“You’re good at math; be an engineer.” Isn’t there more to it? Who is an engineer? Engineering helps society by solving problems. Let’s explore “why.”

TAKEAWAYS:
Learn that engineering is more than math + science and take away classroom activities addressing engineering identity, ethics, and society (not your typical engineering activities).

SPEAKERS:
Ken Reid (University of Indianapolis: Indianapolis, IN)

This study explored how Project MISE, an inquiry-based professional development, impacted the instructional practices of science teachers.

TAKEAWAYS:
Inquiry-based instructional practices

SPEAKERS:
Emily Jackson-Osagie (Southern University and A&M College: Baton Rouge, LA)

Learn how a simulation of a family STEM Night allowed preservice elementary teachers to grow their efficacy and effectiveness in teaching inquiry science during COVID.

TAKEAWAYS:
Reimagining university science inquiry activities and processes, and the positive effect they can have on preservice elementary education teachers, due to COVID is possible as long as the central conceptual, curricular, and technological elements involved are analyzed for the affordances each brings and needful substitutions are made.

SPEAKERS:
Bridgette Fincher (Pittsburg State University: Pittsburg, KS)

Unpacking the 3-D NGSS while at the same time making science instruction engaging to students is a challenge faced by science teachers across the nation. With skillful use of phenomena-based instruction, science teachers engage students by converting what the teacher planned to teach into what the students want to learn. Culturally relevant, intellectually accessible and thought-provoking phenomena enable students to make engaging connections between the required curricula content and real-life scenarios and applications. Rather than recalling discrete facts, students apply new information and use transferable problem-solving skills to explain a natural or man-made phenomenon. Phenomenon-based science encourages students to ask questions, discover connections, and design models to make sense of what they observe. This session provides participating teachers opportunities to experience lessons in the same manner as students will. They examine a phenomenon and then ask questions, collaborate with partners and design models, and discuss digital tools that can be used to engage students in phenomenon-based learning. Teachers learn how to use questioning techniques and academic dialogue to spike discontent in the students' understanding of the phenomena, thereby, driving students to use science practices to further explore their curiosities

TAKEAWAYS:
Help teachers to develop and deploy thought-provoking phenomena that will promote student engagement, comprehension, and achievement in the sciences by transforming what the teacher planned to teach into what the students are eager to learn.

SPEAKERS:
Chidi Duru (Prince George's County Public Schools: Upper Marlboro, MD)