Supporting Middle School Teachers’ Implementation of STEM Design Challenges

We describe and analyze a professional development (PD) model that involved a partnership among science, mathematics and education university faculty, science and mathematics coordinators, and middle school administrators, teachers, and students. The overarching project goal involved the implementation of interdisciplinary STEM Design Challenges (DCs). The PD model targeted: (a) increasing teachers’ content and pedagogical content knowledge in mathematics and science; (b) helping teachers integrate STEM practices into their lessons; and (c) addressing teachers’ beliefs about engaging underperforming students in challenging problems. A unique aspect involved low‐achieving students and their teachers learning alongside each other as they co‐participated in STEM design challenges for one week in the summer. Our analysis focused on what teachers came to value about STEM DCs, and the challenges in and affordances for implementing DCs. Two significant areas of value for the teachers were students’ use of scientific, mathematical, and engineering practices and motivation, engagement, and empowerment by all learners. Challenges associated with pedagogy, curriculum, and the traditional structures of the schools were identified. Finally, there were four key affordances: (a) opportunities to construct a vision of STEM education; (b) motivation to implement DCs; (c) ambitious pedagogical tools; and, (d) ongoing support for planning and implementation. This article features a Research to Practice Companion Article . Please click on the supporting information link below to access.     

Reliability of disturbance rejection control based on the geometrical disturbance decoupling

In this note, a reliable disturbance decoupled control system based on the geometrical technique is proposed. For this purpose, first, the conditions for nominal disturbance detection and rejection is introduced by using invariant subspaces. Then, the fragility issue of the controller/observer is addressed with appropriate H_∞ constraints in the form of some linear matrix inequalities (LMIs). In contrast to conventional pole placement method suitable for systems by neglecting sources of uncertainty, in the presented method, the disturbance rejection problem reduces to a quadratic stability problem. It is observed that the proposed method has a better attenuation performance than classical observer-based non-fragile controller. © 2016 Wiley-VCH Verlag GmbH & Co. KGaA, Weinheim)     

Connected signed graphs of fixed order,size, and number of negative edges with maximal index

In this paper we focus on connected signed graphs of fixed number of vertices, positive edges and negative edges that maximize the largest eigenvalue (also called the index) of their adjacency matrix. In the first step we determine these signed graphs in the set of signed generalized theta graphs. Concerning the general case, we use the eigenvector techniques for getting some structural properties of resulting signed graphs. In particular, we prove that positive edges induce nested split subgraphs, while negative edges induce double nested signed subgraphs. We observe that our concept can be applied when considering balancedness of signed graphs (the property that is extensively studied in both mathematical and non-mathematical context).     

Multiple levels of metacognition and their elicitation through complex problem-solving tasks

Building on prior efforts, we re-conceptualize metacognition on multiple levels, looking at the sources that trigger metacognition at the individual level, the social level, and the environmental level. This helps resolve the paradox of metacognition: metacognition is personal, but it cannot be explained exclusively by individualistic conceptions. We develop a theoretical model of metacognition in collaborative problem solving based on models and modeling perspectives. The theoretical model addresses several challenges previously found in the research of metacognition. This paper illustrates how metacognition was elicited, at the environmental level, through problems requiring different problem-solving processes (definition building and operationalizing definitions), and how metacognition operated at both the individual level and the social level during complex problem solving. The re-conceptualization of metacognition has the potential to guide the development of metacognitive activities and effective instructional methods to integrate them into existing curricula that are necessary to engage students in active, higher-order learning.     

The impact of integrated STEM professional development on teacher quality

This study of a state‐funded, 3‐year implementation of an integrated STEM professional development (PD) program for teachers from two middle schools in the midwestern U.S. examined if participants in the PD were enabled to transform their practice and perceptions of STEM. An integrated STEM approach includes a focus on the STEM disciplines, along with leveraging social studies/history and English/language arts as important context and tools for solving society’s biggest challenges. Findings in this study indicated that teachers implemented more effective STEM teaching strategies and had more positive perceptions regarding STEM overall. Further, participants became more aware of their personal needs for resources and support to teach through integrated STEM. Implications for research and practice are discussed.     

A High‐Quality Professional Development for Teachers of Grades 3–6 for Implementing Engineering into Classrooms

With the increasing emphasis on integrating engineering into K‐12 classrooms to help meet the needs of our complex and multidisciplinary society, there is an urgent need to investigate teachers' engineering‐focused professional development experiences as they relate to teacher learning, implementation, and student achievement. This study addresses this need by examining the effects of a professional development program focused on engineering integration, and how teachers chose to implement engineering in their classrooms as a result of the professional development. 198 teachers in grades 3–6 from 43 schools in 17 districts participated in a yearlong professional development program designed to help integrate the new state science standards, with a focus on engineering, into their teaching. Posters including lesson plans and student artifacts were used to assess teachers' engineering practices and the implementation in their classrooms. Results indicated that the majority of the teachers who participated in the professional development were able to effectively implement engineering design lessons in their classrooms suggesting that the teachers' success in implementing engineering lessons in their classroom was closely related to the structure of the professional development program.     

Development of an Instrument to Assess Attitudes Toward Science,Technology, Engineering,and Mathematics (STEM)

There is a need for more students to be interested in science, technology, engineering, and mathematics (STEM) careers to advance U.S. competitiveness and economic growth. A consensus exists that improving STEM education is necessary for motivating more students to pursue STEM careers. In this study, a survey to measure student (grades 4–6) attitudes toward STEM and STEM careers was developed and administered to 662 students from two STEM‐focused and three comprehensive (non‐STEM‐focused) schools. Cronbach's alphas for the whole survey and subscales indicated a high internal consistency. Statistically significant difference in means between students attending the STEM‐focused and comprehensive schools on the two subscales of the survey and the overall survey were found. However, the explained variance for these results was approximately 1%. The survey is a useful tool to assess efficacy of STEM education programs on student attitudes toward STEM and STEM careers.     

Tissue-specific and neural activity-regulated expression of human BDNF gene in BAC transgenic mice

Background  

Brain-derived neurotrophic factor (BDNF) is a small secreted protein that has important roles in the developing and adult nervous system. Altered expression or changes in the regulation of the BDNF gene have been implicated in a variety of human nervous system disorders. Although regulation of the rodent BDNF gene has been extensively investigated, in vivo studies regarding the human BDNF gene are largely limited to postmortem analysis. Bacterial artificial chromosome (BAC) transgenic mice harboring the human BDNF gene and its regulatory flanking sequences constitute a useful tool for studying human BDNF gene regulation and for identification of therapeutic compounds modulating BDNF expression.