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The purpose of this mixed methods study was to examine the influence of participating in a STEM Academy (STEMA) on girls' mathematics, science, engineering, and technology self-efficacy and STEM attitudes. Twenty-eight sixth grade girls participating in a STEMA were individually matched with sixth grade girls not participating in a STEMA. Both participant groups were administered the "Student Attitudes toward STEM" (S-STEM) -- "Middle and High School Survey" and the STEMA group also participated in a focus group. The results indicated that the STEMA program did positively influence girls' mathematics and science self-efficacy but not their engineering, technology, or STEM self-efficacy. Self-efficacy perceptions were positively influenced by their participation and the teachers in the STEMA program.

The purpose of this quasi-experimental non-equivalent pretest posttest control group research was to determine whether or not the use of a collaborative pH computer simulation has an impact on the knowledge, confidence, and conceptual understanding of fundamental pH concepts for undergraduate Chemistry II students. A purposeful sample of 59 Chemistry II undergraduate students were administered pre/post assessments and surveys. Results indicated higher pH knowledge, pH confidence, and pH conceptual understanding among those students who had completed the collaborative computer simulation modules (23 students/ intervention group) instead of the alternative traditional classroom assignments (36 students/control group).

Educational researchers have long advocated for the integration of computer simulations (sims) in science courses, citing the positive effects these tools have on students' science conceptual comprehension (Develaki 2017; Hannafin, West, and Shepard 2009; Lamb et al. 2011). In fact, Liao (2007) investigated the learning differences between students taught with computer simulations and those taught with traditional instructional methods, and found that computer-simulated instruction had a greater positive impact on student learning than did traditional instruction. Conceptual computer simulations offer the following advantages: (1) Extend students' understandings of a concept by allowing them to modify variables and see immediate feedback (Hannel and Cuevas 2018); (2) Offer students practical experience in which they can apply their scientific knowledge outside of a laboratory setting (de Jong 2006); (3) Are interactive, allowing students to become immersed in an investigation resulting in greater learning gains (Kim 2006); and (4) Allow students to visualize and interact with invisible and/or abstract concepts such as molecular and atomic models, atomic bonding, etc. This article discusses a pH scale simulation created by PhET (Physics Educational Technology) Interactive Simulations at the University of Colorado Boulder (UCB) (Adams et al. 2008) as a means to extend students' pH/acid/base conceptual understandings.

Many teachers teach undergraduate and graduate teacher education courses that include a cultural hodgepodge of future teachers who differ not only in ethnicity, but in age, sexual preference, religion, language, and a host of other microcultural areas. Occasionally it is clear within the first couple of class sessions that these groups are reluctant to interact with one another in any format. In these instances, those few cliques that could possibly develop do so early on and class discussions may be almost nonexistent at the outset of the courses. In later discussions teachers witness angry encampments of student groups lashing out at one another. In this article, the authors attempt at bringing diverse and segregated class groups together in some sense of understanding and respect for one another through a restructured, reconceptualized, multicultural curriculum. After all, these very groups of non-cooperative students will very soon be serving as teachers in schools across the United States and will need to develop the skills necessary to foster multicultural tolerance among their own students. (Contains 2 figures.)

In April 2023, a group of 1 administrator, 5 faculty, and 20 students from the University of Louisiana Monroe (ULM) traveled to the Dominican Republic to participate in an interdisciplinary service-learning project lasting six days. Disciplines involved included pharmacy (2 faculty members and 9 students), physical therapy/kinesiology (1 faculty member and 5 students), social work (1 faculty member and 4 students), and political science (1 faculty member and 2 students). The home base for the group while in the Dominican Republic was Abba’s House Children’s Center, a nonprofit Christian organization tasked with feeding, educating, and providing limited medical care to approximately 125 children living in the barrio of Cienfuegos. During the service-learning experience, ULM students engaged in various service and learning activities tied to their programs of study. Students and faculty completed the Community Service Attitude Scale (CSAS) before and after the service-learning experience (Schwartz & Howard, 1977). A total of 14 students (70%) submitted both a pre- and post-trip CSAS survey. There was a significant improvement in scores for 21 out of 25 items on the CSAS. This international interdisciplinary service-learning program positively impacted students’ attitudes toward community service including awareness of global needs. [ABSTRACT FROM AUTHOR]

In most teacher education courses, instructional strategies are merely listed and explained. Students rarely have the opportunity to see these strategies in use until they become student teachers. What better way to teach secondary instructional strategies to pre-service teachers than by modeling these strategies using teacher education content? In this article we will describe several common indirect instructional methods used at the middle to high school level but with content typically received in a university-level educational curriculum course. Also provided are instructional strategies for diverse learners. (Contains 2 figures.)

In this paper the author explores the relationship between masculinity and violence. She begins by pointing out that although all of the recent school shootings in the US have been perpetrated by boys, very few are associating the acts with the gender of the offenders. Perhaps this connection is not made because society is so conditioned to the fact that men and boys have always made up the preponderance of violent offenders in the US. In this paper the attitudes and behaviors associated with the socially constructed culture of masculinity that lend themselves to male violence and aggression are explored. It includes a discussion of a Freirean approach to the problem and concludes with practical suggestions for transformation.

Research indicates that students with exceptionalities such as visual impairments are more academically successful when they are included in the regular classroom setting and have opportunities to engage in active learning. Therefore, science educators must address their needs by motivating visually impaired students in science and making accommodations in the laboratory and science classroom. This article provides practical strategies and suggestions for engaging visually impaired students in science-related activities. Visually impaired students are just as cognitively capable as other students in science and should be provided ample opportunities to engage in science-related activities. Hopefully, the suggestions provided in this article will help teachers develop ways to enhance scientific learning for visually impaired students. With encouragement and motivation, these students may not only succeed in the classroom but also someday choose to pursue science-related careers. (Contains 1 figure and 1 table.)

Advocates the use of serious play in the middle school classroom to provide students with motivating, creative, hands-on activities. Considers the pedagogical benefits and themes of fun and play, and ways to overcome teacher reluctance. Provides four examples of class activities. (JPB)

Introduction Several years ago while teaching my high school physical science class, I was interrupted with a knock at my classroom door. One of my school's administrators was standing in [...]