Jason Jabbari, Yung Chun, Wenrui Huang, Stephen Roll
October 2023
Researchers found that program acceptance was significantly associated with increased earnings and probabilities of working in a science, technology, engineering, and math (STEM) profession.
Robert R. Martinez, Jr., James M. Ellis
September 2023
Researchers found that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act).
Rosemary J. Perez, Rudisang Motshubi, Sarah L. Rodriguez
April 2023
Researchers found that because participants did not attend to how racism and White supremacy fostered negative climate, their strategies (e.g., increased recruitment, committees, workshops) left systemic racism intact and (un)intentionally amplified labor for racially minoritized graduate students and faculty champions who often led change efforts with little support.
Kathleen Lynch, Lily An, Zid Mancenido
, July 2022
Researchers found an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes.
Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
, May 2022
Researchers address this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors.
Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
, May 2022
Researchers found that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations.
Matthew H. Rafalow, Cassidy Puckett
May 2022
Researchers found that educational resources, like digital technologies, are also sorted by schools.
Pamela Burnard, Laura Colucci-Gray, Carolyn Cooke
April 2022
This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors.
Salome Wörner, Jochen Kuhn, Katharina Scheiter
, April 2022
Researchers conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered.
Seung-hyun Han, Eunjung Grace Oh, Sun “Pil” Kang
April 2022
Researchers found that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks.
Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Christopher Klager, Lydia Bradford, I-Chien Chen, Quinton Baker, Israel Touitou, Deborah Peek-Brown, Rachel Marias Dezendorf, Sarah Maestrales, Kayla Bartz
March 2022
Researchers found that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science.
Paulo Tan, Alexis Padilla, Rachel Lambert
, March 2022
Researchers found that studies continue to avoid meaningful intersectional considerations of race and disability.
Ta-yang Hsieh, Sandra D. Simpkins
March 2022
Researchers found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation.
Jonté A. Myers, Bradley S. Witzel, Sarah R. Powell, Hongli Li, Terri D. Pigott, Yan Ping Xin, Elizabeth M. Hughes
, February 2022
Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies.
Grace A. Chen, Ilana S. Horn
, January 2022
The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions.
Victor R. Lee, Michelle Hoda Wilkerson, Kathryn Lanouette
December 2021
Researchers offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.
Ido Davidesco, Camillia Matuk, Dana Bevilacqua, David Poeppel, Suzanne Dikker
December 2021
This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation.
Guan K. Saw, Charlotte A. Agger
December 2021
Researchers found that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.
Kyle M. Whitcomb, Sonja Cwik, Chandralekha Singh
November 2021
Researchers found that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students.
Lana M. Minshew, Amanda A. Olsen, Jacqueline E. McLaughlin
, October 2021
Researchers found that the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.
Xin Lin, Sarah R. Powell
, October 2021
Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance.
Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique Sealy, Lauren Cabrera, Marquita Sea
, September 2021
This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes.
Toya Jones Frank, Marvin G. Powell, Jenice L. View, Christina Lee, Jay A. Bradley, Asia Williams
August/September 2021
Researchers found that teachers’ experiences of microaggressions accounted for most of the variance in our modeling of teachers’ thoughts of leaving the profession.
Ebony McGee, Yuan Fang, Yibin (Amanda) Ni, Thema Monroe-White
August 2021
Researchers found that 40.7% of the respondents reported that their career plans have been affected by Trump’s antiscience policies, 54.5% by the COVID-19 pandemic.
Martha Cecilia Bottia, Roslyn Arlin Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry
, May 2021
Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.
Iris Daruwala, Shani Bretas, Douglas D. Ready
April 2021
Researchers describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.
Michael A. Gottfried, Jay Plasman, Jennifer A. Freeman, Shaun Dougherty
March 2021
Researchers found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities.
Ebony Omotola McGee
December 2020
This manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces.
Miray Tekkumru-Kisa, Mary Kay Stein, Walter Doyle
November 2020
The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago.
Elizabeth S. Park, Federick Ngo
November 2020
Researchers found that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits.
Karisma Morton, Catherine Riegle-Crumb
August/September 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.
Qi Zhang, Jessaca Spybrook, Fatih Unlu
, July 2020
Researchers consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.
Jennifer Lin Russell, Richard Correnti, Mary Kay Stein, Ally Thomas, Victoria Bill, Laurie Speranzo
, July 20, 2020
Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.
Maithreyi Gopalan, Kelly Rosinger, Jee Bin Ahn
, April 21, 2020
The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research.
Thomas M. Philip, Ayush Gupta
, April 21, 2020
By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics.
Steve Graham, Sharlene A. Kiuhara, Meade MacKay
, March 19, 2020
This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning.
Janina Roloff, Uta Klusmann, Oliver Lüdtke, Ulrich Trautwein
, January 2020
Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality.
: Contemporary Views on STEM Subjects and Language With English Learners
Okhee Lee, Amy Stephens
, 2020
With the release of the consensus report , the authors highlight foundational constructs and perspectives associated with STEM subjects and language with English learners that frame the report.
Angela Calabrese Barton and Edna Tan
, 2020
This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways.
Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker
, 2020
Researchers report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis.
Tatiana Melguizo, Federick Ngo
, 2020
This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college.
Karisma Morton and Catherine Riegle-Crumb
, 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.
Jonathan D. Schweig, Julia H. Kaufman, and V. Darleen Opfer
, 2020
Researchers found that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers.
David Blazar and Casey Archer
, 2020
Researchers found that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners compared to those of their peers in general education classrooms.
Megan Hopkins, Hayley Weddle, Maxie Gluckman, Leslie Gautsch
, December 2019
Researchers show how both researchers and practitioners facilitated research use.
Adrianna Kezar, Samantha Bernstein-Sierra
, October 2019
Findings suggest that Association of American Universities’ influence was a powerful motivator for institutions to alter deeply ingrained perceptions and behaviors.
Denis Dumas, Daniel McNeish, Julie Sarama, Douglas Clements
, October 2019
While students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level.
Jessica Thompson, Jennifer Richards, Soo-Yean Shim, Karin Lohwasser, Kerry Soo Von Esch, Christine Chew, Bethany Sjoberg, Ann Morris
, September 2019
Researchers used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives.
Ross E. O’Hara, Betsy Sparrow
, September 2019
Results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms.
Ran Liu, Andrea Alvarado-Urbina, Emily Hannum
, September 2019
Findings reveal disparate national patterns in gender gaps across the performance distribution.
Adam Kirk Edgerton
, September 2019
Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, the author investigates the decline in the popularity of K–12 standards-based reform.
Amy Noelle Parks
, September 2019
The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways.
Rajeev Darolia, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, Junpeng Yan
, September 30, 2019
Researchers found that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment.
Laura A. Davis, Gregory C. Wolniak, Casey E. George, Glen R. Nelson
, August 2019
The findings point to variation in informational quality across dimensions ranging from clarity of language use and terminology, to consistency and coherence of visual displays, which accompany navigational challenges stemming from information fragmentation and discontinuity across pages.
Juan E. Saavedra, Emma Näslund-Hadley, Mariana Alfonso
, August 12, 2019
Researchers present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country.
F. Chris Curran, James Kitchin
, July 2019
Researchers found suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement.
Kathleen Lynch, Heather C. Hill, Kathryn E. Gonzalez, Cynthia Pollard
, June 2019
Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.
Elizabeth Stearns, Martha Cecilia Bottia, Jason Giersch, Roslyn Arlin Mickelson, Stephanie Moller, Nandan Jha, Melissa Dancy
, June 2019
Researchers found that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration.
Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton
, May 2019
As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, the findings provide a relevant caution.
Colleen M. Ganley, Robert C. Schoen, Mark LaVenia, Amanda M. Tazaz
, March 2019
Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math.
Felicia Moore Mensah
, February 2019
The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers.
Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, Marjorie Seaton
, February 2019
Researchers evaluated STEM coursework selection by women and men in senior high school and university, controlling achievement and expectancy-value variables.
Yasemin Copur-Gencturk, Debra Plowman, Haiyan Bai
, January 2019
The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning.
Rebecca Colina Neri, Maritza Lozano, Louis M. Gomez
, 2019
Researchers found that teacher resistance to CRE as a multilevel learning problem stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it.
Russell T. Warne, Gerhard Sonnert, and Philip M. Sadler
, 2019
Researchers investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM.
Catherine Riegle-Crumb, Barbara King, and Yasmiyn Irizarry
, 2019
Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
Eben B. Witherspoon, Paulette Vincent-Ruz, and Christian D. Schunn
, 2019
Researchers found that high-performing women often graduate with lower paying, lower status degrees.
Bruce Fuller, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia
, 2019
This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010.
Rebekka Darner
, 2019
Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial.
Okhee Lee
, 2019
As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards.
Mark C. Long, Dylan Conger, and Raymond McGhee, Jr.
, 2019
The authors offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses.
Yasemin Copur-Gencturk, Joseph R. Cimpian, Sarah Theule Lubienski, and Ian Thacker
, 2019
Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups.
Geoffrey B. Saxe and Joshua Sussman
, 2019
Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms.
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
, 2019
The authors discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test.
Soobin Kim, Gregory Wallsworth, Ran Xu, Barbara Schneider, Kenneth Frank, Brian Jacob, Susan Dynarski
, 2019
Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes.
Dario Sansone
, December 2018
Researchers found that students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students.
Ebony McGee
, December 2018
The authors argues that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs.
Barbara Means, Haiwen Wang, Xin Wei, Emi Iwatani, Vanessa Peters
, November 2018
Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation.
Paulo Tan, Kathleen King Thorius
, November 2018
Results indicate identity and power tensions that worked against equitable practices.
Caesar R. Jackson
, November 2018
This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU).
Tuan D. Nguyen, Christopher Redding
, September 2018
The results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.
Joseph A. Taylor, Susan M. Kowalski, Joshua R. Polanin, Karen Askinas, Molly A. M. Stuhlsatz, Christopher D. Wilson, Elizabeth Tipton, Sandra Jo Wilson
, August 2018
The meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses. The results of this meta-analysis also support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions.
Brian A. Burt, Krystal L. Williams, Gordon J. M. Palmer
, August 2018
Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors.
Anna-Lena Rottweiler, Jamie L. Taxer, Ulrike E. Nett
, June 2018
Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety.
Gabriel Estrella, Jacky Au, Susanne M. Jaeggi, Penelope Collins
, April 2018
Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs.
Heather C. Hill, Mark Chin
, April 2018
In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes.
Darrell M. Hull, Krystal M. Hinerman, Sarah L. Ferguson, Qi Chen, Emma I. Näslund-Hadley
, April 20, 2018
Both quantitative and qualitative evidence suggest students within this culture respond well to this relatively simple and inexpensive intervention that departs from traditional, expository math instruction in many developing countries.
Erika C. Bullock
, April 2018
The author reviews CME studies that employ intersectionality as a way of analyzing the complexities of oppression.
Angela Calabrese Barton, Edna Tan
, March 2018
Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience.
Sabrina M. Solanki, Di Xu
, March 2018
Researchers found that having a female instructor narrows the gender gap in terms of engagement and interest; further, both female and male students tend to respond to instructor gender.
Susanne M. Jaeggi, Priti Shah
, February 2018
These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development.
Danyelle T. Ireland, Kimberley Edelin Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, Kamilah M. Woodson
, 2018
Researchers found that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education.
Ann Y. Kim, Gale M. Sinatra, Viviane Seyranian
, 2018
Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings.
Guan Saw, Chi-Ning Chang, and Hsun-Yu Chan
, 2018
Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years.
Di Xu, Sabrina Solanki, Peter McPartlan, and Brian Sato
, 2018
This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution.
Christina S. Chhin, Katherine A. Taylor, and Wendy S. Wei
, 2018
Data showed that IES has not funded any direct replications that duplicate all aspects of the original study, but almost half of the funded grant applications can be considered conceptual replications that vary one or more dimensions of a prior study.
Okhee Lee
, 2018
As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science.
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
, 2018
Researchers found no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.
Colleen M. Ganley, Casey E. George, Joseph R. Cimpian, Martha B. Makowski
, December 2017
Researchers found that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors.
James P. Spillane, Megan Hopkins, Tracy M. Sweet
, December 2017
This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education.
Susan A. Yoon, Sao-Ee Goh, Miyoung Park
, December 6, 2017
Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.
Candace Walkington, Virginia Clinton, Pooja Shivraj
, November 2017
Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students.
Rebecca L. Matz, Benjamin P. Koester, Stefano Fiorini, Galina Grom, Linda Shepard, Charles G. Stangor, Brad Weiner, Timothy A. McKay
, November 2017
Biology, chemistry, physics, accounting, and economics lecture courses regularly exhibit gendered performance differences that are statistically and materially significant, whereas lab courses in the same subjects do not.
Adam V. Maltese, Christina S. Cooper
, August 2017
The results reveal that although there is no singular pathway into STEM fields, self-driven interest is a large factor in persistence, especially for males, and females rely more heavily on support from others.
Brian R. Belland, Andrew E. Walker, Nam Ju Kim
, August 2017
Scaffolding has a consistently strong effect across student populations, STEM disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional and educational levels.
Di Xu, Shanna Smith Jaggars
, July 2017
The findings indicate a robust negative impact of online course taking for both subjects.
Maisie L. Gholson, Charles E. Wilkes
, June 2017
This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002).
Sarah Theule Lubienski, Emily K. Miller, and Evthokia Stephanie Saclarides
, November 2017
Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering.
David Blazar, Cynthia Pollard
, October 2017
Drawing on classroom observations and teacher surveys, researchers find that test preparation activities predict lower quality and less ambitious mathematics instruction in upper-elementary classrooms.
Nicole M. Joseph, Meseret Hailu, Denise Boston
, June 2017
This integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes.
Benjamin L. Wiggins, Sarah L. Eddy, Daniel Z. Grunspan, Alison J. Crowe
, May 2017
Researchers describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment.
Sean Gehrke, Adrianna Kezar
, May 2017
This study examines how involvement in four cross-institutional STEM faculty communities of practice is associated with local departmental and institutional change for faculty members belonging to these communities.
Lawrence Ingvarson, Glenn Rowley
, May 2017
This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level.
Will Tyson, Josipa Roksa
, April 2017
This study examines how course grades and course rigor are associated with math attainment among students with similar eighth-grade standardized math test scores.
Anne K. Morris, James Hiebert
, March 2017
Researchers investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation.
Laura M. Desimone, Kirsten Lee Hill
, March 2017
Researchers use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement.
Okhee Lee
, March 2017
This article focuses on how the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed.
Cory Koedel, Diyi Li, Morgan S. Polikoff, Tenice Hardaway, Stephani L. Wrabel
, February 2017
Researchers estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California.
Mary Kay Stein, Richard Correnti, Debra Moore, Jennifer Lin Russell, Katelynn Kelly
, January 2017
Researchers argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in theories regarding how teaching affects student learning and progress in how to measure instruction.
Alan H. Schoenfeld
, December 2016
The author begins by tracing the growth and change in research in mathematics education and its interdependence with research in education in general over much of the 20th century, with an emphasis on changes in research perspectives and methods and the philosophical/empirical/disciplinary approaches that underpin them.
Marcia C. Linn, Libby Gerard, Camillia Matuk, Kevin W. McElhaney
, December 2016
This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education.
: Are Teachers’ Implicit Cognitions Another Piece of the Puzzle?
Almut E. Thomas
, December 2016
Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science.
: A By-Product of STEM College Culture?
Ebony O. McGee
, December 2016
The researcher found that the 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields.
James Cowan, Dan Goldhaber, Kyle Hayes, Roddy Theobald
, November 2016
Researchers discuss public policies that contribute to teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged) as well as potential solutions.
: A Sociological Analysis of Multimethod Data From Young Women Aged 10–16 to Explore Gendered Patterns of Post-16 Participation
Louise Archer, Julie Moote, Becky Francis, Jennifer DeWitt, Lucy Yeomans
, November 2016
Researchers draw on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), focusing in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.
Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
, October 2016
In a randomized field trial with 2,850 seventh-grade mathematics students, researchers evaluated whether an educational technology intervention increased mathematics learning.
: Making Research Participation Instructionally Effective
Sherry A. Southerland, Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka, Miray Tekkumru-Kisa
, October 2016
As current reform efforts in science place a premium on student sense making and participation in the practices of science, researchers use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences.
Brian R. Belland, Andrew E. Walker, Nam Ju Kim, Mason Lefler
, October 2016
This review addresses the need for a comprehensive meta-analysis of research on scaffolding in STEM education by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula.
Vaughan Prain, Brian Hand
, October 2016
Researchers claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning, drawing on both past and current research on writing as an epistemological tool and on their professional background in science education research, acknowledging its distinctive take on the use of writing for learning.
June Ahn, Austin Beck, John Rice, Michelle Foster
, September 2016
Researchers present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where the researchers are exploring the impact of educational software on students’ academic achievement.
Barbara King
, September 2016
This study uses nationally representative data from a recent cohort of college students to investigate thoroughly gender differences in STEM persistence.
Ryan C. Svoboda, Christopher S. Rozek, Janet S. Hyde, Judith M. Harackiewicz, Mesmin Destin
, August 2016
This longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the socioeconomic status (SES) and mathematics and science course-taking relationship.
Mathematics Course Placements in California Middle Schools, 2003–2013
Thurston Domina, Paul Hanselman, NaYoung Hwang, Andrew McEachin
, July 2016
Researchers consider the organizational processes that accompanied the curricular intensification of the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubling to 65% between 2003 and 2013.
Lina Shanley
, July 2016
Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and between early and later mathematics growth parameters.
Mimi Engel, Amy Claessens, Tyler Watts, George Farkas
, June 2016
Analyzing data from two nationally representative kindergarten cohorts, researchers examine the mathematics content teachers cover in kindergarten.
F. Chris Curran, Ann T. Kellogg
, June 2016
Researchers present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity.
Rachel Garrett, Guanglei Hong
, June 2016
Analyzing the Early Childhood Longitudinal Study–Kindergarten cohort data, researchers find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners’ math performance, while using homogeneous grouping only is detrimental.
Jennifer Gnagey, Stéphane Lavertu
, May 2016
This study is one of the first to estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools using student-level data.
Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Isabelle Häfner, Brigitte M. Brisson, Ulrich Trautwein, Benjamin Nagengast
, May 2016
Through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms, researchers address how interventions on students’ STEM motivation in school affect motivation in subjects not targeted by the intervention.
Rebecca M. Callahan, Melissa H. Humphries
, April 2016
Researchers employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002.
Federick Ngo, Tatiana Melguizo
, March 2016
Researchers take advantage of heterogeneous placement policy in a large urban community college district in California to compare the effects of math remediation under different policy contexts.
: An Analysis of German Fourth- and Sixth-Grade Classrooms
Steffen Tröbst, Thilo Kleickmann, Kim Lange-Schubert, Anne Rothkopf, Kornelia Möller
, February 2016
Researchers examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms.
: A Mixed-Methods Study
David F. Feldon, Michelle A. Maher, Josipa Roksa, James Peugh
, February 2016
Researchers offer evidence of a similar phenomenon to cumulative advantage, accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories.
: The Influence of Time, Peers, and Place
Luke Dauter, Bruce Fuller
, February 2016
Researchers hypothesize that pupil mobility stems from the (a) student’s time in school and grade; (b) student’s race, class, and achievement relative to peers; (c) quality of schooling relative to nearby alternatives; and (4) proximity, abundance, and diversity of local school options.
: How Workload and Curricular Affordances Shape STEM Faculty Decisions About Teaching and Learning
Matthew T. Hora
, January 2016
In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses.
Jessaca Spybrook, Carl D. Westine, Joseph A. Taylor
, January 2016
This article provides empirical estimates of design parameters necessary for planning adequately powered cluster randomized trials (CRTs) focused on science achievement.
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Steve Maczuga
, January 2016
Researchers examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools.
: Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
Lois Weis, Margaret Eisenhart, Kristin Cipollone, Amy E. Stich, Andrea B. Nikischer, Jarrod Hanson, Sarah Ohle Leibrandt, Carrie D. Allen, Rachel Dominguez
, December 2015
Researchers present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of “inclusive STEM-focused schools,” to address weaknesses in urban high schools with majority low-income and minority students.
: How Do They Interact in Promoting Science Understanding?
Jasmin Decristan, Eckhard Klieme, Mareike Kunter, Jan Hochweber, Gerhard Büttner, Benjamin Fauth, A. Lena Hondrich, Svenja Rieser, Silke Hertel, Ilonca Hardy
, December 2015
Researchers examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking.
: An International Perspective
William H. Schmidt, Nathan A. Burroughs, Pablo Zoido, Richard T. Houang
, October 2015
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy.
Xueli Wang
, September 2015
This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields.
: Trends and Predictors
David M. Quinn, North Cooc
, August 2015
With research on science achievement disparities by gender and race/ethnicity often neglecting the beginning of the pipeline in the early grades, researchers address this limitation using nationally representative data following students from Grades 3 to 8.
Shaun M. Dougherty, Joshua S. Goodman, Darryl V. Hill, Erica G. Litke, Lindsay C. Page
, May 2015
Researchers highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking.
David F. Feldon, Michelle A. Maher, Melissa Hurst, Briana Timmerman
, April 2015
This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM.
: Reviving Science Education for Civic Ends
John L. Rudolph
, December 2014
This article revisits John Dewey’s now-well-known address “Science as Subject-Matter and as Method” and examines the development of science education in the United States in the years since that address.
Dermot F. Donnelly, Marcia C. Linn Sten Ludvigsen
, December 2014
The National Science Foundation–sponsored report Fostering Learning in the Networked World called for “a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences”; we review research on science inquiry learning environments (ILEs) to characterize current platforms.
: A Longitudinal Case Study of America’s Chemistry Teachers
Gregory T. Rushton, Herman E. Ray, Brett A. Criswell, Samuel J. Polizzi, Clyde J. Bearss, Nicholas Levelsmier, Himanshu Chhita, Mary Kirchhoff
, November 2014
Researchers perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce.
: Relations Between Early Mathematics Knowledge and High School Achievement
Tyler W. Watts, Greg J. Duncan, Robert S. Siegler, Pamela E. Davis-Kean
, October 2014
Researchers find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics.
T. Jared Robinson, Lane Fischer, David Wiley, John Hilton, III
, October 2014
The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics.
: 1968–2009
Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David K. Pugalee
, October 2014
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality.
Andrew D. Plunk, William F. Tate, Laura J. Bierut, Richard A. Grucza
, June 2014
Using logistic regression with Census and American Community Survey (ACS) data ( = 2,892,444), researchers modeled mathematics and science course graduation requirement (CGR) exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree.
Corey Drake, Tonia J. Land, Andrew M. Tyminski
, April 2014
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, researchers seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching?
Lorraine M. McDonnell, M. Stephen Weatherford
, December 2013
This article draws on theories of political and policy learning and interviews with major participants to examine the role that the Common Core State Standards (CCSS) supporters have played in developing and implementing the standards, supporters’ reasons for mobilizing, and the counterarguments and strategies of recently emerging opposition groups.
: Motivation, High School Learning, and Postsecondary Context of Support
Xueli Wang
, October 2013
This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions.
Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller
, October 2013
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers.
: Teaching Critical Mathematics in a Remedial Secondary Classroom
Andrew Brantlinger
, October 2013
The researcher presents results from a practitioner research study of his own teaching of critical mathematics (CM) to low-income students of color in a U.S. context.
Jason G. Hill, Ben Dalton
, October 2013
This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09).
Kristin F. Butcher, Mary G. Visher
, September 2013
This study uses random assignment to investigate the impact of a “light-touch” intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform students about available services.
Janet M. Dubinsky, Gillian Roehrig, Sashank Varma
, August 2013
Researchers argue that the neurobiology of learning, and in particular the core concept of , have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning.
: The Impact of Undergraduate Research Programs
M. Kevin Eagan, Jr., Sylvia Hurtado, Mitchell J. Chang, Gina A. Garcia, Felisha A. Herrera, Juan C. Garibay
, August 2013
Researchers’ findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.
Okhee Lee, Helen Quinn, Guadalupe Valdés
, May 2013
This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in “A Framework for K–12 Science Education,” released by the National Research Council (2011).
Liliana M. Garces
, April 2013
This study examines the effects of affirmative action bans in four states (California, Florida, Texas, and Washington) on the enrollment of underrepresented students of color within six different graduate fields of study: the natural sciences, engineering, social sciences, business, education, and humanities.
: Learning Lessons From Research on Diversity in STEM Fields
Shirley M. Malcom, Lindsey E. Malcom-Piqueux
, April 2013
Researchers argue that social scientists ought to look to the vast STEM education research literature to begin the task of empirically investigating the questions raised in the case.
Roslyn Arlin Mickelson, Martha Cecilia Bottia, Richard Lambert
, March 2013
This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K–12 schools students attend.
Jeffrey Grigg, Kimberle A. Kelly, Adam Gamoran, Geoffrey D. Borman
, March 2013
Researchers examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools.
:
Angela Calabrese Barton, Hosun Kang, Edna Tan, Tara B. O’Neill, Juanita Bautista-Guerra, Caitlin Brecklin
, February 2013
This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years.
: A Review of the State of the Field
Shuchi Grover, Roy Pea
, January 2013
This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Jeannette Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.
Catherine Riegle-Crumb, Barbara King, Eric Grodsky, Chandra Muller
, December 2012
This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement.
Richard M. Ingersoll, Henry May
, December 2012
This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover.
: How Families Shape Children’s Engagement and Identification With Science
Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, Billy Wong
, October 2012
Drawing on the conceptual framework of Bourdieu, this article explores how the interplay of family habitus and capital can make science aspirations more “thinkable” for some (notably middle-class) children than others.
Erin Marie Furtak, Tina Seidel, Heidi Iverson, Derek C. Briggs
, September 2012
This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students.
Jaekyung Lee, Todd Reeves
, June 2012
This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990–2009 NAEP state assessment data.
: Toward a Theory of Teaching
Paola Sztajn, Jere Confrey, P. Holt Wilson, Cynthia Edgington
, June 2012
Researchers propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs).
: The Perspectives of Exemplary African American Teachers
Jianzhong Xu, Linda T. Coats, Mary L. Davidson
, February 2012
Researchers argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching.
Rebecca M. Schneider, Kellie Plasman
, December 2011
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Brian A. Nosek, Frederick L. Smyth
, October 2011
Researchers examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.
Libby F. Gerard, Keisha Varma, Stephanie B. Corliss, Marcia C. Linn
, September 2011
Researchers’ findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms.
: Teaching and Learning Impacts of Reading Apprenticeship Professional Development
Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, Barbara Jones
, June 2011
This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers’ instructional practices and students’ achievement in science and literacy.
Paul Cobb, Kara Jackson
, May 2011
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence.
P. Wesley Schultz, Paul R. Hernandez, Anna Woodcock, Mica Estrada, Randie C. Chance, Maria Aguilar, Richard T. Serpe
, March 2011
This study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control.
: Three Large-Scale Studies
Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, Lawrence P. Gallagher
, December 2010
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics.
: Examining Disparities in College Major by Gender and Race/Ethnicity
Catherine Riegle-Crumb, Barbara King
, December 2010
The authors analyze national data on recent college matriculants to investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping such disparities.
Mary Kay Stein, Julia H. Kaufman
, September 2010
This article begins to unravel the question, “What curricular materials work best under what kinds of conditions?” The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning.
Andy R. Cavagnetto
, September 2010
This study of 54 articles from the research literature examines how argument interventions promote scientific literacy.
Victoria M. Hand
, March 2010
The researcher examined how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions.
Terrence E. Murphy, Monica Gaughan, Robert Hume, S. Gordon Moore, Jr.
, March 2010
Researchers evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university.
Are you a STEM (Science, Technology, Engineering, and Mathematics) student looking for inspiration for your next research project? You’re in the right place! Quantitative research involves gathering numerical data to answer specific questions, and it’s a fundamental part of STEM fields. To help you get started on your research journey, we’ve compiled a list of 200 quantitative research title for stem students. These titles span various STEM disciplines, from biology to computer science. Whether you’re an undergraduate or graduate student, these titles can serve as a springboard for your research ideas.
These 200 quantitative research titles offer a diverse array of options to inspire your next STEM research endeavor. Always remember to select a subject that truly captivates your interest and curiosity, as your enthusiasm and curiosity will drive your research to new heights. Good luck with your research journey, STEM student!
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Are you a budding engineer eager to delve into the fascinating world of research? Whether you’re passionate about robotics, environmental sustainability, or cutting-edge technologies, there’s a wealth of research opportunities waiting for you. In this blog, we’ll dive into research topics for stem students engineering, presented in simple language to ignite your curiosity and inspire your academic pursuits.
Research lies at the heart of engineering advancement. It’s the driving force behind innovation, pushing the boundaries of what’s possible and addressing complex challenges facing society.
Through research, engineers develop new technologies, improve existing systems, and contribute to solutions for global issues such as climate change, healthcare, and transportation.
Before delving into specific research topics, it’s crucial to consider your interests, skills, and the impact you aspire to make. Ask yourself:
Once you’ve reflected on these questions, you’ll be better equipped to select a research topic that aligns with your passion and goals.
Renewable energy technologies.
One of the most common problems faced by STEM students is the challenging nature of the curriculum and the associated workload. STEM subjects often require rigorous analytical thinking, problem-solving skills, and a strong foundation in mathematics and science. As a result, students may feel overwhelmed by the volume of coursework, complex concepts, and demanding laboratory assignments.
Additionally, the fast-paced nature of technological advancements in STEM fields can sometimes make it difficult for students to keep up with the latest developments. This pressure to stay updated and relevant in their chosen field can lead to stress and burnout.
Furthermore, the lack of diversity and representation in STEM fields can create feelings of isolation or imposter syndrome among students, especially those from underrepresented groups. This sense of not belonging or not being taken seriously can impact their confidence and motivation.
Moreover, the competitive nature of STEM disciplines, particularly in academia and industry, can create pressure to excel academically or secure prestigious internships and research opportunities. This intense competition may contribute to feelings of inadequacy or self-doubt among students.
Overall, while pursuing STEM education offers numerous opportunities for intellectual growth and career advancement, students may encounter challenges related to the demanding curriculum, pressure to succeed, and issues of diversity and inclusion within the field.
Embarking on a journey of rresearch topics for stem students engineering offers a world of possibilities to explore, innovate, and contribute to meaningful advancements in society.
Whether you’re passionate about renewable energy, artificial intelligence, biomedical engineering, or sustainable infrastructure, there’s a research topic waiting for you to dive in and make a difference.
Remember to follow your interests, stay curious, and embrace the challenges and discoveries that come with the pursuit of knowledge in STEM fields. Your journey as a STEM student in engineering is just beginning, and the opportunities for growth and impact are boundless.
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Are you looking for incredible experimental quantitative research topics for STEM students? Then you are in the right place. Here, we’ll explore the fantastic experimental research topics for STEM students and others you want to learn. That will help you to increase your knowledge in your field.
Experimental quantitative research plays a pivotal role in STEM. These students explore a broad range of multidisciplinary experimental quantitative research subjects. STEM students take on challenges that push the boundaries of knowledge, whether by studying the complexities of ecological systems, creating novel technologies, delving into the workings of the human brain, or investigating the subtleties of subatomic particles.
Before jumping to our main topic, experimental quantitative research topics for STEM students. Let’s learn about what STEM is.
STEM is an acronym that stands for Science, Technology, Engineering, and Mathematics. It is an interdisciplinary approach to learning and problem-solving that combines these four main areas. Scientists, technicians, engineers, and mathematicians collaborate to address challenging real-world challenges and generate novel solutions in the STEM fields.
Let’s know about how to do experimental research. Before starting the experimental quantitative research topics for STEM students.
Here are 8 key points on how to do experimental research effectively.
Begin by defining a clear and focused research question. A well-defined question provides a purpose and direction for your experiment, guiding your choices in variables and methodology.
Conduct a comprehensive literature review to understand the existing knowledge in your field. This step helps you identify gaps in research and ensures your experiment contributes meaningfully to the scientific community.
Carefully define the variables you will manipulate (independent variable) and measure (dependent variable). Precise definitions are crucial for the validity of your experiment, ensuring you measure what you intend to study.
Also read: 199+ Quantitative Research Topics For STEM Students to Try Now
Use randomization to assign participants randomly to experimental and control groups. Control all other variables that might influence the outcome, creating a controlled environment. This minimizes biases and enhances the reliability of your results.
Develop standardized procedures for conducting the experiment. Consistency in methods across participants and groups is essential to ensure that any observed effects are due to the manipulated variables and not external factors.
Employ accurate and reliable methods to collect data. Be meticulous in recording observations and measurements. Utilize appropriate tools and technologies to minimize errors and enhance the precision of your data.
Use appropriate statistical techniques to analyze the collected data. Statistical analysis helps you identify patterns, relationships, and significant differences between groups. Proper analysis is key to drawing valid conclusions from your experiment.
Effectively communicate your research findings through clear and concise writing. Present your results, methods, and conclusions in a structured manner, adhering to the standards of scientific reporting. Transparent communication ensures that others can understand, evaluate, and build upon your research.
By following these 8 points, you can conduct experimental research in a systematic, reliable, and impactful manner, leading to valuable contributions to your field of study. Now, let’s move to the main topic, experimental quantitative research topics for STEM students.
Certainly, there are more than 189+ experimental quantitative research topics for STEM students, categorized into different fields:
Also read: 139+ Creative SK Projects Ideas: Your Key to Creative Achievement
Here, we discussed the list of incredible experimental quantitative research topics for STEM students.
Above, we discussed the list of experimental quantitative research topics for STEM students. Now, let’s discuss some experimental research topics suitable for high school students.
These research topics cover a wide range of disciplines, allowing high school students to engage in exciting and educational experiments while nurturing their scientific curiosity and passion.
Selecting the right experimental research topic is an essential step to scoring in academic life. However, some common mistakes can hinder your research progress. Let’s explore six pitfalls to avoid:
Choosing a topic solely based on its popularity or perceived prestige can lead to a lack of personal connection—your emotional investment matters. Select a subject that genuinely intrigues and excites you, as your enthusiasm will be your driving force throughout the research journey.
Setting unrealistic expectations can lead to frustration and burnout. Remember, you’re not expected to solve the world’s most complex problems with a single experiment. Start with manageable, well-defined objectives that align with your resources and timeframe.
Overestimating your skills can be disheartening. Choose a topic that matches your current knowledge and expertise. Gradual growth is emotionally rewarding, and as you gain proficiency, you can tackle more complex challenges.
Research can be emotionally draining if you lack the necessary resources, be it equipment, materials, or mentorship. Before diving in, ensure you have access to the tools and guidance required for your chosen topic.
Focusing solely on your topic’s microcosm may lead to a lack of context. Remember to examine how your research fits into the larger scientific landscape. This perspective can be emotionally fulfilling, knowing that your work contributes to a broader understanding.
Also read: 21+ Best Paying Jobs In Computer Software Prepackaged Software
Some topics may have ethical considerations or evoke emotional responses. Be aware of the potential emotional toll and moral dilemmas that your research may entail. Ensure that you’re emotionally prepared to address these issues responsibly.
Here, we discussed the mistakes to avoid while choosing the experimental research topics.
In this blog, we discussed the experimental quantitative research topics for STEM students, how to do research, what is STEM, some research topics for high school, and mistakes that should be avoided while choosing the experimental research topics.
In conclusion, an experimental research topic is valuable for STEM students to increase their practical knowledge. Each research topic we choose in this blog will definitely help you to achieve your academic goals. Experimental quantitative research gives STEM students concrete insights to deepen their scientific understanding.
STEM students, addressing what STEM is and why research matters in this field. The key takeaway is to choose a topic that resonates with your passion and aligns with your goals, ensuring a successful journey in STEM research. Choose the best Experimental Quantitative Research Topics For STEM students today!
Q1. why is experimental quantitative research important for stem students .
It is important because it fosters critical thinking, problem-solving skills, and hands-on learning. It allows STEM students to explore real-world questions, make evidence-based discoveries, and contribute to advancements in their chosen fields.
STEM students will develop skills in critical thinking, data analysis, problem-solving, project management, and effective communication. These skills are valuable in both academia and the workplace.
A good research question should be specific, clear, measurable, and relevant. It should also be focused on testing a hypothesis or addressing a knowledge gap in your field.
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As educators, it’s essential to keep our classroom activities fresh, engaging, and educational. Not only to keep our kids engaged, but as their teachers and leaders, we want to be excited about our lessons too. Here at STEAM Powered Family we are all about STEM and STEAM and the power it has to shape not only our lessons, but also to change our world. STEM (Science, Technology, Engineering, and Mathematics) is more than just a buzzword, it’s a way to frame the complex world around us in ways that make sense, while fostering the curiosity of our future change makers. With this in mind, I’m excited to share a fantastic resource to help you with your lesson planning for the next year! The Monthly STEM Ideas for the Classroom printable .
What you will discover in this article!
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It can be hard for teachers, educators and homeschoolers to constantly come up with new and innovative ideas for students. We’ve been there, and we know the struggle is real!
We all could use a little inspiration every once and a while.
Throughout the year there are many special days that are assigned either nationally or internationally to mark important topics, take Earth Day for example in April or Pi Day in March. Knowing when these days are can help you plan out your year more effectively, but who has time to research all of that?
Well, we have done the work for you!
This printable is packed with inspiration and STEM ideas that align with special dates, seasons, and educational themes, ensuring that your teaching remains relevant and timely. From coding and chemistry, to environmental science and robotics, each month offers a fresh new STEM topic to explore that will ignite the curiosity and inventiveness of your students.
With these ideas you can customize your classroom lessons or homeschool plans, curate special library materials and school displays, or plan epic after school programs that kids will never forget! Best of all, you can adapt these ideas with activities for all ages, from preschool to high school.
To access this printable, simply enter your email address in the form, then check your email to unlock the printable. As a member of the STEAM Powered Family mailing list you will get access to this, plus many more educational resources.
Here is a taste of what we cover in the printable.
Kick off the school year by diving into the world of coding . Whether it’s creating a game on Scratch or building a simple robot , students will gain hands-on experience that teaches problem-solving and computational thinking.
October brings the magic of chemistry to life. Chemistry doesn’t need to be scary. Try simple baking soda and vinegar reactions , grow crystals , make rubber bouncy eggs , or elephant toothpaste . There are so many different ways you can bring chemistry to your lessons for all ages.
Celebrate all facets of STEM and integrate arts to turn it into STEAM. A school-wide STEM fair or a STEAM art project can showcase creative educational approaches to interdisciplinary subjects.
Explore the potential of computer science. From an Hour of Code to designing websites, students learn skills that are crucial in today’s digital world.
The learning continues, with ideas for the rest of the year. Spring into April with Earth Day , where students can engage in activities from tree planting to learning about sustainability. As the year progresses, each month unveils new themes and activities like National Space Day in May and National Moon Day in July, ensuring that the learning never stops.
This printable is more than just activities, it’s a planning tool that will help you integrate STEM into daily classroom life. Students will see how their lessons have real-world applications, and when that happens, you will see magic!
We also want to ensure we are helping our teachers and educators. Using this printable will help you reach curriculum goals, enhance students’ understanding of complex concepts, and builds a foundation for future scientific inquiry and exploration.
Some tips for making the most of your planning for the school year.
Use the printable as a resource to plan your school year. Align it with your curriculum goals and learning outcomes. Ensure you have all necessary materials ready to go for each month. You may want to stock up your No Prep Teacher Toolkit to ensure you are covered for the whole year. Especially when you want some quick STEM wins.
Once you have identified the themes you want to explore. Spend some time searching through our massive archives here at STEAM Powered Family. We have hundreds of STEM project ideas to help you make the most of your lessons with hands on discovery and learning. Use the categories in the menu at the top to explore or use the search bar for quick wins.
To supplement this printable, you can also grab our Weekly Educational Ideas for the Classroom printable. This is packed with even more ideas for your lesson plans.
Tie the activities to corresponding seasons, events, or days that are important to your students. Nothing makes learning more impactful, than shaping lessons around what is important to the students.
Planning lessons can be overwhelming but it can also be really exciting. Hopefully this resource can help take away some of the overwhelm and make your year one your kids will never forget!
Happy planning and teaching, from the whole team here at STEAM Powered Family.
5 Days of Smart STEM Ideas for Kids
Get started in STEM with easy, engaging activities.
Rhode island high schoolers embrace stem lessons at icerm’s girls get math program.
The five-day camp at Brown’s Institute for Computational and Experimental Research in Mathematics engages students in hands-on math activities and advanced computational labs, guided by experts.
Girls Get Math is designed to cultivate interest, inspire confidence and instill a sense of belonging for young students exploring math and science fields. Photo by Halle Bryant
PROVIDENCE, R.I. [Brown University] — No cabins, canoes or campfires, for a week at least — this summer, a group of Rhode Island high schoolers swapped s'mores and singalongs for STEM topics at GirlsGetMath@ICERM , a five-day math camp at Brown University.
Hosted by Brown’s Institute for Computational and Experimental Research in Mathematics , the annual camp is designed to cultivate interest, inspire confidence and instill a sense of belonging for young students exploring math and science fields. It introduces concepts not often included in traditional high school curricula through activities, games, lectures and computer labs.
This year's program welcomed 23 rising 10th and 11th graders from across Rhode Island, who engaged in a range of interactive activities, hands-on labs and thought-provoking discussions where students could explore the beauty and utility of mathematics. Each morning, for instance, the Girls Get Math students tackled a question of the day, with topics ranging from whimsical musings like “What color is math?” to technical queries such as “What’s your favorite trig function?” The questions served as icebreakers, sparking discussions that made mathematics approachable and engaging, students said.
"The best part was meeting girls my age who love the same things I do and love math,” said Briella Weimer, a junior at Barrington High School.
One highlight was a visit to the Harris Lab at Brown's School of Engineering, where students were introduced to fluid dynamics, impact dynamics, materials science and structural optimization. Under the guidance of Brown graduate students, participants explored the principles of fluid viscosity by injecting bubbles into different materials, a hands-on experiment that tied physics concepts like friction and gravity to real-world applications.
Visiting a lab in Brown's School of Engineering, students explored the principles of fluid viscosity by injecting bubbles into different materials. Photo by Halle Bryant
This year's program welcomed 23 rising 10th and 11th graders from across Rhode Island. Photo by Halle Bryant
At ICERM, students got an introduction to MATLAB, a mathematical programming language widely used in academic research. Photo by Halle Bryant
Back at ICERM — one of just seven federally funded mathematics institutes across the nation — the students dove into computation-based labs, including an introduction to MATLAB, a mathematical programming language widely used in research. They also explored topics such as epidemic modeling, image processing, and the creation of digital filters and effects, gaining valuable skills that are typically introduced in college-level courses.
"It was exciting to see the questions the students were asking throughout the week and how deep and interesting those questions were,” said Amalia Culiuc, a lecturer in applied mathematics, who leads the program with Anarina Murillo, an assistant professor of biostatistics at Brown. “Every year we are really impressed by how quickly students go from playing with math to really being serious about it and doing really serious math with just a little bit of background.”
This year’s program included funding from grants and gifts from the American Mathematical Society, Math for America, MathWorks and Rhode Island Energy.
Brain-computer interface allows man with als to ‘speak’ again, new study unveils 16,000 years of climate history in the tropical andes, isabel tribe: examining ancient sediment to predict earth’s future.
As radioisotopes power the Perseverance rover to explore Mars, perseverance “powered” three winners to write essays each year till they achieved their mission goal of winning NASA’s Power to Explore Challenge . These students explored behind the scenes at NASA's Glenn Research Center and Great Lakes Science Center (GLSC) in Cleveland after writing the top essays in the national contest.
The competition for kindergarten through 12th grade students focuses on the enabling power of radioisotopes. Students were challenged to learn how NASA has powered some of its most famous science missions and to dream up how their personal “superpower” would energize their own radioisotope-powered science mission.
Judges narrowed down over a seventeen hundred creative essays to 45 semi-finalists, who received prize packs, nine finalists, who participated in a videoconference with NASA experts, and three winners, who were awarded with a visit to NASA Glenn.
Dr. Wanda Peters
Acting Deputy Director, NASA's Glenn Research Center
“I’m so impressed by the work of these talented young students,” said Dr. Wanda Peters, acting deputy center director at NASA Glenn. “It’s wonderful to see their interest, innovation, and creativity at this stage in their lives. Our future is bright!”
Rainie Lin , the kindergarten through fourth grade winner; Aadya Karthik , the fifth through eighth grade winner, and Thomas Liu , the ninth through 12th grade winner, toured several research facilities including the Electric Propulsion and Power Laboratory , Telescience Support Center , Graphics and Visualization Lab , and Simulated Lunar Operations Lab . Along the way, they met with engineers and researchers to learn about NASA’s missions and the technologies that are innovating exploration.
The next day students and their families traveled to GLSC, which houses NASA Glenn’s Visitor Center. Accompanied by members of NASA’s Radioisotope Power Systems (RPS) team, the group toured the visitor center and explored the many interactive displays.
“It was our pleasure to host the three student winners of The Power to Explore Challenge, and I hope that this visit will further inspire and motivate them to pursue their interests in science and exploration,” said Carl Sandifer, manager for NASA’s RPS Program. "We are so impressed by the ideas and quality of the essays submitted this year and we can’t wait to what new ideas student come up with for next year’s challenge!”
The Power to Explore Challenge asked students to learn about the RPS, one of NASA’s “nuclear batteries” it uses to explore some of the most extreme destinations in our solar system and beyond. Students then wrote about their own power to achieve goals in 250 words or less.
NASA will hold its fourth-annual Power to Explore Challenge later this fall. For more information on the challenge visit: The Power to Explore Writing Challenge homepage .
ABOUT THE CHALLENGE:
Power to Explore is a national essay challenge that asks students in grades K-12 to learn about Radioisotope Power Systems (RPS), a type of “nuclear battery” that NASA uses to explore some of the most extreme destinations in our solar system and beyond, and then write about, in 250 words or less, an RPS-powered space mission that would energize their space exploration dreams.
ABOUT FUTURE ENGINEERS:
Future Engineers hosts online contests and challenges for K-12 students. Previous challenges have helped produce historic achievements – from naming NASA’s Perseverance rover to manufacturing the first student-designed 3D print in space. All challenges are offered free for student and classroom participation. For more information, visit futureengineers.org . Follow Future Engineers on Twitter , Facebook , and Instagram .
Media Contact: Kristin Jansen Public Affairs Specialist Office of Communications NASA RPS Program Phone: 216-296-2203 Email: [email protected]
Radioisotope Power Systems
About Plutonium-238
Radioisotope Power Systems Missions
Radioisotope Power Systems Safety and Reliability
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The U.S. National Science Foundation has awarded researchers in Maine, Mississippi, New Mexico, Puerto Rico and Rhode Island roughly $38 million through the Established Program to Stimulate Competitive Research (EPSCoR), which promotes the development of research competitiveness among 28 targeted states and territories, called jurisdictions. The awards, facilitated by the NSF EPSCoR Collaborations for Optimizing Research Ecosystems Research Infrastructure Improvement (E-CORE RII) program and NSF EPSCoR Research Incubators for STEM Excellence Research Infrastructure Improvement (E-RISE RII) program, aim to enhance research facilities, form new networks, support workforce development and accelerate economic growth in parts of the U.S. that have historically received less funding for scientific research. "The NSF EPSCoR program is critical to ensure that we are creating opportunities and investing in innovation in every part of the United States," said NSF Director Sethuraman Panchanathan. "These new E-CORE RII and E-RISE RII awards will positively impact our nation by advancing the breadth of STEM research, research infrastructure and workforce development while catalyzing opportunities for research and education in EPSCoR jurisdictions and beyond." The E-CORE RII opportunity aids in building capacity in targeted research infrastructure cores within a jurisdiction's research ecosystems. Capacity building may include developing, enhancing and sustaining research administration, facilities, workforce development, partnerships, community engagement and economic development.
The E-RISE RII opportunity supports research teams and products in a scientific area linked to jurisdictional science and technology plans. It seeks innovative proposals for sustainable networks to enhance STEM research capacity in a selected research area that has the potential for sustainable socioeconomic impact within the jurisdiction. E-RISE RII projects aim to build research competitiveness, develop a skilled workforce, promote diversity and inclusion and integrate research efforts.
E-CORE RII and E-RISE RII were established in response to the 2022 Study of the Established Program to Stimulate Competitive Research , the Envisioning the Future of NSF EPSCoR report and the "CHIPS and Science Act of 2022." This round of awards will catalyze economic growth by propelling laboratory research to scalable commercial products and bringing together expertise from multiple institutions to unravel complex scientific challenges. The awards will strengthen workforce development through educational initiatives that will help economically disadvantaged students and promote diversity, inclusion and accessibility by cultivating scientists and researchers from different backgrounds with various experiences and points of view.
E-CORE RII: Research Infrastructure Optimization for New Mexico Led by The University of New Mexico, this project aims to connect New Mexico's emerging research institutions (ERIs) with the broader state research ecosystem consisting of national laboratories, high-tech industries and established research universities. By strengthening New Mexico's research infrastructure, the project will foster innovation, which will lead to economic growth in critical sectors and create high-value employment opportunities for graduates from ERIs. The project will also provide the state legislature with insights on economic and workforce trends to enable strategic investments in key areas and foster a culture of inclusion and diversity, thereby broadening participation in the scientific enterprise across individuals, institutions and sectors.
Collaborating institutions (subawardees): Central New Mexico Community College, New Mexico Institute of Mining and Technology, Navajo Technical University and New Mexico State University. E-CORE RII: Rhode Island Inclusive Network for Excellence in Science and Technology The University of Rhode Island is leading this project to enable the state of Rhode Island and the Narragansett Indian Tribe and its citizens to develop and maintain a sustainable, broadly inclusive and competitive research ecosystem that supports use-inspired S&T and workforce development. The project will sustainably develop capacity, programming, platforms and partnerships that serve and benefit institutions of higher education across Rhode Island by institutionalizing research infrastructure support programs and implementing innovative programs that lead to increased collaborations across the state's institutions. These platforms and systems will lead to an inclusive network for scientific opportunities with low barriers to entry, an increased number of students from minoritized and tribal backgrounds that flourish in STEM, and the creation of new initiatives that align with the strategic diversity, equity, inclusion, justice and access plans of the collaborating institutions.
Collaborating institutions (subawardees): Brown University, Rhode Island College, Rhode Island School of Design and Roger Williams University. E-CORE RII: Mississippi Research Alliance The vision of this project, led by Mississippi State University, is to be a transformative force in the Mississippi research and innovation ecosystem. The project will forge strategic partnerships that harness and enhance existing human and physical assets and coordinate new investments to position Mississippi as a national front-runner in S&T. The project will strengthen strategic governance, improve sustainable access to instrumentation and foster cross-institutional collaborations, thereby boosting cutting-edge research carried out by interdisciplinary teams and resulting in exponential gains to Mississippi's knowledge-based economy. The project's integrated approach will create a research and development ecosystem that builds strategic alliances among research and ERIs, state agencies and public and private organizations to positively impact education, workforce development and the broader societal understanding of scientific endeavors.
Collaborating institutions (subawardees): The University of Southern Mississippi, The University of Mississippi, Mississippi Vally State University. E-RISE RII: Maine Algal Research Infrastructure and Accelerator The Bigelow Laboratory for Ocean Sciences leads this project to build the Maine Algal Research Infrastructure and Accelerator which will serve as a nucleus for algae-based innovation in Maine and catalyze economic growth and workforce development. This state-of-the-art research infrastructure will be used to streamline exploration of algae's commercial potential -- from individual cell-level analysis to product optimization and eventual scaling. The project will lead to the discovery of novel approaches to harness algae as efficient biofactories for synthesizing new high-value products relevant to the "Maine Innovation Economy Action Plan," while aligning strategic collaborations, including with local farmers and algal companies, to create an accelerated network to enhance the agricultural, aquaculture and pharmaceutical potential of algae in Maine.
Collaborating institutions (subawardees): Mount Desert Island Biological Laboratory, University of New England, Colby College, Maine Center for Entrepreneurs and Gulf of Maine Ventures. E-RISE RII: Cracking the Developmental Blueprint of Life: Omics, Computational Science, and Artificial Intelligence This project, led by the University of Puerto Rico-Rio Piedras, will position Puerto Rico as a thriving hub for innovation and economic growth in the life science and biotech/molecular sectors. Faculty from seven institutions will come together to unravel the complexities of developmental biology by examining the evolutionary and developmental framework of butterfly divergence. The project will delve into the fundamental science of evolution and adaptation, seeking to decipher the molecular intricacies that govern cellular processes and organismal development. The novelty of the project lies in the single cell-genomic resolution around which all other molecular information will be integrated using cutting-edge computational and AI approaches. Also included in the project will be workforce development initiatives that integrate STEM education and interventions to cultivate skills for both academic and non-academic careers, in part by generating important resources for the broader scientific community and through outreach activities tailored to K-12 teachers and students.
Collaborating institutions (subawardees): Centro Comprensivo de Cancer de la Universidad de Puerto Rico.
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Find out how to choose a research topic for your STEM project, paper, or capstone. Explore various quantitative, qualitative, experimental, and non-experimental topics across science, technology, engineering, and mathematics.
Theory: Building or refining theories. Innovation: Finding research gaps. Collaboration: Enhancing findings through teamwork. Impact: Influencing policy and practice. These points highlight the key challenges and opportunities in STEM qualitative research. Must Read: 79+ Best Research Topics in Psychology for College Students.
Explore 11 compelling research ideas in artificial intelligence, neuroscience, cancer biology, aerospace engineering, and more. Scholar Launch offers a winter research program where you can work with professors and publish your work.
Here are 10 qualitative research topics for STEM students: Exploring the experiences of female STEM students in overcoming gender bias in academia. Understanding the perceptions of teachers regarding the integration of technology in STEM education. Investigating the motivations and challenges of STEM educators in underprivileged schools.
Explore compelling qualitative research topics for STEM students, delving into personal narratives, ethical dilemmas, and educational impacts across science, technology, engineering, and mathematics. STEM disciplines traditionally focus on equations, experiments, and empirical evidence. Yet, the human dimension of these fields profoundly shapes ...
Explore 151+ quantitative research topics for STEM students in biology, chemistry, physics, and engineering. Learn the characteristics, importance, and methodologies of quantitative research in STEM fields.
STEM capstone topics are typically broad and interdisciplinary, and they allow students to apply the knowledge and skills they have learned throughout their STEM education to solve a real-world problem. Some examples of capstone topics for STEM students include: Developing a new way to generate renewable energy.
101 Quantitative Research Topics for STEM Students Biology Research Topics. Effect of Temperature on Enzyme Activity: Investigate how different temperatures affect the efficiency of enzymes in biological reactions. The Impact of Pollution on Aquatic Ecosystems: Analyze the correlation between pollution levels and the health of aquatic ecosystems. Genetic Variability in Human Populations: Study ...
Here's a list of over 200 qualitative research topics for STEM students: The Ethical Implications of CRISPR Technology in Genetic Engineering. Exploring the Societal Impact of Artificial Intelligence in Healthcare. User Experience and Human-Centered Design in Software Development.
260+ Experimental Research Topics for STEM Students. Experimental research is the backbone of scientific discovery and innovation. It allows us to test hypotheses, explore new ideas, and ultimately push the boundaries of human knowledge. For STEM (Science, Technology, Engineering, and Mathematics) students, engaging in experimental research can ...
Computer Science and IT Topics for STEM Students. User experiences with virtual reality technology. Social media usage patterns among STEM students. Ethical considerations in cybersecurity practices. Online learning experiences during the COVID-19 pandemic. Perceptions of algorithmic bias in AI systems. Gamification in Computer Science Education.
Here is a comprehensive list of qualitative research topics for STEM (Science, Technology, Engineering, and Mathematics) students. The Impact of Virtual Reality on STEM Education. Ethical Considerations in Stem Cell Research Gender Disparities in STEM Fields: A Qualitative Analysis Perceptions of Climate Change among STEM Students
July 17, 2024. 10 minutes. Table of Contents. STEM stands for Science, Technology, Engineering, and Math. It is essential for learning and discovery, helping us understand the world, solve problems, and think critically. STEM research goes beyond classroom learning, allowing us to explore specific areas in greater detail.
Dark Matter: Analyze dark matter in galaxies. Solar Radiation: Track solar radiation changes. Solar Flares: Study effects of solar flares on satellites. Space Chemistry: Measure chemicals in space clouds. These topics are now more concise while still providing a clear focus for quantitative research.
Following are the best Quantitative Research Topics For STEM Students in mathematics and statistics. Prime Number Distribution: Investigate the distribution of prime numbers. Graph Theory Algorithms: Develop algorithms for solving graph theory problems. Statistical Analysis of Financial Markets: Analyze financial data and market trends.
Exploring STEM Environments that Broaden Participation. Tyrslai Williams. Renã A.S Robinson. Zakiya Wilson-Kennedy. 19,057 views. 15 articles. Part of a multidisciplinary journal that explores research-based approaches to education, this section aims to contribute to the advancement of knowledge, research and practice in STEM Education.
Feb 20, 2024. In the rapidly evolving fields of Science, Technology, Engineering, and Mathematics (STEM), engaging in research is not just an academic exercise; it's a dive into the future ...
There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation ...
The MC 2 STEM graduation requirements state that in order to earn high school credit, students must achieve mastery (PDF) (greater than or equal to 90 percent in grades 9 and 10, and greater than or equal to 70 percent in grades 11 and 12) on each and every state standard. In addition, students must participate in 60 hours of community and/or ...
Trending Topic Research File. Science, Technology Engineering, and Mathematics (STEM) is one of the most talked about topics in education, emphasizing research, problem solving, critical thinking, and creativity. The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding STEM published since ...
To help you get started on your research journey, we've compiled a list of 200 quantitative research title for stem students. These titles span various STEM disciplines, from biology to computer science. Whether you're an undergraduate or graduate student, these titles can serve as a springboard for your research ideas.
Whether you're passionate about robotics, environmental sustainability, or cutting-edge technologies, there's a wealth of research opportunities waiting for you. In this blog, we'll dive into research topics for stem students engineering, presented in simple language to ignite your curiosity and inspire your academic pursuits.
Here are 8 key points on how to do experimental research effectively. 1. Clear Research Focus. Begin by defining a clear and focused research question. A well-defined question provides a purpose and direction for your experiment, guiding your choices in variables and methodology. 2.
Especially when you want some quick STEM wins. Research. Once you have identified the themes you want to explore. Spend some time searching through our massive archives here at STEAM Powered Family. We have hundreds of STEM project ideas to help you make the most of your lessons with hands on discovery and learning.
PROVIDENCE, R.I. [Brown University] — No cabins, canoes or campfires, for a week at least — this summer, a group of Rhode Island high schoolers swapped s'mores and singalongs for STEM topics at GirlsGetMath@ICERM, a five-day math camp at Brown University. Hosted by Brown's Institute for Computational and Experimental Research in Mathematics, the annual camp is designed to cultivate ...
As radioisotopes power the Perseverance rover to explore Mars, perseverance "powered" three winners to write essays each year till they achieved their mission goal of winning NASA's Power to Explore Challenge.These students explored behind the scenes at NASA's Glenn Research Center and Great Lakes Science Center (GLSC) in Cleveland after writing the top essays in the national contest.
The U.S. National Science Foundation has awarded researchers in Maine, Mississippi, New Mexico, Puerto Rico and Rhode Island roughly $38 million through the Established Program to Stimulate Competitive Research (EPSCoR), which promotes the development of research competitiveness among 28 targeted states and territories, called jurisdictions. The awards, facilitated by the NSF EPSCoR ...