Maine Mathematics and Science Alliance

This investigation examines the efficacy of multilevel analysis of individual heterogeneity and discriminatory accuracy (MAIHDA) over fixed-effects models when performing intersectional studies. The research questions are as follows: (1) What are typical strata representation rates and outcomes on physics research-based assessments? (2) To what extent do MAIHDA models create more accurate predicted strata outcomes than fixed-effects models? and (3) To what extent do MAIHDA models allow the modeling of smaller strata sample sizes? We simulated 3,000 data sets based on real-world data from 5,955 students on the LASSO platform. We found that MAIHDA created more accurate and precise predictions than fixed-effects models. We also found that using MAIHDA could allow researchers to disaggregate their data further, creating smaller group sample sizes while maintaining more accurate findings than fixed-effects models. We recommend using MAIHDA over fixed-effects models for intersectional investigations.

Abstract The development of 21st century skills in or rather through science teaching is on the agenda of many national and international school reforms aiming at creating so-called 21st century classrooms. In this context autonomous learning and practical relevance of science classes have been identified as important features, and education outside the classroom (EOtC) has been described as one way of providing such enriched classroom settings. We explore the relative importance of the four basic psychological needs (BPN), “perceived autonomy support”, “perceived competence support”, “student-teacher relatedness” and “student-student relatedness”, for the perceived practical relevance of the content (PRC) in science class in secondary school. We applied the same measures in normal and EOtC science classes, both in a short-term cross-sectional within-subject design study (A) and in a longitudinal between-subject design study (B). In order to account for the theoretical and empirical non-independence of the four BPN-explanatory variables, we used Bayesian ridge regression techniques. Our findings suggest that PRC in EOtC contexts is perceived higher than in normal classroom settings, both in the short-term as well as in the long-term designs. This can be best explained by the degree of perceived autonomy support by the students. In the short-term design, this holds true for both, the normal and the EOtC teaching contexts. In the long-term design, the relative importance of autonomy support can only be deemed statistically credible in the EOtC context. Perceived competence support and relatedness have no relative importance in the EOtC context. This suggests that science classes outside the classroom are less contingent on teacher-reliant or peer-related basic needs satisfaction. Thus, we can conclude that science teaching in EOtC fosters 21st century skills through more flexible, autonomous and collaborative settings and by being less teacher-centred.

Abstract Scientists are increasingly motivated to engage the public, particularly those who do not or cannot access traditional science education opportunities. Communication researchers have identified shortcomings of the deficit model approach, which assumes that skepticism toward science is based on a lack of information or scientific literacy, and encourage scientists to facilitate open-minded exchange with the public. We describe an ambassador approach, to develop a scientist's impact identity, which integrates his or her research, personal interests and experiences to achieve societal impacts. The scientist identifies a community or focal group to engage, on the basis of his or her impact identity, learns about that group, and promotes inclusion of all group members by engaging in venues in which that group naturally gathers, rather than in traditional education settings. Focal group members stated that scientists communicated effectively and were responsive to participant questions and ideas. Scientists reported professional and personal benefits from this approach.

Abstract We define “informal STEM education” and explain some of the reasons its outcomes are so inherently challenging to evaluate, including the critical need for ecological validity and the fact that many informal learning experiences are low‐visibility and opportunistic. We go on to highlight significant advances in the field, starting with the fundamental embracing of learning outcomes that go well beyond narrow measures of knowledge and skills, to include interest, engagement, and identity‐building. Within that framework, we note the development of shared constructs and shared instruments emerging in multiple sectors of informal STEM education. We also highlight advances in unobtrusive instrumentation and powerful analytic techniques that make it possible to evaluate learners’ unfolding experiences more directly than ever before. Finally, we point to underlying factors that support a growing and maturing professional community of informal STEM learning evaluators, and some of the “learning ecosystem” metaphors that frame their thinking.

This paper describes innovative ways of bringing mathematical learning into community venues in rural settings. We selected highly engaging mathematical activities, adapted them for middle school youth and their families, and brought them to the “locavore” contexts of Farmers Markets and community agricultural fairs. “STEM Guides”—community people who were hired to connect youth with local STEM resources—set up math-oriented booths at local Farmers Markets and fairs. They enlisted visitors in weighing produce, comparing weights of typical fruits/vegetables to record-weighing produce, and composing community-supported agriculture (CSA) baskets with specified ratios of different types of produce. Pilot findings from four trials with 91 participants are reported. Specifically, we examine: 1) what is needed for non-specialist STEM Guides to facilitate mathematics activities in these contexts; 2) features of participant engagement; and 3) ways of matching venues with meaningful place-based mathematics, in this case, measurement and mental mathematics. This work demonstrates that it is possible to start with a local venue, identify key mathematical concepts that are woven into this venue, and incorporate mathematics that appeals to a variety of participants. We discuss the idea of rural “community math,” and the benefits of making math more of a community enterprise.

This case study was conducted within the context of a place-based education project that was implemented with primary school students in the USA. The authors and participating teachers created a performance assessment of standards-aligned tasks to examine 6–10-year-old students’ graph interpretation skills as part of an exploratory research project. Fifty-five students participated in a performance assessment interview at the beginning and end of a place-based investigation. Two forms of the assessment were created and counterbalanced within class at pre and post. In situ scoring was conducted such that responses were scored as correct versus incorrect during the assessment's administration. Criterion validity analysis demonstrated an age-level progression in student scores. Tests of discriminant validity showed that the instrument detected variability in interpretation skills across each of three graph types (line, bar, dot plot). Convergent validity was established by correlating in situ scores with those from the Graph Interpretation Scoring Rubric. Students’ proficiency with interpreting different types of graphs matched expectations based on age and the standards-based progression of graphs across primary school grades. The assessment tasks were also effective at detecting pre–post gains in students’ interpretation of line graphs and dot plots after the place-based project. The results of the case study are discussed in relation to the common challenges associated with performance assessment. Implications are presented in relation to the need for authentic and performance-based instructional and assessment tasks to respond to the Common Core State Standards and the Next Generation Science Standards.

Thomas Keller provides an overview of K-12 STEM (science, technology, engineering, and math) education policy in Maine and the nation, and makes recom­mendations for several agencies in the state. He argues that although standards and assessment are important, there need to be corresponding changes instructional materials methods and in school culture. Although we do not yet have a fully integrated STEM curriculum, Keller suggests that “we are overdue for interdisciplin­ary work where possible.”

This article is about an investigation of six middle school science teachers’ beliefs and instructional practice about the coherence of the science they teach as articulated by National Science Education Standards (NRC, 1996). Many well intentioned reform efforts focus on improving content knowledge of teachers, but many classroom teachers regularly miss opportunities to provide conceptual connections within the science ideas building the sense of coherence in science. This investigation involved a quasi experimental study to examine the efficacy of a method for collecting data about middle school science teachers’ thinking about science and to determine if they teach science coherently. The teachers were surveyed, interviewed, provided concept maps about their thinking of the science they taught, and observed to investigate whether their practice reflects their beliefs. An examination of the teachers’ beliefs, stated and unstated curriculum, the connections among topics and the nature of science revealed that one, the observation tool may have merit for identifying the content and connections among science topics, and two, that teachers ‘stated beliefs consistent with the National Science Education Standards’ vision for coherent science, did not match their demonstrated practice. The content taught could be characterized in three ways; coherent content and few connections, coherent content and connections, and not coherent content. This indicates for this group of middle school science teachers that knowing how they think about science and how those beliefs are reflected in their teaching is complex. This study can inform teacher education and professional development efforts about the need to move beyond just content enhancement to examine prior beliefs about the connections of concepts within science.