RISES (Re-energize and Invigorate Student Engagement through Science) is a coordinated suite of resources including 42 interactive English and Spanish STEM videos produced by Children's Museum Houston in coordination with the science curriculum department at Houston ISD. The videos are aligned to the Texas Essential Knowledge and Skills standards, and each come with a bilingual Activity Guide and Parent Prompt sheet, which includes guiding questions and other extension activities.
This position paper, co-authored Center for Childhood Creativity's Director Elizabeth Rood and Director of Research Helen Hadani, details the importance of exposing children ages 0-8 to science, technology, engineering, and math (STEM) experiences. The review of more than 150 empirical studies led Rood and Hadani to conclude that, despite what has been previously thought, modern research supports the understanding that children are capable of abstract thinking and STEM-learning from infancy, beginning before their first birthday.
The Roots of STEM Success, authored in support of classroom
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TEAM MEMBERS:
Helen Shwe HadaniElizabeth RoodAmy EisenmannRuthe FousheeGarrett JaegerGina JaegerJoanna KauffmannKatie KennedyLisa Regalla
The Society for Science and the Public’s Advocate Grant Program provides selected Advocates with funding, resources, and information. Advocates include classroom teachers, school and district administrators, university professors, and informal science educators in community-based programs. The role of the Advocate is to support three or more underserved middle or high school students in the process of advancing from conducting a scientific research or engineering design project to entering a scientific competition. Advocates receive a stipend of $3,000; opportunities to meet and interact with
This paper describes Synergies, an on-going longitudinal study and design effort, being conducted in a diverse, under-resourced community in Portland, Oregon, with the goal of measurably improving STEM learning, interest and participation by early adolescents, both in school and out of school. Authors examine how the work of this particular research-practice partnership is attempting to accommodate the six principles outlined in this issue: (1) more accurately reflect learning as a lifelong process occurring across settings, situations and time frames; (2) consider what STEM content is worth
The dramatic decline in youth interest in science, technology, engineering and mathematics (STEM) during adolescence, both in the USA and internationally, has been a phenomenon of societal concern for several decades. The Synergies project was launched to help deal with this issue. In this paper, we report findings from the first two years of our longitudinal survey research. We sought to understand the nature of the STEM-related interests of 10-/11-year-old youth living in a single urban community and the factors that seem to influence whether these various dimensions of interest increase
The nature of STEM (science, technology, engineering, and mathematics) learning is changing as individuals have unprecedented, 24/7 access to science-related information and experiences from cradle to grave. Today’s science-education opportunities include not only traditional schooling, but also libraries, museums, zoos, aquaria, science centers, and parks and preserves; diverse broadcast media such as television, podcasts, and film; organized youth programs such as 4-H, after-school or summer camps, and special-interest clubs and hobby groups; and an ever-increasing array of digital media