A unique and open-ended STEM investigation that incorporates absolute and relative dating techniques, anomalies, historical context, volcanoes, solar proton events, energy cycles, Earth systems, terrestrial events, and supernovas by analyzing 430 years of Earth history from 1562 to 1992.

TAKEAWAYS:
In constructing knowledge, there is no definitive answer, only plausible conclusions based on constructing, analyzing, and comparing data and research from multiple disciplines. This investigation provides a better understanding of the scientific process of developing models and defending results.

SPEAKERS:
Donna Young (NASA/NSO/UoL Program Manager: Laughlin, NV)

Research suggests that most teachers will leave the profession within 5-years. This presentation will share tips to help science teachers stay enjoying teaching! This session could prove helpful to any new or preservice teacher, teacher mentor, or anyone who wants a new perspective.

TAKEAWAYS:
Attendees will leave with tangible practices to implement in their lives as a teacher! I will offer tips that worked for me, discussing topics like the school social environment, the lingo of education, using district resources, combating burn out (preemptively and practically), and more!

SPEAKERS:
Marissa Christie (Rockdale Magnet School for Science and Technology: Conyers, GA)

These two sessions will focus on leadership. These sessions will include a discussion of the structures that need to happen to support these shifts in science instruction. How do you get teachers on board to engage in this work? For example, what are examples of the stories you need to tell to support teacher interest and buy in. What are examples of sustainable structures at a system level to support this work? What are examples of observation and instructional tools to support this work? In session 1, we will draw on case studies to engage how storytelling can be used to support onboarding teachers and to strengthen a science infrastructure. In session 2, we will share observation and instructional tools for leaders to support this work. In session 1, participants will gain strategies and insights utilized to enhance science instruction within a school system. In session 2, we will use classroom videos and other examples to illustrate how to do this work in schools.

TAKEAWAYS:
Participants will gain strategies and insights utilized to enhance science instruction within a school system.

SPEAKERS:
Katherine McNeill (Boston College: Chestnut Hill, MA), Stefanie Marshall (Assistant Professor: East Lansing, MI)

Educators and researchers from the inquiryHub partnership between DPS and CU Boulder share their experiences as they co-designed (and co-redesigned) the iHub Biology curriculum, professional learning to accompany it, and other classroom tools to support its use.

TAKEAWAYS:
Teachers partnering with researchers can yield engaging curriculum materials that support more equitable teaching and learning.

SPEAKERS:
Douglas Watkins (Denver Public Schools: Denver, CO)

Participants in this session will leave with a STEM inquiry-based project and educational materials designed to captivate students while emphasizing 21st-century scientific applications and UN sustainable goals. Additionally, a list of potential RET opportunities for educators will be provided.

TAKEAWAYS:
Sharing how the RET experience has led to the production of a project that integrates nitrogen cycle pollution into a nitrogen circular economy, where the project's primary focus was on critical topics such as energy, climate, and food security; important topics to empower high school students.

SPEAKERS:
Milene De Farias (Southcrest Christian School: Lubbock, TX)

Little is known about how the framing of phenomena impacts students’ interest and sense of relevance. We share findings from a study where we asked students to rate how relevant and interesting they found four phenomena either described using an engineering, a local, a neutral, or a justice framing.

TAKEAWAYS:
Framing a phenomenon as an engineering design problem, a social or environmental justice issue, a local event, or a neutral problem influences students' perception of interest and relevance, which can influence how they engage as learners.

SPEAKERS:
Diego Rojas-Perilla (BSCS Science Learning: Colorado Springs, CO), Zoe Buck Bracey (Senior Science Educator and Director of Design for Justice: Colorado Springs, CO), Jamie Noll (BSCS Science Learning: Colorado Springs, CO)

Educators and researchers from the inquiryHub partnership between DPS and CU Boulder share their experiences as they co-designed (and co-redesigned) the iHub Chemistry curriculum, professional learning to accompany it, and other classroom tools to support its use.

TAKEAWAYS:
Teachers partnering with researchers can yield engaging curriculum materials that support more equitable teaching and learning.

SPEAKERS:
Douglas Watkins (Denver Public Schools: Denver, CO)

Is crash-testing biased against women? Join science education professor Griff Jones and IIHS Vehicle Research Center staff to learn about the latest research regarding equity issues and crash-testing, and participate in a live Q&A with crash test dummy research experts.

TAKEAWAYS:
Participants will learn why ensuring equity in crash-testing research is more complex than simply putting a female dummy in the driver’s seat and how IIHS’s “Deep Dive with Dummies” free video series can be used to teach grade 5-12 students about the nature of science.

SPEAKERS:
Joe Young (Insurance Institute for Highway Safety Highway Loss Data Institute: Arlington, VA), Griff Jones (University of Florida)

A high school senior, her teacher, and her mother will discuss the execution and benefits of a third-year chemistry class that was driven by a local disaster.

TAKEAWAYS:
Attendees will gain perspective on using real-life occurrences to help drive student engagement, scientific inquiry, and course content.

SPEAKERS:
Kristen Miller (Educator: Columbiana, OH), Karagin Miller (Student), Veronica Kotel (Crestview High School: Columbiana, OH)

How do we purposefully increase student interest and connection with computer science and the online world? This session will share the personal experience and curriculum developed following a biology teacher's foray into a computer science-centric research experience for teachers.

TAKEAWAYS:
From research, to writing curriculum, to implementation, this session will share the reflections and curriculum developed from participating in a National Science Foundation Research Experience for Teachers. Attendees will receive access to the curriculum and ideas for finding similar experiences.

SPEAKERS:
Steve Gewinner (Computer Science Teacher), Tara Bonebrake (The Summit Preparatory School: Springfield, MO)

Cognitive science research provides substantial evidence for flexible and often counterintuitive cognitive strategies, including spacing, interleaving, and retrieval practice that boost student learning. Teachers will learn how to implement these techniques within their classrooms.

TAKEAWAYS:
Attendees will learn how to apply multiple practical, flexible, and research-based cognitive strategies, including retrieving information from memory, distributing practice across time, scaffolding, and mixing together different examples within their own classrooms to improve student learning.

SPEAKERS:
Jonathan Tullis (The University of Arizona: Tucson, AZ)

Interested in having a whole ecosystem within the walls of your classroom? How about growing food in a one-gallon recycled pickle jar? During this session we will learn how to use Aquaponics as a teaching tool in your pk-12 classrooms.

TAKEAWAYS:
Attendees will learn the immense benefits of having an aquaponic system in their classrooms. Specifically, research explaining how to grow pineapples in one-gallon systems.

SPEAKERS:
Kate Heithoff (Wartburg NSTA Vice President: No City, No State)

Immersing educators in a locally relevant context is a powerful way to foster professional learning, modify curriculum, and boost student engagement. This session will present successful examples of immersive professional learning that have impacted hundreds of educators across the country.

TAKEAWAYS:
Participants will learn about the benefits of immersive professional learning and how it can bring the sensemaking process to life. We will provide example phenomena that fully engage the three dimensions of the NGSS approach and are explored in daily practice by researchers and scientists.

SPEAKERS:
Brian Beierle (Relevant Classroom, a Division of Vivayic, Inc.: No City, No State)