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Educating Students About Careers in Science: Why It Matters
Book Chapter |
In this chapter, the authors’ analyze why school science needs to attend more to educating students about opportunities for scientific careers. The arguments of this chapter are twofold: (1) School science education…
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Why STEM? Why Now? The Challenge for U.S. Education to Promote STEM Careers
Book Chapter |
The authors began this chapter with two central questions: (1) Will revitalizing STEM education, especially in America’s high schools, guarantee that graduates will choose STEM pathways in college or STEM careers when…
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Book Chapter |
The authors begin the chapter with an assessment of the current state of science teaching and learning in elementary schools. This is followed by an examination of our collaborative work with elementary teachers. The…
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NSTA’s Efforts to Interest More K–12 Students in Pursuing STEM Careers
Book Chapter |
The National Science Teachers Association (NSTA) has inspired and coordinated science education in the United States for 64 years. As the largest professional organization in the world supporting excellence and…
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Creating a Pipeline to STEM Careers Through Service-Learning: The AFT Program
Book Chapter |
The Academy for Future Teachers (AFT) is a STEM education and career recruitment program for Metro Atlanta high school students, hosted by Georgia State University in Atlanta, Georgia. This program was developed in…
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Preparing Students for Careers That Do Not Yet Exist
Book Chapter |
The Illinois Mathematics and Science Academy (IMSA), as a self-described “teaching and learning laboratory for imagination and inquiry,” has a history of pursuing innovations closely aligned with the vision and…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about seeds. It specifically probes to find out if students recognize that a seed has needs, similar to other organisms that allow it to develop into the…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about plant growth. It specifically probes to find out if students think plants only grow if they are exposed to light.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about food and plants. The probe is designed to reveal whether students use a biological concept of food to identify what plants use for food.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about transformation of matter. The probe is designed to reveal whether students recognize that a gas from the air (carbon dioxide) is combined with…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about cell size. The probe is designed to find out if students think that animal cell size is related to the overall size of an animal.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about when objects can be seen in the sky. Students’ explanations reveal their thinking about the role of light and distance in seeing sky objects.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about density and buoyancy. The probe is designed to find out how students think an object can be made to float differently.
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about density. The task is designed to find out if students think a solid object will float differently if it has holes poked all the way through it or…
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Book Chapter |
The purpose of this assessment probe is to elicit students’ ideas about boiling point. The probe is designed to find out whether students recognize that if a liquid is boiling under standard conditions, the boiling…
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