This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education.
DATE:
TEAM MEMBERS:
James HiebertJinfa CaiStephen HwangAnne K MorrisCharles Hohensee
There has been an increased push for science, technology, engineering, and mathematics (STEM) students and scientists to be trained in science communication. Science communication researchers have outlined various models of how scientists interact with nonscientists—including deficit, dialogue, and inclusive approaches. We wanted to analyze whether published science communication curricula for STEM students and scientists exhibit features of inclusive science communication.
DATE:
TEAM MEMBERS:
Randy VickeryKatlyn MurphyRachel McMillanSydney AlderferJasmine DonkohNicole Kelp
Informal STEM learning experiences (ISLEs), such as participating in science, computing, and engineering clubs and camps, have been associated with the development of youth’s science, technology, engineering, and mathematics interests and career aspirations. However, research on ISLEs predominantly focuses on institutional settings such as museums and science centers, which are often discursively inaccessible to youth who identify with minoritized demographic groups. Using latent class analysis, we identify five general profiles (i.e., classes) of childhood participation in ISLEs from data
DATE:
TEAM MEMBERS:
Remy DouHeidi CianZahra HazariPhilip SadlerGerhard Sonnert
The project team published a research synopsis article with Futurum Science Careers in Feb 2023 called “How Can Place Attachment Improve Scientific Literacy?”
Doctoral students in science disciplines spend countless hours learning how to conduct cutting-edge research but very little time learning to communicate the nature and significance of their science to people outside their field. To narrow this disparity, we created an unusual course titled Communicating Science for doctoral science trainees at Rutgers University. Our goal was to help students develop an advanced ability to communicate their research clearly and accurately and to emphasize its value and significance to diverse audiences. Course design included classroom instruction
DATE:
TEAM MEMBERS:
Nicholas PonzioJanet AlderMary NucciDavid DannenfelserHolly HiltonNikolaos LinardopoulosCarol Lutz