@BOOK{NAP author = "National Research Council", editor = "Philip Bell and Bruce Lewenstein and Andrew W. Shouse and Michael A. Feder", title = "Learning Science in Informal Environments: People, Places, and Pursuits", isbn = "978-0-309-11955-9", abstract = "Informal science is a burgeoning field that operates across a broad range of venues and envisages learning outcomes for individuals, schools, families, and society. The evidence base that describes informal science, its promise, and effects is informed by a range of disciplines and perspectives, including field-based research, visitor studies, and psychological and anthropological studies of learning.\n\nLearning Science in Informal Environments draws together disparate literatures, synthesizes the state of knowledge, and articulates a common framework for the next generation of research on learning science in informal environments across a life span. Contributors include recognized experts in a range of disciplines\u2014research and evaluation, exhibit designers, program developers, and educators. They also have experience in a range of settings\u2014museums, after-school programs, science and technology centers, media enterprises, aquariums, zoos, state parks, and botanical gardens.\n\nLearning Science in Informal Environments is an invaluable guide for program and exhibit designers, evaluators, staff of science-rich informal learning institutions and community-based organizations, scientists interested in educational outreach, federal science agency education staff, and K-12 science educators.", url = "https://nap.nationalacademies.org/catalog/12190/learning-science-in-informal-environments-people-places-and-pursuits", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Research Council", editor = "Margaret Honey and Greg Pearson and Heidi Schweingruber", title = "STEM Integration in K-12 Education: Status, Prospects, and an Agenda for Research", isbn = "978-0-309-29796-7", abstract = "STEM Integration in K-12 Education examines current efforts to connect the STEM disciplines in K-12 education. This report identifies and characterizes existing approaches to integrated STEM education, both in formal and after- and out-of-school settings. The report reviews the evidence for the impact of integrated approaches on various student outcomes, and it proposes a set of priority research questions to advance the understanding of integrated STEM education. STEM Integration in K-12 Education proposes a framework to provide a common perspective and vocabulary for researchers, practitioners, and others to identify, discuss, and investigate specific integrated STEM initiatives within the K-12 education system of the United States.\nSTEM Integration in K-12 Education makes recommendations for designers of integrated STEM experiences, assessment developers, and researchers to design and document effective integrated STEM education. This report will help to further their work and improve the chances that some forms of integrated STEM education will make a positive difference in student learning and interest and other valued outcomes.", url = "https://nap.nationalacademies.org/catalog/18612/stem-integration-in-k-12-education-status-prospects-and-an", year = 2014, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Brett Moulding and Nancy Songer and Kerry Brenner", title = "Science and Engineering for Grades 6-12: Investigation and Design at the Center", isbn = "978-0-309-48260-8", abstract = "It is essential for today's students to learn about science and engineering in order to make sense of the world around them and participate as informed members of a democratic society. The skills and ways of thinking that are developed and honed through engaging in scientific and engineering endeavors can be used to engage with evidence in making personal decisions, to participate responsibly in civic life, and to improve and maintain the health of the environment, as well as to prepare for careers that use science and technology.\n\nThe majority of Americans learn most of what they know about science and engineering as middle and high school students. During these years of rapid change for students' knowledge, attitudes, and interests, they can be engaged in learning science and engineering through schoolwork that piques their curiosity about the phenomena around them in ways that are relevant to their local surroundings and to their culture. Many decades of education research provide strong evidence for effective practices in teaching and learning of science and engineering. One of the effective practices that helps students learn is to engage in science investigation and engineering design. Broad implementation of science investigation and engineering design and other evidence-based practices in middle and high schools can help address present-day and future national challenges, including broadening access to science and engineering for communities who have traditionally been underrepresented and improving students' educational and life experiences.\n\nScience and Engineering for Grades 6-12: Investigation and Design at the Center revisits America's Lab Report: Investigations in High School Science in order to consider its discussion of laboratory experiences and teacher and school readiness in an updated context. It considers how to engage today's middle and high school students in doing science and engineering through an analysis of evidence and examples. This report provides guidance for teachers, administrators, creators of instructional resources, and leaders in teacher professional learning on how to support students as they make sense of phenomena, gather and analyze data\/information, construct explanations and design solutions, and communicate reasoning to self and others during science investigation and engineering design. It also provides guidance to help educators get started with designing, implementing, and assessing investigation and design.", url = "https://nap.nationalacademies.org/catalog/25216/science-and-engineering-for-grades-6-12-investigation-and-design", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Jeremy Kilpatrick and Jane Swafford and Bradford Findell", title = "Adding It Up: Helping Children Learn Mathematics", isbn = "978-0-309-21895-5", abstract = "Adding It Up explores how students in pre-K through 8th grade learn mathematics and recommends how teaching, curricula, and teacher education should change to improve mathematics learning during these critical years. \nThe committee identifies five interdependent components of mathematical proficiency and describes how students develop this proficiency. With examples and illustrations, the book presents a portrait of mathematics learning:\n\n Research findings on what children know about numbers by the time they arrive in pre-K and the implications for mathematics instruction.\n Details on the processes by which students acquire mathematical proficiency with whole numbers, rational numbers, and integers, as well as beginning algebra, geometry, measurement, and probability and statistics.\n\nThe committee discusses what is known from research about teaching for mathematics proficiency, focusing on the interactions between teachers and students around educational materials and how teachers develop proficiency in teaching mathematics.", url = "https://nap.nationalacademies.org/catalog/9822/adding-it-up-helping-children-learn-mathematics", year = 2001, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Christopher T. Cross and Taniesha A. Woods and Heidi Schweingruber", title = "Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity", isbn = "978-0-309-12806-3", abstract = "Early childhood mathematics is vitally important for young children's present and future educational success. Research demonstrates that virtually all young children have the capability to learn and become competent in mathematics. Furthermore, young children enjoy their early informal experiences with mathematics. Unfortunately, many children's potential in mathematics is not fully realized, especially those children who are economically disadvantaged. This is due, in part, to a lack of opportunities to learn mathematics in early childhood settings or through everyday experiences in the home and in their communities. Improvements in early childhood mathematics education can provide young children with the foundation for school success.\nRelying on a comprehensive review of the research, Mathematics Learning in Early Childhood lays out the critical areas that should be the focus of young children's early mathematics education, explores the extent to which they are currently being incorporated in early childhood settings, and identifies the changes needed to improve the quality of mathematics experiences for young children. This book serves as a call to action to improve the state of early childhood mathematics. It will be especially useful for policy makers and practitioners-those who work directly with children and their families in shaping the policies that affect the education of young children.\n ", url = "https://nap.nationalacademies.org/catalog/12519/mathematics-learning-in-early-childhood-paths-toward-excellence-and-equity", year = 2009, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "David Francis and Amy Stephens", title = "English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives", isbn = "978-0-309-47908-0", abstract = "The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.\n\nEnglish Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs' learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.", url = "https://nap.nationalacademies.org/catalog/25182/english-learners-in-stem-subjects-transforming-classrooms-schools-and-lives", year = 2018, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Elizabeth A. Davis and Amy Stephens", title = "Science and Engineering in Preschool Through Elementary Grades: The Brilliance of Children and the Strengths of Educators", isbn = "978-0-309-68417-0", abstract = "Starting in early childhood, children are capable of learning sophisticated science and engineering concepts and engage in disciplinary practices. They are deeply curious about the world around them and eager to investigate the many questions they have about their environment. Educators can develop learning environments that support the development and demonstration of proficiencies in science and engineering, including making connections across the contexts of learning, which can help children see their ideas, interests, and practices as meaningful not just for school, but also in their lives. Unfortunately, in many preschool and elementary schools science gets relatively little attention compared to English language arts and mathematics. In addition, many early childhood and elementary teachers do not have extensive grounding in science and engineering content.\nScience and Engineering in Preschool through Elementary Grades provides evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction that supports the success of all students. This report evaluates the state of the evidence on learning experiences prior to school; promising instructional approaches and what is needed for implementation to include teacher professional development, curriculum, and instructional materials; and the policies and practices at all levels that constrain or facilitate efforts to enhance preschool through elementary science and engineering.\nBuilding a solid foundation in science and engineering in the elementary grades sets the stage for later success, both by sustaining and enhancing students' natural enthusiasm for science and engineering and by establishing the knowledge and skills they need to approach the more challenging topics introduced in later grades. Through evidence-based guidance on effective approaches to preschool through elementary science and engineering instruction, this report will help teachers to support the success of all students. ", url = "https://nap.nationalacademies.org/catalog/26215/science-and-engineering-in-preschool-through-elementary-grades-the-brilliance", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "James W. Pellegrino and Margaret L. Hilton", title = "Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century", isbn = "978-0-309-25649-0", abstract = "Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as \"21st century skills.\"\nEducation for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments.\nThis report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums.", url = "https://nap.nationalacademies.org/catalog/13398/education-for-life-and-work-developing-transferable-knowledge-and-skills", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Shirley Malcom and Michael Feder", title = "Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways", isbn = "978-0-309-37357-9", abstract = "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be \"stemmed\" and greater efficiencies realized? These questions and others are at the heart of this study.\n\nBarriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors\u2014quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways.\n \nBecause many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.\n", url = "https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Barbara M. Means and Amy Stephens", title = "Cultivating Interest and Competencies in Computing: Authentic Experiences and Design Factors", isbn = "978-0-309-68215-2", abstract = "Computing in some form touches nearly every aspect of day to day life and is reflected in the ubiquitous use of cell phones, the expansion of automation into many industries, and the vast amounts of data that are routinely gathered about people's health, education, and buying habits. Computing is now a part of nearly every occupation, not only those in the technology industry. Given the ubiquity of computing in both personal and professional life, there are increasing calls for all learners to participate in learning experiences related to computing including more formal experiences offered in schools, opportunities in youth development programs and after-school clubs, or self-initiated hands-on experiences at home. At the same time, the lack of diversity in the computing workforce and in programs that engage learners in computing is well-documented.\nIt is important to consider how to increase access and design experiences for a wide range of learners. Authentic experiences in STEM - that is, experiences that reflect professional practice and also connect learners to real-world problems that they care about - are one possible approach for reaching a broader range of learners. These experiences can be designed for learners of all ages and implemented in a wide range of settings. However, the role they play in developing youths' interests, capacities, and productive learning identities for computing is unclear. There is a need to better understand the role of authentic STEM experiences in supporting the development of interests, competencies, and skills related to computing.\nCultivating Interest and Competencies in Computing examines the evidence on learning and teaching using authentic, open-ended pedagogical approaches and learning experiences for children and youth in grades K-12 in both formal and informal settings. This report gives particular attention to approaches and experiences that promote the success of children and youth from groups that are typically underrepresented in computing fields. Cultivating Interest and Competencies in Computing provides guidance for educators and facilitators, program designers, and other key stakeholders on how to support learners as they engage in authentic learning experiences.", url = "https://nap.nationalacademies.org/catalog/25912/cultivating-interest-and-competencies-in-computing-authentic-experiences-and-design", year = 2021, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", editor = "Marilyn Fenichel and Heidi A. Schweingruber", title = "Surrounded by Science: Learning Science in Informal Environments", isbn = "978-0-309-13674-7", abstract = "Practitioners in informal science settings\u2014museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens\u2014are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people of all ages, from different backgrounds and cultures, have a positive learning experience. \n\nSurrounded by Science: Learning Science in Informal Environments, is designed to make that task easier. Based on the National Research Council study, Learning Science in Informal Environments: People, Places, and Pursuits, this book is a tool that provides case studies, illustrative examples, and probing questions for practitioners. In short, this book makes valuable research accessible to those working in informal science: educators, museum professionals, university faculty, youth leaders, media specialists, publishers, broadcast journalists, and many others.", url = "https://nap.nationalacademies.org/catalog/12614/surrounded-by-science-learning-science-in-informal-environments", year = 2010, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Research Council", title = "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas", isbn = "978-0-309-21742-2", abstract = "Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field.\n\nA Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice.\n\nA Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.", url = "https://nap.nationalacademies.org/catalog/13165/a-framework-for-k-12-science-education-practices-crosscutting-concepts", year = 2012, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Jennifer Self", title = "Teaching K-12 Science and Engineering During a Crisis", isbn = "978-0-309-68194-0", abstract = "The COVID-19 pandemic is resulting in widespread and ongoing changes to how the K-12 education system functions, including disruptions to science teaching and learning environments. Students and teachers are all figuring out how to do schooling differently, and districts and states are working overtime to reimagine systems and processes. This is difficult and stressful work in the middle of the already stressful and sometimes traumatic backdrop of the global pandemic. In addition, students with disabilities, students of color, immigrants, English learners, and students from under-resourced communities have been disproportionately affected, both by the pandemic itself and by the resulting instructional shifts.\nTeaching K-12 Science and Engineering During a Crisis aims to describe what high quality science and engineering education can look like in a time of great uncertainty and to support practitioners as they work toward their goals. This book includes guidance for science and engineering practitioners - with an emphasis on the needs of district science supervisors, curriculum leads, and instructional coaches. Teaching K-12 Science and Engineering During a Crisis will help K-12 science and engineering teachers adapt learning experiences as needed to support students and their families dealing with ongoing changes to instructional and home environments and at the same time provide high quality in those experiences.", url = "https://nap.nationalacademies.org/catalog/25909/teaching-k-12-science-and-engineering-during-a-crisis", year = 2020, publisher = "The National Academies Press", address = "Washington, DC" }