STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+
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Design Thinking for Educators

Design Thinking for Educators | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it

Design Thinking for Educators is…

A creative process that helps you design meaningful solutions in the classroom, at your school, and in your community. The toolkit provides you with instructions to explore Design Thinking.

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STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+
The debates around STEM v STEAM are plentiful - many STEM advocates disconnect STEM content from meaningful and engaging contexts; seemingly forgetting about active and inquiry focussed pedagogies that can only operate well in a rich integrated ecosystem.  We advocate for STEM+ and the "+" is essential.
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Visual Math Brightens the Future of the STEM Workforce

Visual Math Brightens the Future of the STEM Workforce | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
If we want students to succeed in the STEM workforce and solve tomorrow's challenges we need to transform the way students engage with mathematics.
Lachlan McLaren's curator insight, June 5, 2021 4:46 AM
I have Scooped this article as my partners teaches mathematics and often struggles with finding engaging activities for the classroom. STEM is an evolving and interesting workspace which I believe fits in well with ITD also. 
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Perspective: Environments for Coherent, Inquiry-based Learning –

Perspective: Environments for Coherent, Inquiry-based Learning – | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
The arrival of COVID-19 has changed lives around the globe on an unprecedented scale. In the process, it has begun to transform learning for millions of students, introducing many to distance learning for the first time and placing virtual learning resources center stage worldwide. While the migrati
Kim Flintoff's insight:
"The arrival of COVID-19 has changed lives around the globe on an unprecedented scale. In the process, it has begun to transform learning for millions of students, introducing many to distance learning for the first time and placing virtual learning resources center stage worldwide. While the migration of classroom teaching to online settings is temporary, the understanding we gain about technology’s potential for STEM learning will endure far beyond the current crisis. One of the most important ways technology can foster STEM learning is through robust, open-ended simulations. As we consider the role of virtual learning in a new light, it pays to reflect on key principles that make simulations most powerful for learning."
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How Teachers Incorporate STEM Learning into the Classroom

How Teachers Incorporate STEM Learning into the Classroom | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it

The nine dimensions are:

Dynamic Representations:
Collaborative Reasoning:
Immediate and Individualized Feedback:
Science Argumentation Skills:
Engineering Design Processes:
Computational Thinking:
Project-based Interdisciplinary Learning:
Embedded Assessments:
Evidence-based Models:

Kim Flintoff's insight:
The nine dimensions are:

Dynamic Representations: Students learn or master STEM concepts through interacting with digital models, simulations, and dynamic representations of mathematical, scientific and engineering systems.
Collaborative Reasoning: Technology tools support students’ collaborative reasoning around STEM concepts, equalizing participation among group members and helping individuals and groups improve their ideas.
Immediate and Individualized Feedback: Digital tools provide students practicing or learning STEM skills or concepts with immediate and individualized feedback, beyond right or wrong.
Science Argumentation Skills: Students use technology that supports science argumentation skills including presenting and evaluating evidence about scientific or mathematical claims.
Engineering Design Processes: Students plan, revise, implement and test problem solutions using engineering design processes and appropriate support technologies.
Computational Thinking: Students use technology to formulate and analyze problems and their solutions, reason abstractly, and automate procedures through algorithmic thinking.
Project-based Interdisciplinary Learning: Students use digital technology tools in the context of authentic project- or challenge-based learning activities that integrate multiple STEM fields (e.g., science and mathematics).
Embedded Assessments: Digital assessments are embedded in STEM instruction to prompt students' reflection on the quality of their explanations, models or problem solutions.
Evidence-based Models: Students use technology to develop models based on data and evidence.
Deyra Pecina 's curator insight, February 7, 2021 12:54 AM
This source provides the audience with nine dimensions of affect STEM learning practices that enable technology use. From the nine dimensions given, the one that stood out to me the most was computational thinking. Students use technology to formulate and analyze problems and their solutions, reason abstractly, and automate procedures through algorithmic thinking.
elsagarcia.castells@gmail.com's curator insight, September 10, 2023 9:17 PM

STEM-based education teaches children more than science and mathematics concepts. The focus on hands-on learning with real-world applications helps develop a variety of skill sets, including creativity and 21st-century skills, crucial for all students today!

Jessica Pecero's curator insight, September 16, 2023 7:36 PM
One the nine dimensions that supports STEM in the classroom is engineering design processes. In my kindergarten class these 5 year olds use their imagination to create and build with the STEM bucket I provide for them. It's amazing to see what they come up with.
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Curtin welcomes WA’s first STEM skills strategy for jobs of the future - News and Events | Curtin University, Perth, Western Australia

Curtin welcomes WA’s first STEM skills strategy for jobs of the future - News and Events | Curtin University, Perth, Western Australia | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Curtin University has welcomed Western Australia’s first State-wide STEM skills strategy, which aims to ensure the next generation is equipped to participate in the future workforce.

Minister for Science, Innovation and ICT, the Hon Dave Kelly MLA, today launched the new State Government strategy titled ‘Future Jobs, Future Skills: Driving STEM Skills in WA’.

Curtin University was represented on the STEM Advisory Panel, which helped guide the direction of the STEM skills strategy, through Professor Jo Ward, the Academic Lead for Curtin’s Athena SWAN program.
Kim Flintoff's insight:
"Curtin University has welcomed Western Australia’s first State-wide STEM skills strategy, which aims to ensure the next generation is equipped to participate in the future workforce. Minister for Science, Innovation and ICT, the Hon Dave Kelly MLA, today launched the new State Government strategy titled ‘Future Jobs, Future Skills: Driving STEM Skills in WA’. Curtin University was represented on the STEM Advisory Panel, which helped guide the direction of the STEM skills strategy, through Professor Jo Ward, the Academic Lead for Curtin’s Athena SWAN program."
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For the Love of STEM and the Future of The Planet – Samantha Kemp-Jackson –

As both a parent and a citizen of the world — a world that I want to survive past my children and grandchildren — I feel that it is crucial at this point in time that we support our children in their understanding and love of STEM, if only for our own selfish purposes: to save the world — literally.
Kim Flintoff's insight:
As both a parent and a citizen of the world — a world that I want to survive past my children and grandchildren — I feel that it is crucial at this point in time that we support our children in their understanding and love of STEM, if only for our own selfish purposes: to save the world — literally.
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Geniventure Coming Soon: Summer 2019 Survey

Geniventure Coming Soon: Summer 2019 Survey | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Interested in trying Geniventure?
Our new dragon genetics game, Geniventure, will be released in August 2019! At that time, access to the Geniventure materials will be free and open to the public. 

Geniventure uses a game-like environment to teach genetics, inheritance and the gene-to-protein relationship. Geniventure has lots of exciting features including:

* an integrated intelligent tutoring system that helps guide student learning and alerts teachers when their students are struggling,
* a real-time teacher dashboard that shows student progress, performance and conceptual understanding,
* multiple gene-to-protein challenges, 
* the ability to run on iPads and other tablets, and
* engaging art and storyline.
 
Included in this release will be a set of extensive teacher support materials. Teachers will have access to the Geniventure online course that includes teaching tips as well as theory and background information. In addition, teachers will be able to use our student handouts, worksheets, and discussion guides, as well as pre- and post-assessments.
Kim Flintoff's insight:
Interested in trying Geniventure?
Our new dragon genetics game, Geniventure, will be released in August 2019! At that time, access to the Geniventure materials will be free and open to the public.

Geniventure uses a game-like environment to teach genetics, inheritance and the gene-to-protein relationship. Geniventure has lots of exciting features including:

* an integrated intelligent tutoring system that helps guide student learning and alerts teachers when their students are struggling,
* a real-time teacher dashboard that shows student progress, performance and conceptual understanding,
* multiple gene-to-protein challenges,
* the ability to run on iPads and other tablets, and
* engaging art and storyline.

Included in this release will be a set of extensive teacher support materials. Teachers will have access to the Geniventure online course that includes teaching tips as well as theory and background information. In addition, teachers will be able to use our student handouts, worksheets, and discussion guides, as well as pre- and post-assessments.
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Today’s STEM Education Is Missing A Crucial Point – Going Yellow –

"I once saw a fascinating TED talk on 3D printing. As I watched the presenter discuss the custom fabrication, not of plastic gears or figurines, but of living, implantable kidneys, I thought I was finally living in the world of Star Trek, and I experienced a flush of that eager, expectant enthusiasm I felt as a child looking toward the future. I looked at my current career and felt a rejuvenation of my commitment to teach young people the power of science."

Kim Flintoff's insight:
"I once saw a fascinating TED talk on 3D printing. As I watched the presenter discuss the custom fabrication, not of plastic gears or figurines, but of living, implantable kidneys, I thought I was finally living in the world of Star Trek, and I experienced a flush of that eager, expectant enthusiasm I felt as a child looking toward the future. I looked at my current career and felt a rejuvenation of my commitment to teach young people the power of science."
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An education for the 21st century means teaching coding in schools

An education for the 21st century means teaching coding in schools | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it

"There is merit in school students learning coding. We live in a digital world where computer programs underlie everything from business, marketing, aviation, science and medicine, to name several disciplines. During a recent presentation at a radio station, one of our hosts said that IT would have been better background for his career in radio than journalism."


Via EDTECH@UTRGV
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Home . DESIGN SQUAD GLOBAL | PBS KIDS

Home . DESIGN SQUAD GLOBAL | PBS KIDS | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it

Engage Kids in Hands-on Engineering 


Use DESIGN SQUAD GLOBAL hands-on activities and videos in classrooms and afterschool programs, in libraries and museums, at events and at home, along with our newest resource DESIGN SQUAD GLOBAL CLUBS that connect 10- to 13-year-olds in out-of-school programs around the world. 


Be creative and help people with engineering at DESIGN SQUAD GLOBAL. Watch videos, play games, try activities, and share designs with the community.

Kim Flintoff's insight:
Engage Kids in Hands-on Engineering Use DESIGN SQUAD GLOBAL hands-on activities and videos in classrooms and afterschool programs, in libraries and museums, at events and at home, along with our newest resource DESIGN SQUAD GLOBAL CLUBS that connect 10- to 13-year-olds in out-of-school programs around the world. Be creative and help people with engineering at DESIGN SQUAD GLOBAL. Watch videos, play games, try activities, and share designs with the community.
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I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy - Learning & Technology Library (LearnTechLib)

I, Pseudocoder: Reflections of a Literacy Teacher-Educator on Teaching Coding as Critical Literacy - Learning & Technology Library (LearnTechLib) | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Abstract
This article is a commentary essay that uses the connected learning framework (Ito et al., 2013) as a lens to explore the relationship between making, coding, and critical literacy in the context of literacy teacher education. Critical literacy theorists have argued that it is important to understand the perspective and positionality of an author in order to make sense of a text in the context of history, society, and cultural norms (Alvermann, Moon, & Hagood, 1999; Gee, 1999; Jewitt, 2008). Likewise, software, written by coders, is also a form of media that requires interrogation and critical analysis. Increasingly, digital technologies have played a part in individuals’ social, political, and economic lives, yet only a small percentage of individuals can read the code that has designed this software (Rushkoff, 2010). Therefore, to foster greater civic literacy and engagement, an important aspect of literacy instruction in the digital era should include a basic understanding of the fundamentals of coding languages. However, few teacher educators have the knowledge of computer programming to integrate coding into literacy education courses and, therefore, this aspect is missing from much of current teacher education.
Kim Flintoff's insight:
Abstract This article is a commentary essay that uses the connected learning framework (Ito et al., 2013) as a lens to explore the relationship between making, coding, and critical literacy in the context of literacy teacher education. Critical literacy theorists have argued that it is important to understand the perspective and positionality of an author in order to make sense of a text in the context of history, society, and cultural norms (Alvermann, Moon, & Hagood, 1999; Gee, 1999; Jewitt, 2008). Likewise, software, written by coders, is also a form of media that requires interrogation and critical analysis. Increasingly, digital technologies have played a part in individuals’ social, political, and economic lives, yet only a small percentage of individuals can read the code that has designed this software (Rushkoff, 2010). Therefore, to foster greater civic literacy and engagement, an important aspect of literacy instruction in the digital era should include a basic understanding of the fundamentals of coding languages. However, few teacher educators have the knowledge of computer programming to integrate coding into literacy education courses and, therefore, this aspect is missing from much of current teacher education.
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GLOBAL EDUCATION STEM STEM IS A CULTURE, NOT A CONTENT - Infographic Archive

GLOBAL EDUCATION STEM STEM IS A CULTURE, NOT A CONTENT - Infographic Archive | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
 

Via NextLearning
Kim Flintoff's insight:
STEM IS A CULTURE, NOT A CONTENT
Nicole Leslie's curator insight, April 22, 2019 4:43 PM
Listed are some great resources, especially the Global Projects listed on this Infographic.  
Deyra Pecina 's curator insight, February 7, 2021 12:49 AM
This infographic gives us the necessary background on the evolution of STEM. Resources are offered as well, for example, ten ways to start the year with stem culture in the classroom, eight steps thinking disposition, as well as providing ways to engage a child in stem from home.
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Digital Forensics Challenge -- Beginner - Pivot Project Cybersecurity Challenges

Digital Forensics Challenge -- Beginner - Pivot Project Cybersecurity Challenges | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it

The Toy Story Police Department (TSPD) is investigating a series of kidnappings. Baby stuffed animals are being kidnapped from their homes and sold on the international stuffed slave market. Sheriff Woody raided the office of the suspected ringleader. The Toy Story Incident Response (TSIR) team was able to perform data acquisition on found devices and computers. The suspect claims he is innocent and that any evidence found was planted on his computer. TSPD has also captured a laptop from one of the alleged stuffed animal buyers. Your job is to analyze the acquired data and answer the questions in the attached document so that Sheriff Woody can bust this evil stuffed slave market.

Kim Flintoff's insight:
The Toy Story Police Department (TSPD) is investigating a series of kidnappings. Baby stuffed animals are being kidnapped from their homes and sold on the international stuffed slave market. Sheriff Woody raided the office of the suspected ringleader. The Toy Story Incident Response (TSIR) team was able to perform data acquisition on found devices and computers. The suspect claims he is innocent and that any evidence found was planted on his computer. TSPD has also captured a laptop from one of the alleged stuffed animal buyers. Your job is to analyze the acquired data and answer the questions in the attached document so that Sheriff Woody can bust this evil stuffed slave market.
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STEM4Innovation – Western Australian Schools STEM Innovation for the Future

STEM4Innovation – Western Australian Schools STEM Innovation for the Future | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
We’ve set our challenge as: “How do we emerge from COVID-19 impacts with an education system that is responsive, adaptable, contributory, community-linked and future-focussed?”

 This program was borne out of the imagination of Western Australian educators wanting to generate authentic learning experiences for WA school students to apply STEM-inspired, curriculum-linked, design-thinking processes to solving real-world problems relating to the immediate and future impacts of COVID-19 and other community related needs in Western Australia.

Inspired by the WA State Government and Public Sector iThink initiative we have translated their call for the combined skills and capabilities of the Western Australian community to bring WA school students to address the challenges identified.
Kim Flintoff's insight:
We’ve set our challenge as: “How do we emerge from COVID-19 impacts with an education system that is responsive, adaptable, contributory, community-linked and future-focussed?” This program was borne out of the imagination of Western Australian educators wanting to generate authentic learning experiences for WA school students to apply STEM-inspired, curriculum-linked, design-thinking processes to solving real-world problems relating to the immediate and future impacts of COVID-19 and other community related needs in Western Australia. Inspired by the WA State Government and Public Sector iThink initiative we have translated their call for the combined skills and capabilities of the Western Australian community to bring WA school students to address the challenges identified.
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Empowering Students to Design the Change They Want to See in the World

Empowering Students to Design the Change They Want to See in the World | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
The answer to empowering our learners by giving them purpose and inspiring their passion may be right under our noses. In play, one group of children may use dozens of LEGO pieces to recreate the excavator they found fascinating on their neighborhood walk, while another group of students uses Minecraft to create a fireworks display in honor of the Chinese New Year. Taken together, students learn the science and engineering behind simple machines or the importance of cultural practices in social studies, while learning how to collaborate with others and create something better together. In each instance, students use elements of design thinking to cocreate and problem solve, engaging in thoughtful dialogue and continuous iteration. This play can be made into so much more if educators guide students by demonstrating the utility of the content they're learning and inviting students into the process of meaning making.
Kim Flintoff's insight:
"The answer to empowering our learners by giving them purpose and inspiring their passion may be right under our noses. In play, one group of children may use dozens of LEGO pieces to recreate the excavator they found fascinating on their neighborhood walk, while another group of students uses Minecraft to create a fireworks display in honor of the Chinese New Year. Taken together, students learn the science and engineering behind simple machines or the importance of cultural practices in social studies, while learning how to collaborate with others and create something better together. In each instance, students use elements of design thinking to cocreate and problem solve, engaging in thoughtful dialogue and continuous iteration. This play can be made into so much more if educators guide students by demonstrating the utility of the content they're learning and inviting students into the process of meaning making."
James Cullen's curator insight, May 19, 2021 4:27 AM
Wow! So on point about learners learning to learn.
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Newsletter-archive - Scientix

Newsletter-archive - Scientix | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
MAY 2019: PEDAGOGICAL TRENDS IN STEM EDUCATION
Student-centred pedagogies are a key element in STEM education as they develop a variety of skills transferable to other disciplines and topics, such as problem solving or collaborative skills. Scientix highlights the pedagogical trends in STEM, such as problem-based learning, project-based learning, challenge-based learning, design thinking, blended learning or the flipped classroom, and presents the latest overview of inquiry-based learning in science education (IBSE) practice in Europe.
Kim Flintoff's insight:
MAY 2019: PEDAGOGICAL TRENDS IN STEM EDUCATION Student-centred pedagogies are a key element in STEM education as they develop a variety of skills transferable to other disciplines and topics, such as problem solving or collaborative skills. Scientix highlights the pedagogical trends in STEM, such as problem-based learning, project-based learning, challenge-based learning, design thinking, blended learning or the flipped classroom, and presents the latest overview of inquiry-based learning in science education (IBSE) practice in Europe.
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STEM Micro Campus: Middle School Converts Computer Lab into Innovation Space

STEM Micro Campus: Middle School Converts Computer Lab into Innovation Space | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
If there's one thing a robotics class needs, it's floor space. Otherwise, students can't really test their creations. Gaining room for that and giving the kids workspaces where they could leave their projects to come back to later were two of the goals for converting a traditional middle school computer lab into an innovation lab at Chatham Middle School in New Jersey. The lab is also used for coding and computer aided drawing and design lessons, as part of a "STEM micro campus" within the building.
Kim Flintoff's insight:
If there's one thing a robotics class needs, it's floor space. Otherwise, students can't really test their creations. Gaining room for that and giving the kids workspaces where they could leave their projects to come back to later were two of the goals for converting a traditional middle school computer lab into an innovation lab at Chatham Middle School in New Jersey. The lab is also used for coding and computer aided drawing and design lessons, as part of a "STEM micro campus" within the building.
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STEM is not Maker Craft. End. – Pip Cleaves –

Stem is not Maker Craft. It is not paddle pops sticks, marshmallows, pasta and cardboard. It may involve these at some point, but it is not what we find when we search the internet and pick the first pretty picture.

STEM is not a 1 hour activity to fill a Friday afternoon. It may be part of an ongoing project in which an allocated timeframe is used to dig deeply and engage in learning.

STEM is not a specialised time to withdraw kids and make stuff. It’ just not this. Ever

STEM is not coding for an hour a week. Coding is an integral part of it, but you just can’t call it STEM if that’s all you’re doing.

STEM is not a task that fulfils one outcome from our over populated syllabi. It takes more than one outcome to come plate a STEM project.

STEM is not ticking a box on a ‘future focussed’ learning strategy on a school plan. It’s a purposeful change in practice that needs to be adopted over time, and with strategic intent.
Kim Flintoff's insight:
"Stem is not Maker Craft. It is not paddle pops sticks, marshmallows, pasta and cardboard. It may involve these at some point, but it is not what we find when we search the internet and pick the first pretty picture. STEM is not a 1 hour activity to fill a Friday afternoon. It may be part of an ongoing project in which an allocated timeframe is used to dig deeply and engage in learning. STEM is not a specialised time to withdraw kids and make stuff. It’ just not this. Ever STEM is not coding for an hour a week. Coding is an integral part of it, but you just can’t call it STEM if that’s all you’re doing. STEM is not a task that fulfils one outcome from our over populated syllabi. It takes more than one outcome to come plate a STEM project. STEM is not ticking a box on a ‘future focussed’ learning strategy on a school plan. It’s a purposeful change in practice that needs to be adopted over time, and with strategic intent."
Nicole Leslie's curator insight, April 22, 2019 3:02 PM
Interesting take and good read from Pip Cleaves about what STEM is not.  
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To Groom Better Scientists, Harness the Power of Narrative

To Groom Better Scientists, Harness the Power of Narrative | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Teaching science through narrative underscores the fact that knowledge is not fixed, but rather always emerging through active questioning of the unknown. Stephen Klassen, a former physics education researcher at the University of Winnipeg, explains that stories can be used to open doors for learners, prompting curiosity by providing the “reasons for needing to know”— the motivations behind a scientist’s actions. By exploring how scientists question and cultivate curiosity, students can begin to imagine themselves as interrogators of our universe.
Kim Flintoff's insight:
Teaching science through narrative underscores the fact that knowledge is not fixed, but rather always emerging through active questioning of the unknown. Stephen Klassen, a former physics education researcher at the University of Winnipeg, explains that stories can be used to open doors for learners, prompting curiosity by providing the “reasons for needing to know”— the motivations behind a scientist’s actions. By exploring how scientists question and cultivate curiosity, students can begin to imagine themselves as interrogators of our universe.
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Crossing the Boundaries: Mapping the Gaps Between Expert and Public Understandings of Bridging STEM Learning Environments

Crossing the Boundaries: Mapping the Gaps Between Expert and Public Understandings of Bridging STEM Learning Environments | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
To prepare for a 21st-century workforce, students across the country are developing skills in science, technology, engineering, and math (STEM). But STEM learning doesn’t only happen in the classroom; it also happens at home, at the library, in museums, and in afterschool and summer programs.

Informal settings like these are essential to STEM learning, yet members of the public don’t fully appreciate the value of STEM learning outside of school or understand the need to bridge—or connect—STEM learning that happens in different environments.

How can advocates make a stronger case for bridging STEM education across settings? A new report by the FrameWorks Institute offers insights. Supported by the Oath Foundation, the Heising-Simons Foundation, and the Bezos Family Foundation, the report is part of the Families Learning Across Boundaries (FamLAB) project, which is led by the Joan Ganz Cooney Center in partnership with FrameWorks, New York University, and Stanford University.
Kim Flintoff's insight:
To prepare for a 21st-century workforce, students across the country are developing skills in science, technology, engineering, and math (STEM). But STEM learning doesn’t only happen in the classroom; it also happens at home, at the library, in museums, and in afterschool and summer programs. Informal settings like these are essential to STEM learning, yet members of the public don’t fully appreciate the value of STEM learning outside of school or understand the need to bridge—or connect—STEM learning that happens in different environments. How can advocates make a stronger case for bridging STEM education across settings? A new report by the FrameWorks Institute offers insights. Supported by the Oath Foundation, the Heising-Simons Foundation, and the Bezos Family Foundation, the report is part of the Families Learning Across Boundaries (FamLAB) project, which is led by the Joan Ganz Cooney Center in partnership with FrameWorks, New York University, and Stanford University.
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STEM Summit - An Online Summit

STEM Summit - An  Online Summit | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Education Week offers you a big-picture look at how states, districts, and schools can overcome the obstacles that prevent more students from succeeding in STEM as they progress through school.
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Creating Citizen Scientists: Connecting Students to the World

Creating Citizen Scientists: Connecting Students to the World | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
On the first day of school, science classrooms around the country welcomed back their scientists, who also happen to be their students. As we're establishing classroom cultures and norms, it's an optimal time to celebrate citizenship — not only in the classroom, but in the community. After all, these students will someday change the world… and that day may be today.

The notion of being a scientist used to require one to go to a lab. Now, we're able to collect and manipulate relevant data from anywhere. From the heart rate monitors in their smartwatches and accelerometers in their phones to simply taking note of the natural world around them, our students have the opportunity to connect with the outside world, which provides them with a starting point for interacting with the larger world and someday changing it for the better.
Kim Flintoff's insight:
On the first day of school, science classrooms around the country welcomed back their scientists, who also happen to be their students. As we're establishing classroom cultures and norms, it's an optimal time to celebrate citizenship — not only in the classroom, but in the community. After all, these students will someday change the world… and that day may be today. The notion of being a scientist used to require one to go to a lab. Now, we're able to collect and manipulate relevant data from anywhere. From the heart rate monitors in their smartwatches and accelerometers in their phones to simply taking note of the natural world around them, our students have the opportunity to connect with the outside world, which provides them with a starting point for interacting with the larger world and someday changing it for the better.
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NASA Missions

NASA Missions | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Updates on all NASA Missions
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Updates on all NASA Missions
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Issue 6 —

Issue 6 — | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
Hello World issue 6 brings together a collection of experts, who address the challenges of ethics, and how that affects and underpins the teaching of computer science. They share ideas, thoughts and experiences, and look at how to inspire students, whilst grounding them in an ethical ethos.

Also in this issue:
Bringing Minecraft – and a bicycle! – to the classroom
The Hitchhiker’s Guide to KS3 computing
Using Escape Rooms to improve problem-solving skills
What’s turning girls off computer science?
Kim Flintoff's insight:
Hello World issue 6 brings together a collection of experts, who address the challenges of ethics, and how that affects and underpins the teaching of computer science. They share ideas, thoughts and experiences, and look at how to inspire students, whilst grounding them in an ethical ethos.
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Climate Change Is a Thing. You Should Teach It, Science Teachers Group Says - Curriculum Matters - Education Week

Climate Change Is a Thing. You Should Teach It, Science Teachers Group Says - Curriculum Matters - Education Week | STEM+ [Science, Technology, Engineering, Mathematics] +PLUS+ | Scoop.it
The major group representing science educators is making this point crystal clear: The scientific consensus for climate change due to human activity is overwhelming, and the topic must be taught in K-12 classrooms.

The National Science Teachers Association says in its position statement, released this morning, that the science of climate change is as well established as other fields, like plate tectonics and planetary astronomy, and that the subject should be taught in K-12 education. 
Kim Flintoff's insight:
The major group representing science educators is making this point crystal clear: The scientific consensus for climate change due to human activity is overwhelming, and the topic must be taught in K-12 classrooms. The National Science Teachers Association says in its position statement, released this morning, that the science of climate change is as well established as other fields, like plate tectonics and planetary astronomy, and that the subject should be taught in K-12 education.
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