Smirla Ramos-Montañez

Interest Catalysts: The Unique Ways Families Connect with Program Experiences to Support Long-Term STEM Interest Pathways in Early Childhood Playful Materials Catalyze Imaginative Play and Shift the Nature of Engineering Design for Preschool-age Children and Their Families Facilitating Family Learning in Museums: Re-thinking Our Assumptions and Approaches 2021 Poster - How can we go beyond broadening access to disrupt systems of inequity in STEM education? Engineering Awareness at Design Challenge Exhibits Exhibit Features and Visitor Groups’ Engineering Design Practice The study of collaborative practices at interactive engineering challenge exhibits— background and methods (The C-PIECE Study) Exploring patterns of collaborative practices at interactive engineering challenge exhibits C-PIECE Framework: Collaborative Practices at Interactive Engineering Challenge Exhibits Storybook STEM Convening Summary The identity-frame model: A framework to describe situated identity negotiation for adolescent youth participating in an informal engineering education program Early Childhood Engineering: Supporting Engineering Design Practices with Young Children and Their Families The Impact of Facilitation by Museum Educators on Family Learning at Interactive Math Exhibits: A Quasi-Experimental Study Identity Negotiation Within Peer Groups During an Informal Engineering Education Program: The Central Role of Leadership-Oriented Youth Emergent Activity Frames in Facilitated Family Interactions at Math Exhibits Engineering in Early Childhood: Describing Family-Level Interest Development Systems A Design-Based Research Study of Staff-Facilitated Family Learning at Interactive Math Exhibits Head Start on Engineering: Teachers, Informal STEM Educators, and Learning Researchers Collaborating to Engage Low-Income Families With Engineering