2022 Chicago National Conference

July 21-23, 2022

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FILTERS APPLIED:6 - 8, Poster, Using Inquiry-Based STEM to Facilitate Learning for ALL, Equity

 

Rooms and times subject to change.
3 results
Save up to 50 sessions in your agenda.

Connecting to Science Identities

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 32


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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 (University of Illinois at Springfield: Springfield, IL)

The Impact of Informal Learning: Accessing and Infusing Inspiration, Education, and Hope into Children from Underserved Communities through Mobile STEM Workshops/Camps.

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 15


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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)

Engaging Diverse Learners with Art Integration and Hands-On Science with Tardigrades

Friday, July 22 • 11:50 AM - 12:50 PM

McCormick Place - Exhibit Hall, Poster Session Area, Table 23


STRAND: Strategies for Creating Inclusive Science and STEM Learning Environments

Show Details

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)

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