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This book has been prepared to introduce common technological tools that can be used in science education in the distance education process. Although most of the applications introduced in the book are used in face-to-face education, this book focuses on their use in the distance science education process. In the Introduction part of the book, the increasing importance of distance education and the use of distance education in science education are mentioned. Subsequent chapters are classified by letters. In section A, Video Recording and Conferencing Tools are introduced. Many distance education tools have emerged in the world, especially after the COVID-19 pandemic. In this section, the most widely known of these, ZOOM, Google Meet, Loom, Teamlink and Webex are briefly introduced. In section B, video tools with educational content are introduced. Although there are many video platforms in different languages in this area, video sites that are known worldwide and that can be used for educational purposes are introduced in this section. It is mentioned how these sites can be used in distance science education. Under this title, only MOOCs, TED, E-Twinning Online, Khan Academy and Udemy video platforms have been introduced and how they can be used in distance science education has been emphasized. Modeling and Design Tools are introduced in section C. Among these tools, 3D Virtual Science Labs, which is gradually becoming widespread today, Tinkercad and Fusion 360 modeling and design tools, which are known worldwide, were introduced and comments were made on how to use these tools in distance science education lessons. In section D, the introduction of Virtual/Augmented Reality Based Mobile Training Applications is given. Among these tools, it was preferred to introduce the ones that are widely known and can be used in science education. Virtual and augmented reality tools whose focus is outside of science education are not included in this section. In this section, mobile applications that can be used in science education are included under the titles of 4D+ Flashcard apps, Mobile Apps for Astronomy, Mobile Apps for Biology, Mobile Apps for Chemistry, Mobile Apps for Physics. There are simulation tools in section E. In this section, two-dimensional simulation tools are introduced. The simulation tools in this section are limited to PHeT simulations and Algoodo simulation tool, which are widely used in science education. Coding tools are included in the F section of the book. In this section, the introduction and application examples of Code.org, Scratch, Mblock, ArduinoBlocks coding tools, which are widely used in coding, are presented. Especially 4-8. The importance of block coding was emphasized in the classrooms and coding tools were limited to introduction to coding and block coding tools. Text encoding tools are not included in this section. In section G, Web 2.0 Based Measurement and Evaluation Tools are introduced. In this section, the introduction of Kahoot, Quziz, Baamboozle, That Quiz, Socrative, Mentimeter and Google Forms tools, which can be used in both distance and face-to-face science education and their use in science education are highlighted. In section H, under the title of Digital Story and Presentation Preparation Tools, StoryboardThat, Storyjumper, Powtoon, Pixton, Glogster, Infogram, Time.graphics, Microsoft Sway, Promo, Canva, Creately tools are included. It has been mentioned how these digital story tools will be used in distance science education, and sample screenshots of these tools are included. In section I, Classroom Management and Data Gathering Tools are introduced. Under this title, information is given about the widely known Edpuzzle, Google Classroom, Padlet, Seesaw programs and examples of applications made with them are given. As a result, we hope that this book will contribute to science educators who want to use educational technologies in the field of distance education, to see the big picture in this field.

For many years the need to educate and support our teachers to implement science and mathematics education has been ongoing throughout the world (National Academies of Sciences, Engineering, and Medicine, 2019; Mundry et al., 2009). In more recent years, this call has extended to include teaching through integrated science, technology, engineering, and mathematics (STEM) subjects as a vehicle to learn disciplinary core ideas, science and engineering practices, and cross-cutting concepts (NGSS Lead States, 2013). This book includes three sections: Learning Contexts in Teaching of STEM Disciplines, STEM Teacher Education, and Components Related to Students' STEM Learning Experiences. The first section of this book explores two unique contexts in which STEM education is being developed. The first chapter describes the current literature on the application of SocioScientific Issues to teach STEM in inclusive settings. The second chapter describes the development of public residential STEM High Schools in Egypt, completely reimagining how STEM is addressed in that country. The second section will explore aspects of teacher professional development in STEM as well as the motivations for teachers to learn and improve their STEM pedagogy. Specifically, the first chapter illuminates teachers' motivation and practices in STEM implementation. The second chapter describes the demands on and resources for STEM implementations for teachers and the effect these factors have on their job satisfaction. The third chapter in this section describes the analysis of video reflections and personal reflective accounts of a female preservice teacher, exploring self-efficacy, belonging, and identity in learning STEM content through the lens of gender. The final chapter also explores gender as a variable along with problem solving skills to explore the impact of these variables on STEM awareness levels of classroom teachers. These chapters illuminate challenges faced in preparing and developing STEM educators as well as the mindset and motivations of teachers in these fields. The last section dives into issues related to STEM learning experiences for students. The first chapter reports findings from a meta-analytic study investigating the relationship between self-efficacy and interest in a STEM career and the various student factors that influence this relationship. The second chapter analyzes the STEM identity from an international perspective. The final study investigates the effects of computer simulations on students' conceptual understanding of physics and scientific ideas.

"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]

In a detailed exploration of inclusion in physics, social scientist Maria Ong makes the case for far-reaching higher education reform, noting that despite diversity efforts to recruit more women and students of color into science and mathematics programs, many leave the STEM pipeline. "The Double Bind in Physics Education" takes readers inside the issue by following 10 women of color from their entrance into the undergraduate physics program at a large research university through their pursuit of various educational and career paths. Candid interviews with these women, their instructors and mentors, and their peers, conducted over 25 years, allow Ong to trace how pervasive challenges, such as navigating the intersectionality of race and gender discrimination, have shaped their academic opportunities and career choices. Despite the ideals of objectivity promoted in STEM disciplines, the women profiled here encounter continued patterns of systemic oppression within their departments. In their stories, Ong identifies overt behaviors and microaggressions that harass, exclude, and otherwise disadvantage women of color and members of other minoritized groups. Ong also shows how aids such as student support programs, peer groups, allies, and mentors, which are centered on the individual, can go only so far toward a sustainable solution. In order to provide equitable opportunities, she argues, greater work must be done to dismantle institutional norms and replace them with a culture of inclusion. [Foreword written by Shirley M. Malcom.]

In "Subatomic Writing," Johns Hopkins University instructor Jamie Zvirzdin goes bravely into uncharted territory by offering a totally new kind of guide for writing about science--from the subatomic level up! "Subatomic Writing" teaches readers that the building blocks of language are like particles in physics. These particles, combined and arranged, form something greater than their parts: all matter in the literary universe. The six levels of language covered in this guide create writing that illuminates and energizes the reader to feel, learn, change, and act. This interdisciplinary approach helps scientists, science writers, and editors improve their writing in fundamental areas as they build from the sounds in a word to the pacing of a paragraph. These areas include: (1) sound and sense; (2) word classes; (3) grammar and syntax; (4) punctuation; (5) rhythm and emphasis; and (6) pacing and coherence. Equally helpful for students who need to learn how to write clearly about science and scientists who need to hone their writing skills to create more effective course material, papers, and grant applications, this guide builds confidence in writing abilities as old skills are taught in new, exciting ways. Each lesson provides exercises that build on each other, strengthening readers' capacity to communicate ideas and data, all while learning basic particle physics along the way.

This edited volume brings together a state-of-the-art collection of leading and emergent research on the burgeoning topic of science identities. It sets out how science identity can be productively used as a lens in understanding patterns and inequalities in science participation across different educational and international contexts. Its chapters reveal how intersections of social identities and inequalities shape participation and engagement in science. Particular attention is given to explicating issues of theory and method, identifying the potential and limitations of approaches and lacunae in existing knowledge. The book showcases research from a range of disciplinary areas, employing diverse methodological and conceptual approaches to investigate science identities across different fields and settings. The collection offers a rich and comprehensive understanding of how science identity can be used conceptually, methodologically and analytically to understand how learners and teachers relate to, and make sense of, science. It's a valuable resource for students, researchers and academics in the field of science education and anyone who is interested in identity and education.

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration. [This content is provided in the format of an e-book. Individual papers are indexed in ERIC.]

The International Association for the Evaluation of Educational Achievement (IEA) Research for Education series represents a further effort by IEA to capitalize on it's unique datasets, so as to provide powerful information for policymakers and researchers. Each report focuses on a specific topic and is produced by a dedicated team of leading scholars on the theme in question. This ninth volume in the series addresses student misconceptions and errors in physics and mathematics. Student error is fertile ground for research and can yield rich material for pedagogical improvement. IEA has long espoused the benefits of error analysis, and many countries have conducted error analyses of national datasets within the Trends in International Mathematics and Science Study (TIMSS). This book reports on a study that examined student misconceptions and errors across education systems and over time. Specifically, it draws on 20 years of data (1995-2015) from TIMSS at grades four and eight, and from TIMSS Advanced (grade 12), looking at five countries (Italy, Norway, Russian Federation, Slovenia, and the USA) that participated in TIMSS across the 20-year period. To permit in-depth focus, the study is restricted to one topic in physics (gravity) and one in mathematics (linear equations); these topics were chosen because they were covered in increasing depth across the grades, and assessment items were available for them within each of the three assessments. This book will be a valuable resource for teachers and teacher educators on how best to teach these topics so as to enhance student learning. Moreover, the methodology deployed here can be used to investigate student misconceptions and errors in a variety of other topics. This book contains the following chapters: (1) An Introduction to Student Misconceptions and Errors in Physics and Mathematics; (2) Review of Research into Misconceptions and Misunderstandings in Physics and Mathematics; (3) Methodology Used to Analyze Student Misconceptions, Errors, and Misunderstandings in TIMSS; (4) Results for Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics; and (5) Conclusions About Using TIMSS and TIMSS Advanced Data to Explore Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics. [For Volume 8, see ED599017.]

Children are intrigued by moving objects, even more so when they can engineer the movement. This volume in the STEM for Our Youngest Learners Series uses Ramps and Pathways as a context to provide children ages 3-8 with opportunities to engage in STEM every day. Ramps and Pathways is a meaningful and fun way for children to develop engineering habits of mind as they explore concepts in force and motion, properties of objects, and how an object's properties affect its movement. In the process, children develop spatial thinking that is essential for future careers in STEM. The text also offers guidance for arranging the physical, intellectual, social-emotional, and promotional environments of a classroom to embrace the natural integration of literacy learning. Each volume in this series includes guidance for forming partnerships with families and administrators that support STEM learning, vignettes showing educators and children engaging in inquiry learning, tips for selecting materials, modifications and accommodations for diverse learners, ways to establish adult learning communities that support professional development, and more. The book features: (1) Alignment with both the Head Start Early Learning Outcomes Framework (ELOF) and the NGSS Science and Engineering Practices, with specific descriptions of how those science and engineering practices in Ramps and Pathways look and feel in Pre-K-2 classrooms; (2) Examples of how to integrate literacy learning in a meaningful way; (3) Descriptions of how the open-ended nature of ramps and pathways aligns with the Universal Design for Learning Framework (UDL); (4) Guidance to help teachers anticipate and plan for all children to become purposeful, motivated, resourceful, knowledgeable, strategic, and goal-directed about learning; (5) Examples of how to stage, introduce, and support children's designs to develop engineering habits of mind (systems thinking, optimism, creativity, communication, collaboration, attention to ethical considerations); and (6) A meaningful and healthy context to grow children's executive function skills (EFs), including inhibitory control, working memory, and cognitive flexibility.

This book is about inclusivity and open education in the digital age. It reports the latest data on this topic from the 2021 Cognition and Exploratory Learning in the Digital Age (CELDA) conference. This annual conference focuses on challenges pertaining to the evolution of the learning process, the role of pedagogical approaches and the progress of technological innovation, in the context of the digital age. The material in this book represents the work of both researchers and practitioners in an effort to cover both technological and pedagogical issues in ground-breaking studies. The book covers a wide array of topics examining the deployment of learning technologies, proposing pedagogical approaches and practices to address digital transformation, presenting case studies of specific technologies and contexts and overall debating the contribution of learning technologies for the improvement of the learning process and the experience of students and for the development of key competences. It represents the best work reported during CELDA 2021, comprising expanded peer reviewed chapters from best papers focusing on open education models, inclusive learning environments and adaptive as well as personalized learning support.

Computational thinking--a set of mental and cognitive tools applied to problem solving--is a fundamental skill that all of us (and not just computer scientists) draw on. Educators have found that computational thinking enhances learning across a range of subjects and reinforces students' abilities in reading, writing, and arithmetic. This book offers a guide for incorporating computational thinking into middle school and high school classrooms, presenting a series of activities, projects, and tasks that employ a range of pedagogical practices and cross a variety of content areas. As students problem solve, communicate, persevere, work as a team, and learn from mistakes, they develop a concrete understanding of the abstract principles used in computer science to create code and other digital artifacts. The book guides students and teachers to integrate computer programming with visual art and geometry, generating abstract expressionist-style images; construct topological graphs that represent the relationships between characters in such literary works as "Harry Potter and the Sorcerer's Stone" and "Romeo and Juliet"; apply Newtonian physics to the creation of computer games; and locate, analyze, and present empirical data relevant to social and political issues. Finally, the book lists a variety of classroom resources, including the programming languages Scratch (free to all) and Codesters (free to teachers). An accompanying website contains the executable programs used in the book's activities. [This book was written with Robert Snapp.]

This book presents an international range of conversation analytic (CA) studies of classroom interaction which all discuss their empirical findings in terms of their theoretical and methodological contribution to the field of second language studies and their potential pedagogical relevance. The volume is thus unique in its focus on the theoretical and practical insights of CA classroom-based research and on the impact that such insights might have at the pedagogical level, from teaching to testing to teacher education. Given the growing interest in the pedagogical applicability of CA research, this book is a timely addition to the existing literature. [Individual chapters are indexed in ERIC.]

This book discusses the development of the next generation learning spaces with emerging technologies. These spaces result from the combined needs of classroom stakeholders, such as instructors and learners, with classroom elements, such as tools and technologies, pedagogy and content. The book presents discussions and studies on issues, possibilities and implications of these changes for next generation education. Novel ideas, and studies on these all-encompassing, blended roles of technologies in next generation learning spaces are clearly presented. Suggestions on how the benefits they offer can be maximized are also discussed. Engaging learning technologies have remained central in education for assisting instructors to teach and learners to learn, more effectively. However, recent technological growth is creating a system in which previous divides between key classroom concepts and stakeholders are getting progressively blurred. This is giving rise to next generation learning spaces where elements and stakeholders are blended into one. The book addresses the future of learning environments based on these perspectives.

This book focuses on the impact of sustained and evolving collaborations, showcasing research and scholarship in a faculty group--consisting of 28 professors from five regional universities--meeting and supporting each other since 2002. Originally an innovation introduced by Cheryl J. Craig and funded by a reform movement, the Faculty Academy continues to flourish in the fourth largest city in America long after the reform initiative abandoned its charge. Contributors to this volume represent all stages of careers, include all races and genders, and write from a multiplicity of disciplinary stances (literacy, mathematics, science, social education, multiculturalism, English as a Second Language, accountability, etc.). In addition to fascinatingly diverse perspectives on teacher education, the authors also investigate issues related to career trajectories--including experiences of vulnerability. The volume illuminates how the Faculty Academy works as a dynamic academic and social bond: not only as a glue that binds members in community, but also in rigorous intellectual commitments that fuel their collective knowing and advance their careers while providing leadership, mentorship, and modelling in up-close and timely ways. [Individual chapters are indexed in ERIC.]

This book promotes the effective implementation and development of critical analysis in physics. It focuses on explanatory texts concerning subjects typically dealt with in secondary or higher education and addressed in an academic or popular context. It highlights the general difficulties and obstacles inherent in teaching physics and shows how some tools can help to combine successful criticism and better understanding. The book examines the main reasons to call a text into question and looks at risk factors such as simplifications, story-like explanations and visual analogies. It takes inventory of the benefits and limits of critical analysis and discusses the complex links between conceptual mastery and critical attitude. The book ends by offering tools to activate critical thinking and ways for educators to guide students towards productive critical analysis. [Individual chapters are indexed in ERIC.]

This book offers a remarkable range of research that emphasises the need to analyse the shaping of curricula under historical, social and political variables. Teachers' life stories, the Cold War as a contextual element that framed curricular transformations in the US and Europe, and the study of trends in education policy at transnational level are issues addressed throughout. The book presents new lines of work, offering multidisciplinary perspectives and provides an overview of how to move forwards. The book brings together the work of international specialists on Curriculum History and presents research that offers new perspectives and methodologies from which to approach the study of the History of Education and Educational Policy. It offers new debates which rethink the historical study of the curriculum and offers a strong interdisciplinary approach, with contributions across Education, History and the Social Sciences. This book will be of great interest for academics and researchers in the fields of education and curriculum studies. It will also appeal to educational professionals, teachers and policy makers.

North American universities depend on international teaching assistants (ITAs) as a substantial part of the teaching labor force, which has led to the idea of an 'ITA problem', a deficiency model which is framed as a divergence between ITAs' linguistic competence and undergraduates' and their parents' expectations. This outdated positioning of ITAs as deficient diminishes the invaluable role they play within the academy. This book argues instead for an approach to ITA which recognizes them as multilingual, skilled, migrant professionals who participate in and are discursively constructed through various participant frameworks, modalities and activities. The chapters in this volume offer state-of-the-art research into ITA using a variety of methods and approaches, and as such constitute a transdisciplinary perspective which argues for the importance of dialogue between research and practice. This book contains the following chapters: (1) Introduction -- A Transdisciplinary Approach to ITA (Stephen Daniel Looney and Shereen Bhalla); (2) The Role of Intonation in the Production and Perception of ITA Discourse (Lucy Pickering); (3) Co-Operative Action -- Addressing Misunderstanding and Displaying Uncertainty in a University Physics Lab (Stephen Daniel Looney); (4) Instructional Authority and Instructional Discourse (Shiao-Yun Chiang); (5) Enhancing Communication between ITAs and US Undergraduate Students (Okim Kang and Meghan Moran); (6) Examining Rater Bias in Scoring World Englishes Speakers Using a Transdisciplinary Approach: Implications for Assessing International Teaching Assistants (Jing Wei); (7) A Community of Practice Approach to Understanding the ITA Experience (Shereen Bhalla); (8) Situating ITAs in Higher Education and Immigration Policy Studies (Linda Harklau and James Coda); (9) Using Course Logic to Describe Outcomes and Instruction for an ITA Course (Greta Gorsuch); and (10) Five Imperatives for ITA Programs and Practitioners (Stephen Daniel Looney).

What if you could challenge your 11th graders to figure out the best response to a partial meltdown at a nuclear reactor in fictional Gammatown, USA? With this volume in the "STEM Road Map Curriculum Series," you can! "Radioactivity" outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. As are the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K-12 classrooms. This interdisciplinary module uses project- and problem-based learning to help students understand the debate over the safety and efficiency of nuclear power for meeting the country's energy demands. Teams of students will apply what they learn about the science and history of nuclear energy to convey the views of particular stakeholder groups and propose solutions to the crisis. At the end of the module, students will be able to do the following: (1) Explain how radioactive decay, nuclear fission, and nuclear fusion work; (2) Model nuclear fission, create computer-generated simulations, and perform mathematical computations; (3) Calculate the energy yield of an individual nuclear event (decay, fission, and fusion) and use exponential functions to represent chain reactions; (4) Identify the safety and environmental concerns involved in using nuclear fission in power plants; (5) Explain the history of nuclear energy use and identify key milestones that have influenced society's perspectives on it; and (6) Make a presentation about solving the crisis from their stakeholder group's perspective. The "STEM Road Map Curriculum Series" is anchored in the "Next Generation Science Standards," the Common Core State Standards, and the Framework for 21st Century Learning. In-depth and flexible, "Radioactivity" can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

This edited volume presents innovative current research in the field of Science Education. The chapter's deal with a wide variety of topics and research approaches, conducted in a range of contexts and settings. Together they make a strong contribution to knowledge on science teaching and learning. The book consists of selected presentations from the 12th European Science Education Research Association (ESERA) Conference, held in Dublin, Ireland from 21st to 25th August, 2017. The ESERA community is made up of professionals with diverse disciplinary backgrounds from natural sciences to social sciences. This diversity enables a rich understanding of cognitive and affective aspects of science teaching and learning. The studies in this book will stimulate discussion and interest in finding new ways of implementing and researching science education for the future. The twenty-two chapters in this book are presented in four parts highlighting innovative approaches to school science, emerging identities in science education, approaches to developing learning and competence progressions, and ways of enhancing science teacher education. This collection of studies showcases current research orientations in science education and is of interest to science teachers, teacher educators and science education researchers around the world with a commitment to bridging research and practice in science teaching and learning. [Individual papers are indexed in ERIC.]

The universities and faculties which educate teachers of mathematics for teaching pupils/students of any age group from pre-school age to higher education carefully monitor and compare valuable results of this research, detect the areas in which the mathematical achievements of pupils should be improved at the national level and propose the ways to improve the quality of education and achieve better learning outcomes. We deem particularly valuable contributions of the researchers regarding the samples of poorer mathematical achievements at the "local level" in neighbouring countries, as well as the presentation of examples of good practice by means of which we pave the path towards better achievements of pupils and, consequently, the improvement in the quality of teaching mathematics at the "local," as well as the global level. This book contains the results of the research on teaching mathematics and examples of good practice provided by the scholars from the neighbouring countries: Bosnia and Herzegovina, Croatia, Hungary, Germany, Romania, Slovakia and Slovenia. Mathematics teachers and parents can use this book to find answers to specific questions connected to the understanding of contemporary trends and procedures in teaching mathematics in our surroundings. In this manner we are contributing to the global efforts to improve the quality of teaching mathematics. Thus, we are also affecting better learning outcomes in the area of mathematics, and consequently upward moving trends in economy. The following chapters are presented in this monograph: (1) Use of navigation devices in teaching mathematics at primary schools (Istvan Gubo); (2) The role of activity in teaching axial reflection (Ibolya Szilagyine Szinger); (3) Formal language of mathematics and logic in elementary school instruction of mathematics (Miljenko Stanic); (4) Center for mathematics in living room of the pre-school education institution (Visnja Vekic Kljaic); (5) The joy of mathematics (Edit Debrenti); (6) Application of the elements of Vedic mathematics in classes with Roma pupils (Goran Lapat and Lidija Eret); (7) Influence of development of computer technologies on teaching in Bosnia and Herzegovina (Sead Resic and Olgica Besic); (8) On the usage of interactive whiteboards in the teaching of mathematics in secondary schools in Primorje-Gorski Kotar County (Vedrana Mikulic Crnkovic and Sanja Rukavina); (9) Influence of interactive boards in improving teaching of mathematics in high school (Sead Resic and Nihad Cukle); (10) MayaVi as a tool for presentation of geometric bodies (Damir Horvat and Marija Jakus); (11) Reflected actionability -- acquisition of reflection competences for prospective teachers (Markus Alexander Helmerich); (12) Dependence of the problem solving strategies on the problem context (Vida Manfreda Kolar and Tatjana Hodnik Cadez); (13) Three- and four-dimensional regular 4-solids move in the computer 2-screen (Emil Molnar and Istvan Prok); (14) Approaches to learning mathematics in engineering study program (Ljerka Jukic Matic, Ivan Matic, and Ana Katalenic); (15) University students' understanding of graphs in mathematics, physics and other contexts (Zeljka Milin Sipus, Maja Planinic, Ana Susac, and Lana Ivanjek); (16) The sine and tangent function -- concept images of pre-service mathematics teachers (Aleksandra Cizmesija and Zeljka Milin Sipus); (17) An approach to Operations Research course in the curriculum for computer science students (Ema Kusen and Marija Marinovic); (18) Fundamental prospective teachers' algebraic knowledge (Karmelita Pjanic and Sanela Nesimovic); (19) Correlation between pupils' managing of graphic data and their level of geometric thinking (Zeljko Gregorovic, Dijana Palinkas, and Margita Pavlekovic); (20) Future teachers' attitudes toward the use of concept maps (Marija Juricic Devcic, Velimir Topolovec, and Ivan Mrkonjic); (21) The interrelations of the cognitive and metacognitive factors with the affective factors during problem solving (Ana Kuzle); (21) The influence of formal education and personal initiatives on the willingness to use ICT in teaching mathematics (Ivanka Deri, Karolina Dobi Barisic, and Ljerka Jukic Matic); (22) Humour in teaching mathematics and computer science courses -- yes or no? (Ivana Durdevic, Ana Mirkovic Mogus, and Ana Katalenic); (23) Readiness of primary teachers to apply contemporary math teaching (Irena Misurac Zorica, Maja Cindric, and Marinko Pejic); (24) Data processing and presentation in primary school at elementary level -- Dealing with teaching experiences (Marija Pisk); (25) Open-ended mathematical tasks for primary school youngsters (Diana Mesic and Sanja Basta); (26) Educational effects of the interactive method in studying the Pythagorean theorem in elementary school (Sead Resic and Zemina Seferovic); (27) Touch math (Aleksandra Krampac-Grljusic, Ivana Pavlekovic, and Monika Mihaljevic); and (28) Visualization of mathematical concepts -- some examples from geometry teaching (Katalin Munkacsy). An index is included. Individual chapters contain references, tables, figures, and footnotes. Preface and abstracts are provided in both English and Croatian. [The following entities sponsored this work: Osijek -- Baranja County, Osijek -- City Goverment, Faculty of Electrical Engineering, Osijek Mathematical Society, Ministry of Science, Education and Sports of the Republic of Croatia, Ergovita. Abstract has been modified to meet ERIC guidelines.]

What if you could challenge your 12th graders to understand car crashes in the context of physical forces, manufacturing challenges, government safety standards, and individual rights? With this volume in the "STEM Road Map Curriculum Series," you can! "Car Crashes" outlines a journey that will steer your students toward authentic problem solving while grounding them in integrated STEM disciplines. As are the other volumes in the series, this book is designed to meet the growing need to infuse real-world learning into K-12 classrooms. The book is an interdisciplinary, four-lesson module that uses project- and problem-based learning. Timely and informative for students just starting to drive, the lessons draw on physics, mathematics, engineering, social studies, and English language arts. The lessons will help your students do the following: (1) Explore the role of forces, speed, velocity, momentum, and impact in auto safety; (2) Reverse-engineer car crash scenarios and pinpoint why accidents happen in the first place; (3) Present models of car crash scenarios and act as expert witnesses in simulated courtrooms; (4) Research and evaluate government regulations regarding seat belts and airbags; and (5) Discover the many aspects of the car-safety industry--from crash tests conducted by car manufacturers to the analysis police do at crash sites to the conflicts that can arise between government safety rules and individual rights. The "STEM Road Map Curriculum Series" is anchored in the "Next Generation Science Standards," the "Common Core State Standards," and the Framework for 21st Century Learning. In-depth and flexible, Improving Bridge Design can be used as a whole unit or in part to meet the needs of districts, schools, and teachers who are charting a course toward an integrated STEM approach.

This document represents a sample collection of master's theses from the University of Tennessee at Chattanooga's Teacher Education Program, spring semester, 2005. The majority of these student researchers were simultaneously student teaching while writing their theses. Studies were empirical and conceptual in nature and demonstrate some ways in which University of Tennessee at Chattanooga graduate students are working to improve the lives of children and adolescents in and beyond the Chattanooga metropolitan area. William Bowen begins this volume with a review of literature that examines 40 years of data related to chronic disruptive students in American classrooms. Amy Bufkin explored the influence of a balanced literacy curriculum on student achievement on state standardized tests. Anthony Goad discussed classroom discussion as a measure of achievement and how it relates to gender. Margaret Green conducted an action research project in which she explored creative dramatics in middle grades literature. Andrew Hampton investigated the influence of the use of tutorial software on Latin achievement in a beginning Latin class. Jeremy Henderson explored the attitudes and knowledge of current events held by 8th grade social studies students. Margaret Hicks researched the effects of purposeful writing activities on handwriting in two kindergarten classes. Lindsay Howard investigated the effects of various review methods on student science achievement. Jessica King investigated the relationship between student achievement and parental involvement. William Littlejohn researched disciplinary actions before and after dress code enforcement at one school. Donna LoCicero explored the use of hands-on activities to teach about significant American presidents and American symbolism to kindergartners. Barbara McGirl explored the impact of hands-on activities in physics on the attitudes of girls toward science. Kimberly Moore evaluated the effects of a visit to a list's studio on the learning and retention rates of a select group of high school art students. Angela Pickett investigated the use of computer based programs with struggling readers. Rachel Pons explored the perceptions of educators regarding the role of parental involvement in children's academic achievement. Kristi Raines explored teachers' opinions of standardized testing. Veronica Scates investigated the relationship between student behavior and academic success. Angela Tuttle compares using stories and TPR to teach kindergarten French. Lisa Ward discussed literacy instruction for emergent learners. Susan Whitfield explored the relationship between parental involvement and student success in urban middle schools.

This monograph uses a variety of data resources and socio-cultural theoretical frames to highlight the benefits, contradictions, and directions for the future of collaboration between K-12 education and university scientists based on research and evaluation of a NSF-funded project from the Graduate Teaching Fellows in K-12 Education program (GK-12). Topics cover a range of interests for science educators and include the infusion of good science into curricula, personal learning and growth as a teacher, inquiry and the use of models such as the learning cycle, cooperative learning, effective teaching, and learning science with understanding. Following a Foreword by Kenneth Tobin, nine chapters include: (1) Florida State University Science Graduate Students Working With K-12 Teachers and Students (D. Ellen Granger); (2) Incorporating Physics Into the Middle School Science Curriculum (David Graf); (3) Impacts of the GK-12 Experience on the University (Danielle Sherdan); (4) Shifting Sands and Butterfly Gardens: Growing a Scientifically Literate Society (Mabry Gaboardi); (5) Cooperative Group Learning in Inquiry-Based Science Activities (Katie McGhee); (6) The Learning Cycle of Classroom Management: A Design for Producing an Effective Teacher (Jocelyn Dudley); (7) Better Lessons Through Topic Research (Heaya Summy); (8) Lessons Learned From the Partnership of a GK-12 Fellow and a Third-Grade Teacher (Wendy J. Walton and Roberta Trowbridge); and (9) Science Graduate Students Enhancing K-8 Education (Penny J. Gilmer and Martin Balinsky). Figures, tables and references are provided by chapter. An index is included.

This curriculum packet of teacher-developed lesson plans, intended for use with students in middle and/or high schools, focuses on student involvement in community projects. The first lesson plan, "Physics Park" (Scott McQuerry), aims for students to construct a playground and the examine the physics behind the playground's equipment. Students use the map and picture found on this lesson's Web site as a resource in the playground's construction. The lesson plan suggests time allotment; provides an overview; indicates subject matter; cites learning objectives; addresses standards and Center for Understanding the Built Environment (CUBE) components; notes materials needed; describes preparation time for teachers; presents an introductory activity, a learning activity, and a culminating activity; discusses evaluation/teacher reflection; suggest cross-curricular extensions and community connections, and contains a sample grid pattern, a photo of the playground area, seven images, and additional information and activities. The second lesson plan, "Comparing Edible Communities" (Scott McQuerry), has students explore the components of a community by creating analogies between aspects of a community and ingredients within a recipe. They demonstrate the cohesion among community areas as they attempt to create cookies from recipes that have missing ingredients. The second lesson plan offers the same type of detailed procedures for classroom implementation as the first lesson plan. (Contains 6 recipes, 3 slide photos, and 16 images.) (BT)

This book contains selected research papers presented at seminars held throughout the year 2000 in Finland by members of the Finnish Association for Research in Mathematics and Science Education (FARMSE) and students at the Finnish Graduate School of Mathematics, Physics, and Chemistry Education. This volume also contains papers professor Laurence Viennot, Universite Paris VII, France and professor Georgios Tsaparlis, University of Ioannina, Greece, who gave lectures and workshops at the spring seminar of the Graduate School in Joensuu, Finland, and by professor Erikki Pehkonen, who gave a lecture at the summer seminar in Vaasa, Finland. Papers include: (1) "The Finnish Graduate School of Mathematics, Physics and Chemistry Education" (Maija Ahte and Virpi Vatanen); (2) "A Hidden Regulating Factor in Mathematics Classrooms: Mathematics-Related Beliefs" (Erkki Pehkonen); (3) "Primary School Teachers' Mathematics Beliefs, Teaching Practices and Use of Textbooks" (Paivi Perkkila); (4) "Mathematics for Primary School Teachers" (Silja Pesonen); (5) "The Metalevel of Cognition-Emotion Interaction" (Markku S. Hannula); (6) "Problem Solving in Chemistry and Science Education" (Georgios Tsaparlis); (7) "Physics Education Research: Inseparable Contents and Methods--The Part Played by Critical Details" (Laurence Viennot); (8) "The Force Concept Inventory in Diagnosing the Conceptual Understanding of Newtonian Mechanics in Finnish Upper Secondary Schools" (Johanna Jauhiainen, Ismo T. Koponen, and Jari Lavonen); and (9) "An Evaluation of Interactive Teaching Methods in Mechanics: Using the Force Concept Inventory To Monitor Student Learning" (Antti Savinainen). (Most papers contain references.) (YDS)

This publication is a compilation of examples of practical, easily implemented activities to help mathematics, science, and education faculty duplicate efforts by the Rocky Mountain Teacher Education Collaborative (RMTEC) to reform and revise curriculum for preservice educators. Activities are organized by content areas: mathematics; geology, physics, and biology; chemistry; and educational methods. Each activity lists the RMTEC strategies relevant to that activity, the class in which the activity was used, and the instructors. There is some repetition among activities, since each is intended to stand alone. Activity handouts for students are in boxes and may be reproduced. Contact information is listed for participants in the production of this publication. The publication concludes with a description of searching the ERIC Database on science and mathematics topics. (SM)

This book is one of four books in the Science-by-Design Series created by TERC and funded by the National Science Foundation (NSF). It challenges high school students to investigate the physics of boat performance and work with systems and modeling. Through research, design, testing, and evaluation of a model boat, students experience the practical application of mass, speed, and acceleration while applying the math and science necessary to build a scale model. The activities have assessment suggestions and Internet extensions through the National Science Teachers Association's (NSTA) sciLINKS program and are designed to meet the new International Technology Education Standards as well as the National Science Education Standards. Key ideas include: (1) "Forces, Speed, and Acceleration"--as they seek to meet the design specifications of the boat, students learn about mass, speed, acceleration, and forces through practical application of these concepts. Students investigate the relationships among these variables through qualitative observation and quantitative measurement of changes and rates of change in each variable; (2) "Systems"--students work with variables to study system behavior and learn to construct the feedback loops that determine the limits of model boat performance; (3) "Modeling"--students apply the science and math necessary to build an accurate scale model and extend this analysis to computer modeling. Homework and class assignments guide students through problem-solving in algebra, plane and solid geometry, and making connections to other disciplines; and (4) "Inquiry and Design"--students undertake inquiry and design as iterative, multi-disciplinary processes through which to develop abilities in identifying, creating, investigating, decision-making, building, testing, and evaluating. Appendices contain inquiry and design processes, text reconstruction, and sample answers. (Contains a glossary and 26 references.) (CCM)

This monograph presents a collection of papers that focus on excellence in teacher education and examine questions which are critical to the reform of curriculum and pedagogy. The 10 chapters are: (1) "Using a Multi-Dimensional Web Site for Physics Instruction" (James P. Downing and Ruwang Sung); (2) "College Algebra Reform: Documenting Student Attitudes and Performance" (Kelly Chappell and Darel Hardy); (3) "A Method for Increasing Scientific Literacy in Non-Majors Science Courses" (Karen Wardle); (4) "Math and Science Education Reform: A Community College Perspective" (Susan Hobson-Panico, Bill Hoard, and Chris Romero); (5) "Investigating the Role of Standards-Based Education in a Pre-Service Secondary Math Methods Course" (Lawrence M. Lesser); (6) "Meeting the Challenges of Diversity in a Context of Reform" (Nancy Hartley, Marta Cruz-Janzen, Kevin Oltjenbruns, and Jeff Farmer); (7) "Lecture? Group Work? Activities and Case Studies? A Search for Balance" (Roberta Smilnak, Steve Williams, and Betsy Forrest); (8) "The Genesis of Change: Teacher Preparation to Promote Implementation of Multicultural Math" (JoLean Ruggles, Marilyn J. Taylor, and Jeff Buck); (9) "Teaching Physics in an Experiential Learning Studio Environment" (Sanford Kern); and (10) "Chemistry Reform Takes Root in University Setting" (Thomas C. Pentecost). (Each chapter contains references.) (SM)

The blurring of the distinctions between pedagogy and curriculum, and experience and knowledge, has resulted in a generation of teachers who are confused about the part that each of these plays in the education of children. Schools may still teach through subjects, but there is little consensus about what constitutes a subject and what they are for. The aim of this book is to contribute to a more robust rationale for, and understanding of, what schools should teach--the curriculum. This is not to dismiss the significance of pedagogy, how children learn or the personal knowledge and experiences they bring to the classroom. Rather, to become a successful teacher depends upon understanding the respective roles of each. But the curriculum--what to teach--is logically prior to how to teach it. There is no more important question in education. After a foreword by Michael Young and an introduction, chapters include: (1) Disciplinary knowledge and school subjects (Alex Standish and Alka Sehgal Cuthbert); (2) Mathematics (Cosette Crisan); (3) Foreign languages (Shirley Lawes); (4) Physics (Gareth Sturdy); (5) Biology (Fredrik Berglund); (6) History (Christine Counsell); (7) Geography (Alex Standish); (8) English Literature (Alka Sehgal Cuthbert); and (9) Art (Dido Powell). An index is included.

Educational strategies have evolved over the years, due to research breakthroughs and the application of technology. By using the latest learning innovations, curriculum and instructional design can be enhanced and strengthened. The "Handbook of Research on Driving STEM Learning with Educational Technologies" is an authoritative reference source for the latest scholarly research on the implementation and use of different techniques of instruction in modern classroom settings. Featuring exhaustive coverage on a variety of topics including data literacy, student motivation, and computer-aided assessment, this resource is an essential reference publication ideally designed for academicians, researchers, and professionals seeking current research on emerging uses of technology for STEM education. Following the Preface by María-Soledad Ramírez-Montoya, this book contains the following chapters: (1) Training Educational Researchers in Science and Mathematics: A Case Study Through a Binational Workshop Mexico-UK (María-Soledad Ramírez-Montoya); (2) Using Modeling and Simulation to Learn Mathematics (Ruth Rodríguez Gallegos); (3) Teachers and Mathematical Modeling: What Are the Challenges? (Samantha Analuz Quiroz Rivera and Ruth Rodríguez Gallegos); (4) Data Literacy and Citizenship: Understanding "Big Data" to Boost Teaching and Learning in Science and Mathematics (Eddy L. Borges-Rey); (5) Financial Literacy: Gaps Found Between Mexican Public and Private, Middle, and High-School Students (Adriana Berenice Valencia Álvarez and Jaime Ricardo Valenzuela González); (6) A Project-Based Learning Approach: Developing Mathematical Competences in Engineering Students (Ismael Osuna Galan and Alejandro Miguel Rosas-Mendoza); (7) Didactic Sequences Teaching Mathematics for Engineers With Focus on Differential Equations (Luis Ramón Siero González and Avenilde Romo Vázquez); (8) Making Links Between Solutions to an Unstructured Problem: The Role of Pre-Written, Designed Student Responses (Sheila Evans); (9) Assessing Authentic Intellectual Work in Mathematics Tasks (Lesly Yahaira Rodríguez Martínez, María Guadalupe Pérez Martínez, and Adriana Mercado Salas); (10) The Importance of the Disciplinary Perspective in Educational Research (Ross Kerr Galloway and Paul Hernandez-Martinez); (11) Learning Biology With Situated Learning in Mexican Zapoteca Tele-Secondary Schools (Paulina Guerrero-Gutiérrez); (12) Transformations of the Concept of Linear Function in Technological High Schools (Rebeca Flores Garcia); (13) Measurement Instruments to Motivate Scientific Learning by Conceptual Change (Ana Marcela Monjardín Gopar and Gerónimo Mendoza Meraz); (14) Test Design to Assess the Qualities of Science Students' Prior Knowledge (Luis Hernán Arellano Ulloa, Gerónimo Mendoza Meraz, and Ana Cecilia Villarreal Ballesteros); (15) Argumentation Schema to Analyze High School Students' Scientific Reasoning (Ricardo Lorenzo De la Garza, Genaro Zavala, and Alma Adrianna Gómez Galindo); (16) Accurate Items for Inaccurate Conceptions in Undergraduate Physics Students (Eder Hernandez and Genaro Zavala); (17) A Look into Students' Interpretation of Electric Field Lines (Esmeralda Campos and Genaro Zavala); (18) Research-Based Strategies in an Electric Circuits Lab: Tutorials and RealTime Physics Approaches (Monica Quezada-Espinoza and Genaro Zavala); (19) Integration of Digital Technologies: Collaborative Practices in Teaching Mathematics (Andrés Vázquez Faustino); (20) The Effectiveness of Computer-Aided Assessment for the Purposes of a Mathematical Sciences Lecturer (Stephen James Broughton, Paul Hernandez-Martinez, and Carol L. Robinson); (21) Construction of the Definite Integral Concept Using Open Source Software (Lizzeth Aurora Navarro-Ibarra, Omar Cuevas-Salazar, and Alan Daniel Robles-Aguilar); (22) Context as Action in the Teaching of Statistical Concepts: An Activity Theory Perspective (Helen Harth); (23) Statistics in Journalism Practice and Higher Education (Jairo A. Lugo-Ocando); (24) Understanding Quality of Statistics in News Stories: A Theoretical Approach from the Audience's Perspective (Alessandro Martinisi); and (25) The Uses of Science Statistics in the News Media and on Daily Life (Renata Faria Brandao). A compilation of references, a section about the contributors, and an index are included.

Physics and management are disciplines deeply implicated in the domination of the physical and social world. This book is the product of ethnographic fieldwork that studied physics and management programs as points of entry that give access to larger processes that constitute and reproduce disciplines and center around the incorporation of students into discipline-specific temporal and spatial organizations of knowledge. Chapter 1, "Knowledge in Space and Time," attempts to dismantle a network of assumptions about knowledge and learning. Chapter 2, "Producing Material Space-Time and Constructing Students in Physics," examines how the physics program zoned students' activities into a set of material and social spaces and compressed their time to foster the development of exclusive within- program social ties. Chapter 3, "Connecting Students To Practice: Mobilization in Physics," develops an account of problem-solving as a way of integrating students into the discipline's way of organizing the world through textual representations. Chapter 4, "Constructing and Isolating Academic Space in Management," shows how the management program fragmented academic space-time and organized it into distinct short-term units. Chapter 5, "Mobilizing Bodies for Management," shows how non-academic portions of the program created lines of connection between the program and the business world by mobilizing students in distinctive systems of material practice. Chapter 6, "Knowledge in Motion," is a reflective commentary on major themes of the book and a look beyond it. (Contains 167 references.) (JRH)

This booklet, second in a series on issues in assessment, seeks to describe an initiative supported by Finger Lakes Community College (New York) to use classroom assessment techniques (CATs) in different academic areas and to present an overview of some assessment approaches that have been used in the classroom. Papers include: (1) "Enhancing Effective Teaching in Multiple Disciplines: An Overview of a College-Wide Classroom Research Project" (Leonard T. Malinowski); (2) "Reinvigorating Our Classrooms: Positive Results of Using Classroom Assessment Techniques" (Bob Morris); (3) "CATS Project: Seeing Problems, Finding Solutions" (Barbara Murphy); (4) "The Prospectus" (Martin C. Dodge); (5) "How CATs Changed My Teaching Style" (Kathleen DelCour); and (6) "CATs in Cooperative Physics" (Sam Samanta). (Contains four references and five selected readings.) (SLD)

This research report contains a fairly concise overview of the role of constructivism in the teaching of mathematics and science in Finland. Included papers have been grouped into three parts. The first part, "General Considerations," consists of the seven articles on theoretical considerations, social constructivism, teachers' and pupils' beliefs, geometry teaching, development in physics teaching, constructivism in physics teaching and learning, and the idea of space in geography. The second part, "Research Projects," contains nine papers on the teaching of optics, student teachers' environmental awareness, changing pupils' beliefs, construction and assessment of conceptual and procedural knowledge, mathematics on the child's condition, real-time microcomputer-based laboratory tools, the comparison of teachers' conceptions, mental maps in geographical research and teaching, and teaching the force concept for engineering students. The third part, "Action Research at Schools," includes 12 short reports on the subjects of the teaching of chemistry, the teaching of physics, environmental project work, and the teaching of mathematics as well as two general reports on active working and motivational concepts. (Author/NB)

The School Science and Mathematics Association seeks to improve the teaching and learning of mathematics and science and to promote the integration and interrelationships among these disciplines. This monograph presents 20 articles that have appeared in the association's journal, "School Science and Mathematics," between the years of 1905 and 1988 that addressed that goal. After an introduction that explains the rationale and purpose of this monograph, the articles are divided into six sections. The sections present the following: (1) three articles that discuss the interdependence of science and mathematics; (2) four articles that discuss integrating science and mathematics in the school curriculum; (3) three articles that discuss science and mathematics in secondary education; (4) four articles that discuss science and mathematics in elementary education; (5) three articles that present unifying themes in science and mathematics; and (6) three articles that discuss science and mathematics in a technological age. (MDH)

This book reports a study which examined the concrete experiences of male and female university students in the United Kingdom, and the meanings students attach to them. It suggests that meanings arise from everyday discourse, which habitually uses oppositions such as masculinity/femininity and arts/sciences. Chapter 1 introduces the issue of gender as a social construct, and discusses the relationship of education to gender, and gender and subject choice. It describes the study's methodology, which involved interviews with 48 male and 48 female students and 12 faculty at two British universities and one polytechnic in two subject areas--English and physics. Chapters 2 and 3 examine the literature on gender and education, gender and science, and the different cultures of"science" and "humanities." Chapter 4 looks at how physics students and staff construct their subject and how this affects and is affected by their ideas about humanities disciplines. Chapter 5 similarly looks at ideas held by English students about their discipline and the sciences. Chapters 6 and 7 examine how studying either physics or English interacts with students' sense of personal and gender identity. The concluding chapter summarizes findings and urges the breakdown of disciplinary barriers at the university level. (Contains approximately 225 references.) (DB)

This book has three sections on the role of technology in education. The first section covers the merits of online learning and environment. The second section of the book gives insight on new technologies in learning and teaching. The third section of the book underlines the importance of new tendencies for the technology in education. There is a firm belief that readers can find great insights on the role of technology in education from different reflections and research.

Theorising STEM Education in the 21st Century is a book that captures the essence of Science, Technology, Engineering and Mathematics and the intricacies of STEM education in the contemporary society. It explores STEM as an interdisciplinary field as well as the individual disciplines that make up STEM. This ensures the field of STEM as a whole is theorised. The book provides critical insight on STEM education from Cairo to Cape Town or from America to Indonesia. With a team of authors from universities across the world, the book is a vital contribution to critical scholarship on STEM education in contemporary times. This book contains the following chapters: (1) Introductory Chapter: Theorising STEM Education in the Contemporary Society (Kehdinga George Fomunyam); (2) Implementation and Didactic Validation of STEM Experiences in Primary Education: Analysis of the Cognitive and Affective Dimension (Guadalupe Martínez-Borreguero, Milagros Mateos-Núñez and Francisco Luis Naranjo-Correa); (3) Inverse Modeling Problems in Task Enrichment for STEM Courses (Victor Martinez-Luaces, José Antonio Fernández-Plaza and Luis Rico); (4) Integrated STEM Education in K-12: Theory Development, Status, and Prospects (Bing Wei and Yue Chen); (5) 'Making' as a Catalyst for Engaging Young Female Adolescents in STEM Learning (Karen Hyllegard, Jennifer Ogle and Sonali Diddi); (6) STEM for Sustainable Skills for the Fourth Industrial Revolution: Snapshot at Some TVET Colleges in South Africa (Moses Makgato); (7) Gender Equity in STEM Education: The Case of an Egyptian Girls' School (Mohamed El Nagdi and Gillian Heather Roehrig); (8) A Theoretical Framework for Implementing STEM Education (Vongai Mpofu); (9) Formative Assessment in Mathematics Education in the Twenty-First Century (Benard Chigonga); (10) Towards a Forward-Thinking College Calculus Program (Jessica Hagman); (11) The Role of Mathematical Modeling in STEM Integration and Education (Murat Tezer); (12) Discipline, Task and Reader Characteristics of Introductory Physics Students' Graph Comprehension in Mathematics and Kinematics (Itumeleng Phage); (13) Implementation of Elliptic Curve25519 in Cryptography (Intan Muchtadi-Alamsyah and Yanuar Bhakti Wira Tama); and (14) Programme Integrating Courses Making Engineering Students Reflect (Viggo Kann).

Are you interested in using argument-driven inquiry for middle school lab instruction but just are not sure how to do it? "Argument-Driven Inquiry in Physical Science" will provide you with both the information and instructional materials you need to start using this method right away. The book is a one-stop source of expertise, advice, and investigations to help physical science students work the way scientists do. The book is divided into two basic parts: (1) An introduction to the stages of argument-driven inquiry--from question identification, data analysis, and argument development and evaluation to double-blind peer review and report revision; and (2) A well-organized series of 22 field-tested labs designed to be much more authentic for instruction than traditional laboratory activities. The labs cover four core ideas in physical science: matter, motion and forces, energy, and waves. Students dig into important content and learn scientific practices as they figure out everything from how thermal energy works to what could make an action figure jump higher. The authors are veteran teachers who know your time constraints, so they designed the book with easy-to-use reproducible student pages, teacher notes, and checkout questions. The labs also support today's standards and will help your students learn the core ideas, crosscutting concepts, and scientific practices found in the "Next Generation Science Standards." In addition, the authors offer ways for students to develop the disciplinary skills outlined in the "Common Core State Standards." Many of today's middle school teachers--like you--want to find new ways to engage students in scientific practices and help students learn more from lab activities. "Argument-Driven Inquiry in Physical Science" does all of this while also giving students the chance to practice reading, writing, speaking, and using math in the context of science.

The application of technology in classroom settings has equipped educators with innovative tools and techniques for effective teaching practice. Integrating digital technologies at the elementary and secondary levels helps to enrich the students' learning experience and maximize competency in the areas of science, technology, engineering, and mathematics. "Improving K-12 STEM Education Outcomes through Technological Integration" focuses on current research surrounding the effectiveness, performance, and benefits of incorporating various technological tools within science, technology, engineering, and mathematics classrooms. Focusing on evidence-based approaches and current educational innovations, this book is an essential reference source for teachers, teacher educators, and professionals interested in how emerging technologies are benefiting teaching and/or learning efficacy. Following a foreword (Loretta Jones) and a preface (Michael J. Urban, David A. Falvo), chapters include: (1) Using Technology to Enhance Science Literacy, Mathematics Literacy, or Technology Literacy: Focusing on Integrated STEM Concepts in a Digital Game (Isha DeCoito, and Tasha Richardson); (2) Media Literacy as a Pathway to Bridge the Digital and STEM Divides: Interest Driven Media Projects for Teachers in the Trenches (Lesley K. Smith, Juliette N. Rooney-Varga, Anne U. Gold, David J. Oonk, and Deb Morrison); (3) Sounding Out Science: Using Assistive Technology for Students with Learning Differences in Middle School Science Classes (Clement Vashkar Gomes, and Felicia Moore Mensah); (4) Promoting English Language Acquisition in Secondary Mathematics through Dialogic Integration of Instructional Technology (Bethany Reichen, Alandeom W. Oliveira, Gretchen Oliver, and Autumn Joy Florencio-Wain); (5) Examining the Levels of Reasoning Used by Urban Elementary Black Girls Engaging in Technology-Enhanced Inquiry (Gayle A. Buck, Nicole Beeman-Cadwallader, and Amy Trauth-Nare); (6) Motivating Inquiry-Based Learning Through a Combination of Physical and Virtual Computer-Based Laboratory Experiments in High School Science (Niwat Srisawasdi); (7) The Power of Computational Modeling and Simulation for Learning STEM Content in Middle and High Schools (Mahnaz Moallem, Shelby P. Morge, Sridhar Narayan, and Gene A. Tagliarini); (8) Visualizing Condensation: Integrating Animation-Developing Technology in Chemistry Classes (Sevil Akaygun); (9) STEM Learning in Middle Grades by Technology-Mediated Integration of Science and Mathematics: Results of Project SMILE (Pradeep Maxwell Dass, and John T. Spagnolo); (10) A Qualitative Study of Teachers' Understanding of Sustainability: Education for Sustainable Development (ESD), Dimensions of Sustainability, Environmental Protection (Hsiaowei Cristina Chang, Resa Marie Kelly, and Ellen P. Metzger); (11) Coupling Geospatial and Computer Modeling Technologies to Engage High School Students in Learning Urban Ecology (Dennis J. DeBay, Amie Patchen, Anne C. Vera Cruz, Paul E. Madden, Yang Xu, Meredith Houle, and Michael Barnett); (12) Using Technology to Rethink the Intersection of Statistics Education and Social Justice (Lisa L. Poling, Nirmala Naresh, and Tracy J. Goodson-Espy); (13) Using Authentic Earth Data in the K-12 Classroom (Meghan E. Marrero, Amanda M. Gunning, and Karen Woodruf); (14) Exploring Physics and Technology: A Study in Teaching Kinematics to Student-Athletes (Loraine Snead, and Yushaneen Simms); (15) Computer Programming in Elementary and Middle School: Connections across Content (Danielle Boyd Harlow, Hilary Dwyer, Alexandria K. Hansen, Charlotte Hill, Ashley Iveland, Anne E. Leak, and Diana M. Franklin); (16) Technology's Role in Supporting Elementary Preservice Teachers as They Teach: An Urban STEM Afterschool Enrichment Program (Anne Pfitzner Gatling); (17) Technology-Assisted Formative Assessment (Karen E. Irving); and (18) Using Reason Racer to Support Argumentation in Middle School Science Instruction (Marilyn Ault, Jana Craig-Hare, James D. Ellis, Janis Bulgren, Isa Kretschmer, and Bruce B. Frey). A section about the contributors and an index are included.