Water Districts offer so many resources that educators are unaware of. Find out how you can connect with your local water district while learning about water.

TAKEAWAYS:
1. Resources offered by your local water district. 2. Learn about your local water resource. 3. Expose your students to careers in the water industry.

SPEAKERS:
Monica Sijder (Water Replenishment District: Lakewood, CA)

In this self-directed session, you will be able to: Interact with educators in face-to-face poster presentations; Watch short video submissions from educators around the world; and Participate in hands-on/minds-on, takeaway learning experiences.

TAKEAWAYS:
Science education occurs everywhere on this planet. We can get ideas and best practices from collegues around the world.

SPEAKERS:
Alison Betz Seymour (Science Teacher: Winchester, 0)

This poster session connects phenomena-based teaching to Funds of Knowledge and the development of science identities.

TAKEAWAYS:
Attendees will learn how to support language development in the science classroom. Attendees will learn about the research between developing science identities and success in science. Attendees will learn about Funds of Knowledge and its role in connecting students to the science classroom.

SPEAKERS:
Helen Brandon (Bloomington Junior High School: Bloomington, IL)

Growth mindset teaching strategies and standards-aligned engineering design challenges were tested with rural elementary students in out-of-school-time and classroom settings. Results, resources, and best practices.

TAKEAWAYS:
In this poster, growth mindset and engineering design will be explored as tools for enhancing student engagement and equity. During 2019-2021, standards-aligned engineering design challenges were tested with different elementary age groups in out-of-school-time and classroom settings (schools, afterschool programs, and 4-H summer camps). For each challenge module, students were given time to explore the topic and test materials, emphasizing the importance of prototype revision so that students viewed each design change as a step toward success. Early outcomes of the research will be shared, as well as resources and best practices for program replication.

SPEAKERS:
Suzanne McDonald (West Virginia University: Morgantown, WV), Jennifer Robertson (West Virginia University: Morgantown, WV)

Improving STEM instruction for students with disabilities is a national need. Come explore one project's work to support coaches and teachers to do just that!

TAKEAWAYS:
Attendees will take away knowledge of, and enthusiasm for, the free tools and resources being developed to support teachers and coaches.

SPEAKERS:
Rachel Hallett-Njuguna (University of Central Florida: Orlando, FL)

Learn how to embed future ready skills through the science and engineering practices

TAKEAWAYS:
During this session, teachers will learn how to use artificial intelligence and machine learning to actively engage students in the science and engineering practices.

SPEAKERS:
Kristin Luthi (Gwinnett County Public Schools: Suwanee, GA)

You can't grow a flower without seeds, just like students can't grow their STEM identity without a growth mindset.

TAKEAWAYS:
Attendees will learn why growth mindset is a vital aspect of the foundation of students' STEM identity.

SPEAKERS:
Nicole Hebert (Sacred Heart University: Fairfield, CT), Abigail Lupinacci (Student)

Babyscientist organizes/operates STEM workshops/camps in underserved communities engaging students in hands-on scientific experiments. We’re in the business of creating dreamers, believers, and creating scientist!

TAKEAWAYS:
How our method of informal learning inspires and motivates children of color from underserved communities to pursue careers in STEM.

SPEAKERS:
Kristy McDowell (Merrimack College: North Andover, MA)

Elementary preservice teachers integrate science and literacy with the Touch-Talk-Text interdisciplinary framework, allowing ALL students to access science through sensory, language, and discourse connections.

TAKEAWAYS:
Attendees will gain insight into strategies for integrating science and literacy in the elementary school day, addressing issues of decreased time and resources for elementary science learning.

SPEAKERS:
Danielle Scharen (North Carolina State University: Raleigh, NC)

This session will lead participants through a discussion on why and how to use drone technology in the classroom. It will showcase a problem based learning activity in which drones are used in a surveying simulation.

TAKEAWAYS:
How and why using drones can enhance the curriculum.

SPEAKERS:
Jane Hunt (Nourish the Future - Education Projects, LLC: Columbus, OH)

This study investigates sixth-grade special education students' achievement, competency beliefs, fascination, and engagement with science. Students learned about tardigrades by participating in a STEAM hands-on investigation. Comparable to this study, Christensen, Knezek, & Tyler-Wood (2015), found hands-on STEM activities were likely to cultivate engagement and maintain “positive dispositions” at middle school levels. Similarly, Hwang & Taylor (2016) found that accessibility through art integration with STEM, engaged and motivated students to participate. While previous studies such as these are significant, there is a lack of research focusing on diverse learners. During this study, students learned basic skills with dissecting and compound microscopes to examine tardigrades. Driving questions included tardigrades’ ability to survive extreme conditions. STEAM was integrated in the unit in the form of dance and painting. Summative assessments included a multiple-choice test with a constructed response question and an art component. Likert scale surveys were used to collect data for action research. The research question was: How do hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement and fascination with science? The unit was part of Research Topics in Plant Biology-Systematics at Southern Illinois University Carbondale and Robert Noyce Teacher Scholarship Program.

TAKEAWAYS:
Participants will learn how hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement, and fascination with science.

SPEAKERS:
April Bartnick (Carruthers Elementary School: Murphysboro, IL)

This session will provide examples for promoting student collaboration and acceptance in the science classroom. Students become the teacher through sharing scientific ideas and reviewing feedback.

TAKEAWAYS:
1. Using students' differences to encourage discussions of real-world problems and scientific solutions brings a sense of respect into the classroom; 2. You can incorporate students’ backgrounds into science instruction; and 3. Teaching students to be productive citizens is also a part of science learning.

SPEAKERS:
Lindsay Simmons (Francis Marion University: Florence, SC), Sarah Driggers (Francis Marion University: Florence, SC), Abbey McLean (Francis Marion University: Florence, SC)

Improving STEM instruction for students with disabilities is a national need. Come explore one project's work to support coaches and teachers to do just that!

TAKEAWAYS:
Attendees will take away knowledge of, and enthusiasm for, the free tools and resources being developed to support teachers and coaches.

SPEAKERS:
Rachel Hallett-Njuguna (University of Central Florida: Orlando, FL)

Come experience Playdoh as a highly functional three-dimensional tool connecting two-dimensional learning. These STEM strategies engage and promote interactions with all learners across curriculums.

TAKEAWAYS:
Playdoh is a highly functional classroom manipulative that makes three-dimensional learning possible using two- dimensional curriculum

SPEAKERS:
Erica Napoli (Shelton Public Schools: Shelton, CT)

Elementary preservice teachers integrate science and literacy with the Touch-Talk-Text interdisciplinary framework, allowing ALL students to access science through sensory, language, and discourse connections.

TAKEAWAYS:
Attendees will gain insight into strategies for integrating science and literacy in the elementary school day, addressing issues of decreased time and resources for elementary science learning.

SPEAKERS:
Danielle Scharen (North Carolina State University: Raleigh, NC)

Learn how to embed future ready skills through the science and engineering practices

TAKEAWAYS:
During this session, teachers will learn how to use artificial intelligence and machine learning to actively engage students in the science and engineering practices.

SPEAKERS:
Kristin Luthi (Gwinnett County Public Schools: Suwanee, GA)

You can't grow a flower without seeds, just like students can't grow their STEM identity without a growth mindset.

TAKEAWAYS:
Attendees will learn why growth mindset is a vital aspect of the foundation of students' STEM identity.

SPEAKERS:
Nicole Hebert (Sacred Heart University: Fairfield, CT)

Babyscientist organizes/operates STEM workshops/camps in underserved communities engaging students in hands-on scientific experiments. We’re in the business of creating dreamers, believers, and creating scientist!

TAKEAWAYS:
How our method of informal learning inspires and motivates children of color from underserved communities to pursue careers in STEM.

SPEAKERS:
Kristy McDowell (Merrimack College: North Andover, MA)

This session will lead participants through a discussion on why and how to use drone technology in the classroom. It will showcase a problem based learning activity in which drones are used in a surveying simulation.

TAKEAWAYS:
How and why using drones can enhance the curriculum.

SPEAKERS:
Leah LaCrosse (McCormick Junior High School: Huron, OH)

This poster session connects phenomena-based teaching to Funds of Knowledge and the development of science identities.

TAKEAWAYS:
Attendees will learn how to support language development in the science classroom. Attendees will learn about the research between developing science identities and success in science. Attendees will learn about Funds of Knowledge and its role in connecting students to the science classroom.

SPEAKERS:
Helen Brandon (Bloomington Junior High School: Bloomington, IL)

Water Districts offer so many resources that educators are unaware of. Find out how you can connect with your local water district while learning about water.

TAKEAWAYS:
1. Resources offered by your local water district. 2. Learn about your local water resource. 3. Expose your students to careers in the water industry.

SPEAKERS:
Monica Sijder (Water Replenishment District: Lakewood, CA)

Growth mindset teaching strategies and standards-aligned engineering design challenges were tested with rural elementary students in out-of-school-time and classroom settings. Results, resources, and best practices.

TAKEAWAYS:
In this poster, growth mindset and engineering design will be explored as tools for enhancing student engagement and equity. During 2019-2021, standards-aligned engineering design challenges were tested with different elementary age groups in out-of-school-time and classroom settings (schools, afterschool programs, and 4-H summer camps). For each challenge module, students were given time to explore the topic and test materials, emphasizing the importance of prototype revision so that students viewed each design change as a step toward success. Early outcomes of the research will be shared, as well as resources and best practices for program replication.

SPEAKERS:
Jennifer Robertson (West Virginia University: Morgantown, WV)

This study investigates sixth-grade special education students' achievement, competency beliefs, fascination, and engagement with science. Students learned about tardigrades by participating in a STEAM hands-on investigation. Comparable to this study, Christensen, Knezek, & Tyler-Wood (2015), found hands-on STEM activities were likely to cultivate engagement and maintain “positive dispositions” at middle school levels. Similarly, Hwang & Taylor (2016) found that accessibility through art integration with STEM, engaged and motivated students to participate. While previous studies such as these are significant, there is a lack of research focusing on diverse learners. During this study, students learned basic skills with dissecting and compound microscopes to examine tardigrades. Driving questions included tardigrades’ ability to survive extreme conditions. STEAM was integrated in the unit in the form of dance and painting. Summative assessments included a multiple-choice test with a constructed response question and an art component. Likert scale surveys were used to collect data for action research. The research question was: How do hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement and fascination with science? The unit was part of Research Topics in Plant Biology-Systematics at Southern Illinois University Carbondale and Robert Noyce Teacher Scholarship Program.

TAKEAWAYS:
Participants will learn how hands-on learning and art integration with tardigrades affect students’ achievement, competency beliefs, engagement, and fascination with science.

SPEAKERS:
April Bartnick (Carruthers Elementary School: Murphysboro, IL)

This session will provide examples for promoting student collaboration and acceptance in the science classroom. Students become the teacher through sharing scientific ideas and reviewing feedback.

TAKEAWAYS:
1. Using students' differences to encourage discussions of real-world problems and scientific solutions brings a sense of respect into the classroom; 2. You can incorporate students’ backgrounds into science instruction; and 3. Teaching students to be productive citizens is also a part of science learning.

SPEAKERS:
Lindsay Simmons (Francis Marion University: Florence, SC), Abbey McLean (Francis Marion University: Florence, SC), Sarah Driggers (Francis Marion University: Florence, SC)