Teaching Inquiry-Based STEM in the Elementary Grades Using Manipulatives: A SySTEMic Solution Report

Young learners come to school holding myriad conceptions about how the world works, particularly in the areas of science, technology, engineering, and mathematics, or STEM.1-3 Further, young students\u27 conceptions are commonly based on fragmented knowledge or naïve perspectives that contribute to the importance of early exposure to and practice with scrutinizing situations scientifically.1,3 An important part of helping children gain the skills necessary to approach situations scientifically involves preparing them to conduct scientific inquiry.3 The development of critical thinking skills and scientific approaches to problem solving should begin early in education.4 However, lack of elementary teacher comfort and familiarity with inquiry may be a significant barrier hindering early learner experience with and development of inquiry skills.5 Additionally, although engineering topics are particularly well suited for teaching inquiry, most teachers, like the general public, are not well versed in engineering. Therefore, teachers are excellent candidates for participation in professional development that enhances their knowledge and comfort with teaching inquiry-based STEM curriculum and engineering content in particular

Fundamental investigation of losses of skeletal mineral in young adult human males and collaterally in young adult male pigtail monkeys /macacus nemestrima/ through immobilization for varying periods of time, coupled with a study of methods of preven

Skeletal mineral losses in young adult humans and monkeys resulting from immobilizatio

Connecting Science with Engineering: Using Inquiry and Design in a Teacher Professional Development Course

The engineering design process has evolved over time to be the central and effective framework that engineers use to conduct their work. Logically, K-12 STEM professional development efforts have then attempted to incorporate the design process into their work. There has been little in the STEM literature, though, of the explicit measurement of the growth in design process knowledge. Our study presents findings of significant improvements in knowledge of the design process that resulted over the course of a recent summer STEM institute and professional development program among K-5 teachers. As more emphasis is placed on integrating STEM into the curriculum 1 there is a need to enhance the capacity for K-12 teachers. Responding to this call the Colleges of Engineering and Education at Boise State University collaborated to offer an intensive three-day summer institute to address the preparation of elementary school teachers (grades K-5) to teach STEM curriculum. The focus of our institute was on the use of both inquiry and design as approaches for integrating STEM content. In particular we explicitly stressed the link between science and inquiry and engineering and design, how these processes differ, how they can complement each other and how they can be used instructionally to teach a wide range of STEM content. The instructional materials used in the workshop included Lego®-like bricks called PCS BrickLab® (supplied by PCS Edventures! an educational products company) and other common classroom items such as paper, tape, string, and cardboard.. Each participant received a classroom set of the materials at the close of the workshop. The BrickLab® kit contains over 5,000 bricks which is sufficient to simultaneously engage up to about 30 students in hands-on activities, which makes these instructional materials particularly suitable to facilitate classroom instruction using inquiry and design. We engaged the participants in a series of hands-on activities focused on the inquiry process of manipulating variables to gather data to explain phenomena or design processes that focus on creating and refining the best solution given constraints. To determine the effectiveness of our workshop we gathered pre and post data to assess our 58 participants\u27 comfort for teaching STEM, their STEM pedagogical discontentment, their implementation of inquiry curriculum, and their knowledge of the design process. Our initial results indicate significant increases in comfort teaching STEM (t = 12.761, p \u3c .01), decreases in STEM pedagogical discontentment (t = 7.281, p \u3c .01), and increases in design process knowledge (t = 6.072, p \u3c .01). Delayed post data collection for the implementation of inquiry took place in Fall 2010, which allowed time for the participating teachers to apply their learned knowledge and develop a post conference context for their instructional practice with students. All instruments used for data collection were extant and had established reliability and validity. Our results indicate that our three-day summer institute and follow-up support increased our participants\u27 knowledge of design along with comfort for teaching STEM. Also, the institute decreased the teachers’ pedagogical discontentment for teaching STEM

A SySTEMic Solution: Elementary Teacher Preparation in STEM Expertise and Engineering Awareness

Research shows that most K-5 teachers are typically required to complete only minimal coursework in science and mathematics, which constrains their knowledge, efficacy, and confidence for teaching STEM (Science, Technology, Engineering and Math) content. Additionally, elementary teachers, like much of the general public, have limited comprehension about the relationship between STEM concepts and engineering fields and the kind of work and societal contributions made by engineers. Yet, elementary school is a critical time in which students develop foundational understanding of STEM concepts, career options, and inquiry learning. To address students\u27 STEM needs and limited teacher preparation, the Idaho SySTEMic Solution research project was implemented by the College of Education and College of Engineering at Boise State University, in partnership with the Meridian Joint School District and educational products and services company PCS Edventures! Funded by the U.S. Department of Education, the Idaho SySTEMic Solution is a STEM education initiative designed to advance achievement and confidence among elementary-age learners and their teachers. Phase I of the Idaho SySTEMic Solution, which is the subject of this report, focuses on teachers, with the goal of increasing their STEM content knowledge, instructional practices, awareness of engineering, and overall confidence for teaching STEM concepts. Phase I began with a three-day summer institute for 39 elementary teachers at seven schools representing socioeconomic diversity in the largest school district in Idaho. To measure the results of the workshop, several data collection methods were utilized, for pre- and post-intervention assessment. Repeated measures analyses revealed significant teacher increase in confidence to teach STEM curriculum (p \u3c .01), positive increase in engineering attitudes (p \u3c .01) and increase in STEM teaching efficacy (p \u3c .01) over the course of the threeday workshop. We attribute these changes to the content and context of the workshop instruction

Transcriptional regulation of the urokinase receptor (u-PAR) - A central molecule of invasion and metastasis

The phenomenon of tumor-associated proteolysis has been acknowledged as a decisive step in the progression of cancer. This short review focuses on the urokinase receptor (u-PAR), a central molecule involved in tumor-associated invasion and metastasis, and summarizes the transcriptional regulation of u-PAR. The urokinase receptor (u-PAR) is a heavily glycosylated cell surface protein and binds the serine protease urokinase specifically and with high affinity. It consists of three similar cysteine-rich repeats and is anchored to the cell membrane via a GPI-anchor. The u-PAR gene comprises 7 exons and is located on chromosome 19q13. Transcriptional activation of the u-PAR promoter region can be induced by binding of transcription factors (Sp1, AP-1, AP-2, NF-kappaB). One current study gives an example for transcriptional downregulation of u-PAR through a PEA3/ets transcriptional silencing element. Knowledge of the molecular regulation of this molecule in tumor cells could be very important for diagnosis and therapy in the near future

From evidence to action: applying gender mainstreaming to pay gaps in the Welsh public sector

Progress on reducing gender disparities remains painfully slow, despite efforts to identify the determinants of gender pay gaps and specify size and shape. Recent studies highlight the need for a more nuanced account of the way that public policy shapes organizational responses and insights into the types of organizational practices that diminish pay disparities. In response, this research reports on an action research intervention in three large Welsh public organizations, subject to a unique statutory equality duty. Data demonstrate how an evidence‐based gender mainstreaming approach facilitated the development of a ‘no blame’ strategy, which legitimized organizational proactivity through collaborative and empowering change management processes. The research contributes to the study of gender pay gaps by demonstrating that gender mainstreaming, with facilitative local conditions and supportive public policy, shapes action on gender segregation, with particular success in women's low‐paid employment. Conclusions highlight theoretical and policy implications arising from the research

Religious diversity, empathy, and God images : perspectives from the psychology of religion shaping a study among adolescents in the UK

Major religious traditions agree in advocating and promoting love of neighbour as well as love of God. Love of neighbour is reflected in altruistic behaviour and empathy stands as a key motivational factor underpinning altruism. This study employs the empathy scale from the Junior Eysenck Impulsiveness Questionnaire to assess the association between empathy and God images among a sample of 5993 religiously diverse adolescents (13–15 years old) attending state maintained schools in England, Northern Ireland, Scotland, Wales, and London. The key psychological theory being tested by these data concerns the linkage between God images and individual differences in empathy. The data demonstrate that religious identity (e.g. Christian, Muslim) and religious attendance are less important than the God images which young people hold. The image of God as a God of mercy is associated with higher empathy scores, while the image of God as a God of justice is associated with lower empathy scores

Novedades floristicas para el n de Marruecos

Se han seleccionado 29 novedades comarcales para el Catálogo de la flora del N de Marruecos, entre las especies recolectadas para el programa Semclimed en el país magrebí, durante la segunda parte de la campaña del mes de mayo de 2007. Estas campañas estaban orientadas a la recolección de semillas y la localización de poblaciones de especies raras y endémicas para el nuevo banco de germoplasma del Institut ScientiK que de la Universidad Mohamed V de Rabat, SEMCLIMED (Interreg IIIB Medocc-2005-05-4.1-E-110. Los recientes trabajos realizados en la catalogación de la flora del N de Marruecos permiten, a su vez, valorar el interés corológico de estas recolecciones

Does Conservation Planning Matter in a Dynamic and Uncertain World?

We show that while comprehensive reserve network design is best when the entire network can be implemented immediately, when conservation investments must be staged over years, such solutions actually may be sub-optimal in the context of biodiversity loss and uncertainty