM program across multiple historically Black institutions will be shared, and d) future directions for refining, scaling, and providing public access to the peer mentor and peer mentee training resources will be discussed. [For the full proceedings, see ED656038.]

Eponymous terms play an important role in STEM education. This research focuses on the current state of Mendeleev eponyms in the context of education and ethnocentrism, addressing their usage in various languages, their educational value, cases of questioned priority and copyright violation in Mendeleev major eponyms--periodic table and periodic system. 106 chemistry textbooks in 4 languages including Soviet-time and current Russian textbooks were perused to identify and trace Mendeleev eponyms over 1924-2016. Advanced Google Search with queries in Belarusian, English, Latvian, Polish, Russian, and Ukrainian was conducted to evaluate online presence of eponyms "Mendeleev periodic table" and "Mendeleev periodic system." It was found that while Mendeleev eponyms occur generously on the Internet, periodic table and system with Mendeleev's name attached are seldom used on non-Russian webpages. Most Mendeleev eponyms were made up in the USSR and remain popular and Russia, which can be explained within the framework of ethnocentrism as a ruling tendency. Recognizing Mendeleev's priority, Flinn and Ross's periodic systems can be considered plagiarized; a few factors might favor their emergence, but ethnocentrism is unlikely to be one of them. Mendeleev eponyms remain valuable assets for science education, acting as shortcuts to the history of science and actualizing interdisciplinary connections. [For the full proceedings, see ED629086.]

The paper discusses the use of "Productive Disciplinary Engagement" (PDE) for a curricular project that features a technology-based alternate reality game (ARG) with the objective of teaching undergraduate students about the collaborative nature of STEM careers. Much of the PDE research uses PDE as either a design-principle or as an analytics lens. This project does both. Most of this extant research focuses on spoken discourse to teach disciplinary knowledge. This project uses workplace documentary texts that are embedded within a semester-long undergraduate course designed to teach students collaboration skills using the context of natural disasters. A range of texts are used in this design from didactic to disciplinary. Students learn about professional work through educational renditions of professional cultural historical activity systems. This paper focuses on design decisions and illustrates some ways that workplace documents can be used in education.

In this paper we report on an aspect of a larger study and explore whether a framework for teacher STEM Capability Sets (SCS) enhanced teacher planning and the implementation of mathematics active STEM tasks. A case study approach was employed to understand how a classroom teacher used the digital resource, Gapminder, to teach a Year 5/6 cohort of students to interpret data as the basis for a STEM assessment. The research found that using the SCS as a guide, and emphasising mathematics in STEM learning and assessment, allowed the teacher to: reflect on existing STEM capabilities; observe the enhancement of other capabilities; and identify areas for future development.

In order to discuss the role of mathematics education in developing students' STEM Capabilities and 21st Century skills, it is necessary to define what is meant by these terms given the extent to which they are broadly used in global contexts. A literature review aimed at providing clarity, through affording a concise interpretation of each term for the Australian context, enabled the development of a working framework for defining 21st Century skills and STEM capabilities. This paper provides working definitions and reports on initial findings from a larger three-phase study aimed at exploring secondary mathematics teachers' beliefs, attitudes and practices, towards the role mathematics education plays in developing students' STEM capabilities and 21st Century skills.

The frequentist and classical models of probability provide students with different lenses through which they can view probability. Prior research showed that students may bridge these two lenses through instructional designs that begin with a clear connection between the two, such as coin tossing. Considering that this connection is not always clear in our life experiences, we aimed to examine how an instructional design that begins with a scientific scenario that does not naturally connect to theoretical probability, such as the weather, may support students' bridging of these two models. In this paper, we present data from a design experiment in a sixth-grade classroom to discuss how students' shifts of reasoning as they engaged with such a design supported their construction of bridges between the two probability models. [For the complete proceedings, see ED630210.]

The cisheteropatriarchal climate of STEM education shapes oppressive experiences for queer and trans* (QT) students majoring in the sciences. Intersectionality of STEM experiences for QT students of color is missing in the literature. Thus, it has been unexplored how undergraduate STEM as a racialized space shapes variation in experiences among QT students. Such intersectional analyses are especially necessary in mathematics -- a discipline socially constructed as 'neutral' despite being a gatekeeper to STEM degrees for historically marginalized groups. To address this area of needed research, this paper presents findings from an analysis of undergraduate Latin* QT students' intersectionality of mathematics experiences as STEM majors with a focus on peer relationships. I conclude with implications for research and practice to disrupt mathematics education as white, cisheteropatriarchal space. [For the complete proceedings, see ED630210.]

This study aims to explore an educational learning environment that supports students to learn conceptual modelling with the unified modelling language (UML). In this study, we call the describing models "UML programming." In this paper, we show an educational UML programming environment for science, technology, engineering, art, and mathematics (STEAM) related subjects (especially for Technology or Engineering) in schools, which are able to apply from elementary school to university. At first, we explain why, what, and how doing the UML programming. In this study, we use a state machine diagram for UML programming. To draw this model, the students just put some states in rectangular shape and transitions in arrow shape. Two types of educational model notations in state machine diagram are introduced. Then, some advanced functions of the SRPS are described. They are an educational model editor, and management of users, learning tasks and models submitted by students. Next, two case studies with the SRPS are shown. One case study is adopted to the summer camp for 5th- and 6th-grade students. The participants were 20 students and were engaged in 4 hours workshop. We used a car-type robot with two DC motors, a one-touch sensor, and one infrared sensor connected to a micro:bit. The other case study is a formal technology class at one Japanese public junior high school. One teacher and five classes worked on UML programming for traffic lights. Each class had 20 9th-grade students. One student at this school was given a traffic light robot with three Light-emitting diode (LED) lights, a one-touch sensor, and one infrared sensor connected to a micro:bit. Finally, on the basis of these two case studies using our environment, we discuss the potential for innovative STEAM education with UML programming.

The paper presents ideas and initiatives from two ongoing Erasmus+ projects funded by the European Commission. Both projects use e-Learning as an enabler for communicating interesting and important learning contents that are believed to increase and improve employability prospects for the targeted groups of learners. The WINnovators project targets young women with reduced opportunities for quality education in different areas of STEM/STEAM and intends to demonstrate how their entrepreneurial skills can gradually grow by providing them with e-Learning incentives in such areas. The YNSPEED project intends to offer free MOOC courses addressing hot topics of modern society -- artificial intelligence, sustainable development, and fake news. In the YNSPEED project, the target group of learners are young people (aged 16-29). It is believed that their interest in such important topics can be boosted by communicating the corresponding relevant learning content in a carefully designed way. The "Shine a light" metaphor is a common point and a common approach in both projects -- e-Learning technology is used to facilitate informal education for the targeted learners and to indicate directions that often get either omitted or misunderstood in traditional schools. [For the full proceedings, see ED639633.]

Historically Black Colleges and Universities (HBCUs) demonstrate success in facilitating pathways for STEM graduates into the STEM workforce, and this phenomenon has been widely documented (Gasman & Nguyen, 2014; Upton & Tanenbaum, 2014; Clewell et al., 2016). Although thematic analysis of the mission statements of HBCUs at the institutional level have been conducted (Albritton, 2012; Bryan & Stewart, 2016), similar analysis has not been conducted at the departmental or program level of many discipline- specific STEM areas at HBCUs. In the present thematic analysis, departmental and programmatic mission statements in biology at 28 HBCUs were evaluated to determine the emergent themes that characterize and potentially contribute to student retention and success in biology at HBCUs. Among all Carnegie classes, the 2 most frequent themes included: STEM/ Healthcare Workforce Preparation and Skill Development. The 2 least frequent themes were Diversity & Inclusion and non- STEM Student Science Education. This emphasis on workforce preparation and skill development at the level of the academic unit may provide additional insight into the success of HBCUs in facilitating pathways for URM graduates into advanced training programs and promoting retention of URM professionals in the STEM workforce. [For the full proceedings, see ED652228.]

When the COVID-19 pandemic forced school closures, science, technology, engineering, and mathematics (STEM) teachers were left with the challenging task of devising ways for students to conduct experiments at home. This was necessary because experiments and other hands-on activities are integral to STEM education and are linked to the development of students' critical thinking skills, academic achievement, and science-related real-world skills. Based on a literature review, this study examines the methods used at the time to conduct STEM experiments remotely and provides recommendations for educational policy and practice. Findings indicate that experiential and immersive learning were the two main strategies used to accomplish home-based STEM experiments. However, experiential learning appeared to be the most prevalent and easiest to implement, especially in disciplines such as biology and environmental science. Based on the successes and limitations of the two approaches, the study concludes that consciously incorporating experiential and immersive learning into educational policies and practises would be a significant step toward better preparing teachers and students to employ them in emergency situations when teaching and learning have to be conducted remotely. [For the complete Volume 21 proceedings, see ED629259.]

In studies that generate course recommendations based on similarity, the typical enrollment data used for model training consists only of one record per student-course pair. In this study, we explore and quantify the additional signal present in course transaction data, which includes a more granular account of student administrative interactions with a course, such as wait-listing, enrolling, and dropping. We explore whether the additional non-enrollment records and the transaction data's chronological order play a role in providing more signal. We train skip-gram, FastText, and RoBERTa models on transaction data from five years of course taking histories. We find that the models gain moderate improvements from the extra non-enrollment records, while the chronological order of the transaction data improves the performance of RoBERTa only. The generated embeddings can also predict course features (i.e. the department, its usefulness in satisfying requirements, and whether the course is STEM) with high accuracy. Lastly, we discuss future work on the use of transaction data to predict student characteristics and train course recommender models for degree requirements. [For the complete proceedings, see ED630829.]

Predictive student models are increasingly used in learning environments due to their ability to enhance educational outcomes and support stakeholders in making informed decisions. However, predictive models can be biased and produce unfair outcomes, leading to potential discrimination against some students and possible harmful long-term implications. This has prompted research on fairness metrics meant to capture and quantify such biases. Nonetheless, so far, existing fairness metrics used in education are predictive performance-oriented, focusing on assessing biased outcomes across groups of students, without considering the behaviors of the models nor the severity of the biases in the outcomes. Therefore, we propose a novel metric, the Model Absolute Density Distance (MADD), to analyze models' discriminatory behaviors independently from their predictive performance. We also provide a complementary visualization-based analysis to enable fine-grained human assessment of how the models discriminate between groups of students. We evaluate our approach on the common task of predicting student success in online courses, using several common predictive classification models on an open educational dataset. We also compare our metric to the only predictive performance-oriented fairness metric developed in education, ABROCA. Results on this dataset show that: (1) fair predictive performance does not guarantee fair models' behaviors and thus fair outcomes; (2) there is no direct relationship between data bias and predictive performance bias nor discriminatory behaviors bias; and (3) trained on the same data, models exhibit different discriminatory behaviors, according to different sensitive features too. We thus recommend using the MADD on models that show satisfying predictive performance, to gain a finer-grained understanding on how they behave and regarding who and to refine models selection and their usage. Altogether, this work contributes to advancing the research on fair student models in education. Source code and data are in open access at https://github.com/melinaverger/MADD. [For the complete proceedings, see ED630829.]

This study investigated the students' experience and impact of using Science, Technology, Engineering, and Mathematics (STEM) related subjects for mobile learning or mLearning. In this study, mobile learning student-generated activities (SGA) focused on Malaysian universities as a developing country. The study approach was a qualitative case study based on mobile technology usage through 18 focus group discussions amongst students in Malaysia from 10 universities. The students participated voluntarily, and a purposive sampling approach was used. This study examined the students' perspectives using STEM mobile learning through activities created by students in Malaysian universities. The data were analysed using thematic analysis approach. The findings established factors or themes derived from data on the impact of mobile learning for STEM activities created by students in mobile learning from 10 Malaysian universities. The mobile learning framework of best practices emerged from understanding the impact of the research themes from students' experiences. [For the full proceedings, see ED639391.]

OECD (2019) defined student agency as the ability to set goals, reflect, and act responsibly to endorse change. It is quality of students' engagement and interaction with peers, teachers, parents and the wider community. The purpose of this research is to investigate and track the factors of promoting student agency and community engagement leading the change. Thirty nine students at a public high school in Lebanon were trained on STEAM activities such as: coding, robotics, electronics, crafts and 3D printing. Students took the initiative with continuous encouragement and facilitation from the principal and teachers to enrol and lead a community- based STEAM laboratory. A self-reflection questionnaire for students was administered in order to measure the characteristics and processes of the student agency. This case study used interviews, and focus groups in order to track the factors promoting this agency. The results of this study will inspire policy makers and school principals to promote student agencies and community involvement. [For the full proceedings, see ED654100.]

The proposed computer system implements a scheme of joint-classroom and distance learning, scientific and exploratory research in order to motivate and stimulate students' independent work in acquiring professional competencies. The developed system reflects both the traditional structure of education in universities using groups of students, specialties and curricula, as well as modern trends in the transition to distance learning, i.e. the opportunity to study at any time and in any place, according to individual plans and schedules. The presented development can be used by students to acquire and develop competencies in the field of improving and managing technological processes for the production of metal products, including the design of machines and metal structures for additive technologies. This is ensured both by the created (and permanently updated) database of mechanical and technological characteristics of steels and alloys used in the production of materials for special purposes, including for the nuclear power industry and the chemical industry, product quality and environmental safety, and by programs developed on based on author's methods and implemented in the system of distance education, in particular, for calculating the modes of shaping and energy-power parameters in the formation of metal products. [For the complete proceedings, see ED655360.]

21st-century skills can be applied to STEM education. The Merdeka Curriculum also has a passion to support teachers and schools in exploring and implementing STEM as a learning approach to improve student competence. The study aims to develop learning tools consisting of the syllabus, lesson plans, and student worksheets (SLS) that are valid and practical. This study uses the ADDIE development model. The research involved 43 participants at SMAN 6 Malang. Learning tools are validated by material experts, learning experts, and field practitioners. The research was conducted only as a trial or formative evaluation in the development stage. Formative evaluation includes three stages of testing, namely individual tests of 3 students, small group tests of 10 students, and field tests of 30 students that have passed the material of bacteria. The results of practicality obtained through questionnaires on student responses to worksheets on individual tests, small groups, and field tests showed percentages of 89.85%, 88.14%, and 89.08%. These results indicate that STEM-PBL model on bacterial material is very valid and practiced using and can train critical thinking skills, creativity, and cognitive learning outcomes of 10th-grade students. [For the complete proceedings, see ED655360.]

Let's Discover STEM is designed to provide enriching foundational Science, Technology, Engineering, and Mathematics experiences for Latino children who likely would not have such experiences; teach parents how to nurture children's curiosity by encouraging and supporting their children's STEM learning at home, in school and throughout the community; and build a connection between homes and schools to support children's STEM success as they enter and progress through school. Since 2017, Let's Discover STEM program in Nevada (Clark and Washoe) have been provided in-person 7-week classes (32 hands-on STEM activities, 7 mini-lessons, and 7 STEM books) to Spanish-speaking families with young children to support their early STEM learning. After the program, parents were significantly more confident about using STEM skills to teach their children; believed their children could learn from them; were significantly more confident about helping their children succeed in school; and felt that they were significantly better prepared to help their children learn. Parents also reported that their children's STEM readiness skills were significantly improved (e.g., recognizing shapes and numbers, building with blocks, recognizing patterns, etc.). [For the full proceedings, see ED656038.]

The aim of this research is to determine the effectiveness of the STEM Kid Module on the scientific literacy of fifth-grade students in the 'Energy' topic. The module was developed based on the combination of constructivism and constructionism as a fundamental learning theory. Meanwhile, the STEM Kid instructional phase was formed using a STEM integrated approach that included engineering design processes and inquiry-based science learning. A quasi-experimental design was used to assess the effectiveness of the STEM Kid Module. This study included 116 children, 61 of whom were high achievers and 55 of whom were moderate achievers. Two elementary schools using the STEM Kid Module were selected as the treatment group, while another school using conventional teaching approach as the control group. Data for this study were gathered by a scientific literacy test that included (i) scientific knowledge, (ii) science process skills, and (iii) daily science application. Results from repeated measurements MANOVA analysis revealed a significant difference in scientific knowledge and daily science application between groups. The study's implication was that the use of the STEM Kid Module through a STEM integrated approach can be implemented in elementary school science teaching and learning for children of varying levels of achievement. [For the full proceedings, see ED654100.]

The CHIPS and Science Act recognized the importance of exposure to innovation and entrepreneurial concepts at the K-12 level by codifying into law the intention of broadening the base of Americans engaged in science, technology, engineering, and mathematics (STEM). The Government-University-Industry Research Roundtable (GUIRR) has long sought ways to strengthen partnerships across diverse sectors of the U.S. research ecosystem to meet a range of national challenges, including addressing the issue of STEM education. On February 6 and 7, 2024, GUIRR convened a workshop for members and invited guests that focused on K-12 STEM education to understand how to shape the scientific workforce of the future. [Paula Whitacre served as rapporteur. Additional contributors include the Government-University-Industry Research Roundtable and Policy and Global Affairs.]

Computational thinking (CT) has emerged as a key topic of interest in K-12 education. Children that are exposed at an early age to STEM curriculum, such as computer programming and computational thinking, demonstrate fewer obstacles entering technical fields. Increased knowledge of programming and computation in early childhood is also associated with better problem solving, decision-making, basic number sense, language skills, and visual memory. As a digital competence, coding is explicitly regarded as a key 21st Century Skill, as the "literacy of today," such that its acquisition is regarded as essential to sustain economic development and competitiveness. Hence, the reliable evaluation of students' process data in context of problem solving tasks that require CT is of great importance. As opposed to product data, which only contain information about "what" the outcome of a problem solving process was (e.g. the final score), process data contain information about "how" the problem was solved (e.g. all the actions and problem solving steps). Students' coding processes are thus defined by their actions while coding, as evidenced by "process data," and are evaluated by comparing their action sequences to optimal action sequences. Prior research on process data analysis shows several inherent issues. Their approaches aggregate data and thus loses information which precludes them from being used in more detailed analyses of student behavior. Vector-based approaches often apply dimensionality reduction or normalization and require interpretation of the reduced dimensions, which is often not possible. Network-based or finite state visualizations that show transitions between states (i.e., actions or game-states), are aggregations over the student, game level, or time dimensions and thus lose detailed information along these dimensions. Additionally, these networks only model Markov processes of order one (current state and preceding state) and do not show the frequency of higher-order sequences such as transitions through more than one preceding state. Sequential pattern mining approaches can deal with higher-order sequences, but their results tend to be verbose and need tedious manual analysis. In summary, prior research has analyzed overall action sequences or code snapshots, but has not interpreted student actions in context of a situation during the problem solving process -- i.e. while students create the solution. A more fine-grained analysis of coding process data is needed, where relevant actions are interpreted as a part of the student's problem solving process. This paper addresses some of above issues and presents an approach to detect patterns related to computational thinking based on visualizations of students fine-grained actions in situational context.

Applying physical principles is important for designs of various products with tailored performances. However, one of the long-standing issues of the students' design projects (or school's interdisciplinary projects) is the post-hoc imposition of the knowledge learned in their content subjects. This post-hoc imposition significantly diminishes the authenticity of designs through the lens of first principles provided by science and mathematics, but also reflect the fact that many students could not see the connections between these physical first principles and their design decisions and therefore could apply them in their designs. To overcome this problem, we propose the concept of reverse engineering in physics classrooms. This work describes the framework for our proposed reverse engineering pedagogy (REP), where students embark on a series of activities, where they (i) dissemble the device, (ii) analyse the inner physical principles of the device and its components, (iii) appreciate the design principles involved in such device, (iv) augment their understanding of the physical principles by repeating the process through a virtual dissection, and (v) incorporate the process in their own design projects. We will also discuss how such approach may be implemented in a physics classroom, as well as its significance in contributing to a design-centric learning environment. [This paper was published in: Lee, Y-J, Park, J. (Eds.), "20/20 Vision for Science Education Research: Proceedings of the International Science Education 2021" (pp. 119-134). Singapore: Natural Sciences and Science Education Academic Group (NSSE), National Institute of Education (ISSN-2630-5445).]

Informal programs provide multiple pathways to STEM degrees and careers and support students' interest, engagement, attitude, motivation, and academic achievement in STEM. Examining high-achieving rural students' profiles in informal STEM settings using their cognitive and psychosocial characteristics is crucial to understanding and supporting their potential. This study draws from the Talent Development Mega-Model and proactively addresses recognizing and nurturing students' abilities. In this process, considering students as a total entity is necessary since their cognitive and psychosocial characteristics influence each other. We used latent profile analysis and found that there are six student profiles. Psychosocial factors play critical roles in determining these profiles. The results equip K-12 educators and researchers with applications to better serve high-achieving students from rural areas.

This study explored a place-based summer enrichment offering for gifted rural students through the lens of a critical pedagogy of place (Greenwood, 2003). To ameliorate well-documented opportunity gaps for rural students, we established a residential camp on our university's campus where middle school students engaged in STEM and humanities enrichment courses. Inductive analysis of students' culminating projects revealed two salient themes: (a) students thought critically about environmental and social issues specific to their rural communities, and (b) students expressed strong connections to place through artistic projects. This study suggests a need to honor rural students' funds of knowledge (Moll et al., 1992) and sense of place when designing and implementing enrichment activities geared toward increasing equity for rural gifted students.

Lack of diversity in the science community is a serious concern for social justice, scientific productivity, equity and efficacy. The first year of undergraduate education is of critical importance in increasing diversity in these fields. Peer-Led Team Learning (PLTL) has previously been shown to be associated with higher student achievement in gateway courses, particularly among students from populations that have been underserved and excluded within STEM fields (often referred to as underrepresented minorities, or URMs). We sought to determine whether participation in PLTL in an undergraduate introductory biology course is associated long-term retention rates among URM students in STEM majors. We used institutional data related to student recruitment and retention rates as well as pertinent demographic information over three and a half years subsequent to the introductory biology course experience. These data were combined with data on PLTL participation from the introductory biology course. Among students who did not engage in PLTL, URM students were significantly less likely to remain in STEM fields than non-URM students. However, no significant difference in STEM retention rates between URM and non-URM students was observed among those students who engaged in PLTL. Additionally, we found that retention rates were significantly higher for URM students who engaged in PLTL versus those who did not. These findings identify PLTL as a potential strategy to improve URM student recruitment and retention in STEM majors and indicate a need for further studies to determine the important aspects of PLTL that may lead to improved outcomes for URM students. [This paper was published in: "Proceedings of the 13th Annual Research Symposium," National Association of Biology Teachers, 2021.]

In this paper we address the question, how do quantitative reasoning and covariational reasoning present as students build structural conceptions of real-world situations. We use data from an exploratory teaching experiment with an undergraduate STEM major to illustrate the explanatory roles quantitative reasoning and covariational reasoning play in, (a) coordinating more than two interdependent quantities, (b) conceiving of real-world situations in more than one way, (c) constructing networks of quantitative relationships, and (d) creating a mathematical expression. We make the case that looking at mathematical model construction through the lens of quantitative reasoning and covariational reasoning may provide insights into students' mathematical decisions as they structure complex real-world scenarios. [For the complete proceedings, see ED630060.]