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)

The goal of the study was to compare how visual representations were integrated into the content of middle school life science textbooks.

TAKEAWAYS:
While most of the visual representations are completely linked and related to the content, there is still some room for improvement in making them more complementary than explanatory, which has added benefits.

SPEAKERS:
Mary Nyaema (University of Illinois Chicago: Chicago, IL)

Water is the major force in shaping our planet. Students use simple models to measure water outwash and soil erosion.

TAKEAWAYS:
Simple models show students how plants and plant residue play major roles in preventing water runoff and soil erosion.

SPEAKERS:
Suzanne Cunningham (Purdue University: West Lafayette, IN)

Make the unequal distribution of resources (yawn) interesting with a Catan-style game, real minerals to play with, and parodies (Earthy and many more)!

TAKEAWAYS:
Games make learning more palatable

SPEAKERS:
Jen Taylor (Lakeview Academy: Saratoga Springs, UT)

Middle schoolers haven’t grown up yet so trot out the toys and the science parodies…the best way to their brains!

TAKEAWAYS:
Science classes that are fun as well as challenging will be the ones that educate.

SPEAKERS:
Jen Taylor (Lakeview Academy: Saratoga Springs, UT)

Tinkergardens are STEM focused learning environments that increase student engagement through the design of garden systems and the production of hyper local produce.

TAKEAWAYS:
Tinkergardens provide a way to integrate engineering into science classrooms and increase student engagement in STEM.

SPEAKERS:
Meghan Hess Shamdasani (South Tech Academy: Boynton Beach, FL)

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:
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)

Water is the major force in shaping our planet. Students use simple models to measure water outwash and soil erosion.

TAKEAWAYS:
Simple models show students how plants and plant residue play major roles in preventing water runoff and soil erosion.

SPEAKERS:
Suzanne Cunningham (Purdue University: West Lafayette, IN)

Make the unequal distribution of resources (yawn) interesting with a Catan-style game, real minerals to play with, and parodies (Earthy and many more)!

TAKEAWAYS:
Games make learning more palatable

SPEAKERS:
Jen Taylor (Lakeview Academy: Saratoga Springs, UT)

Middle schoolers haven’t grown up yet so trot out the toys and the science parodies…the best way to their brains!

TAKEAWAYS:
Science classes that are fun as well as challenging will be the ones that educate.

SPEAKERS:
Jen Taylor (Lakeview Academy: Saratoga Springs, UT)

Tinkergardens are STEM focused learning environments that increase student engagement through the design of garden systems and the production of hyper local produce.

TAKEAWAYS:
Tinkergardens provide a way to integrate engineering into science classrooms and increase student engagement in STEM.

SPEAKERS:
Meghan Hess Shamdasani (South Tech Academy: Boynton Beach, 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)

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)

The goal of the study was to compare how visual representations were integrated into the content of middle school life science textbooks.

TAKEAWAYS:
While most of the visual representations are completely linked and related to the content, there is still some room for improvement in making them more complementary than explanatory, which has added benefits.

SPEAKERS:
Mary Nyaema (University of Illinois Chicago: Chicago, IL)

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)

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)