The COVID-19 outbreak creates an opportunity to engage middle and high school students in multiple explorations to help them better understand how scientists create new knowledge, while applying the disciplinary content from state standards taught in K-12 schools. This post describes the development of an online course faculty at Penn State’s Center for Science and the Schools are co-developing with experts in virology, epidemiology, agent-based modeling, and public health preparedness. It will be free to use and delivered digitally so teachers can use it in their classrooms or remotely if schools offer some level of distance learning this fall.
A National Institutes of Health/National Institute of General Medical Sciences (NIH/NIGMS) grant worth more than $1.3 million will support high school biology and chemistry teachers to incorporate current advancements of molecular modeling into their teaching.
A $600,000, three-year grant from the National Science Foundation — given to the Department of Architectural Engineering (AE) in partnership with the College of Education’s Center for Science and the Schools (CSATS) — will provide the needed resources for that learning and exposure through a unique program called the Building Education Research Experience for Teachers (RET) Site.
Harrisburg, PA - The Pennsylvania Department of Education (PDE) today announced that it has received national recognition for another Science, Technology, Engineering, and Math (STEM) ecosystem in the commonwealth, bringing the total of formally-recognized regional ecosystems to five. “There are abundant opportunities available for careers in STEM fields, and we know that students interested in these fields deserve access to training programs and cooperatives that can help them develop needed skills and knowledge,” Secretary of Education Pedro A. Rivera said. “These regional ecosystems bring STEM education to communities across the commonwealth, providing students from all areas with the resources and tools they need to pursue an interest in science and technology.”
Bellwood-Antis School District hosted a STEM night and a group of 8th grade student showcased their innovative project which involved generating and storing energy by using a shoe. Their project idea came from 8th grade science teacher, Travis Martin, CSATS Fellow, who worked in an engineering research lab at Penn State University Park during summer 2016.
A Penn State University program providing a "pipeline" for teachers to professional development in science, technology, engineering and math or STEM education was a primary topic at Tuesday's Fayette Business Education Partnership meeting at Penn State-Fayette, The Eberly Campus, in Lemont Furnace.
A workshop was held last week at Penn State that gave 15 middle and high school teachers the chance to participate and collaborate with polar research scientists, educators and more. The idea was to teach climate change information to educators with the hope that they could use the information in class curriculum and inspire students to take an active interest in climate change research.
Matt Johnson likes sports. He used to play baseball, basketball, and football; after college, he took up golf; and today, having just completed a Ph.D. in education at The Pennsylvania State University, he says that sports experience has shaped both his personal philosophy and his dissertation research. “As a serious competitor, failure doesn’t discourage me, it makes me want to improve,” he says. “So why do schools place such a stigma on failure?”
UNIVERSITY PARK, Pa. — Twelve years ago, the Center for Science and the Schools (CSATS) was established in the College of Education. A University-wide center, CSATS assists Penn State researchers with their grant endeavors and connects them with K-12 schools to promote research-based professional development opportunities for teachers.
INGATE - When it comes to competition, middle school students in the Londonderry School science club said it’s “friendly.” So, when eighth-grader Seth Carter went out of his way to help another competing team from the same Harrisburg-based school he attends, on a wind turbine project, it wasn’t that big of a deal.
TYRONE - Most students spend their summers visiting area swimming pools or improving their tans, but a pair from Tyrone Area High School chose to spend last year’s vacation immersed in academics. Eniors Gabriella McCracken, 18, and Erika Voyzey, 17, told Tyrone Area School Board member this week about their involvement in the National Science Foundation’s ASSIST program.
Grants from the federal government and other sources can ease the strain on a researcher whose entire research program and sometimes promotion and tenure can depend on such funding. CSATS Penn State’s Center for Science and the Schools (CSATS) works with faculty researchers in the science, technology, engineering and mathematics (STEM) fields to provide guidance to meet the broader impacts (BI) requirements of grant-funding agencies.
The Center for Science and the Schools (CSATS), a University-wide center based in Penn State’s College of Education, uses knowledge and experiences of science and engineering education to develop and foster teacher-researcher partnerships that strengthen science and engineering education at all levels.
Two Penn State science education researchers recently spent three weeks in Ghana to facilitate a cooperative educational program between American and Ghanaian K-12 students in the study of disease outbreaks.
University Park, Pa. -- Faculty in Penn State's Eberly College of Science and the Center for Science and the Schools (CSATS) in the College of Education have launched a new program to develop graduate expertise in science communication by incorporating science and technology research into local elementary and junior high school classrooms.
UNIVERSITY PARK, Pa.—Penn State’s Center for Science and the Schools (CSATS) works to strengthen science and technology education in K–12 schools. One way CSATS achieves this goal is through a special science outreach program called Saturday Science Workshops.
- Cesare, A.M., Hill, K.M., Lewis, T.M., Farris, A.V., & Nagle, C. (accepted). Assessing high school biology curriculum for the depth of using mathematics and computational thinking practice. Paper to presented at 2021 meeting Association of Science Teacher Educators, virtual.
- Galyamova, A., Johnson M.M., Chohan, B.S., Sykes, D.G. (2019). The construction and characterization of a conductivity meter for use in high school and undergraduate science labs. The Chemical Educator. 24:22-26.
- Johnson, M.M., Wood, T.S., Cesare, A., Knowles, G., Wood, T. (2019). Investigating optimization as an engineering practice in a middle school classroom. Proceedings of the American Society of Engineering Education.
- Ward, A.R. (2016). Modeling Authentic STEM Research: A Systems Thinking Perspective. In: R.A. Duschl, and A.S. Bismack (Eds.). Reconceptualizing STEM Education: The Central Role of Practices. New York, NY: Routledge. pp. 101–114.
- Ward, A. (2015). Promoting Strategic STEM Education Outreach Programming Using a Systems-based STEM-EO Model. Research Management Review, Volume 20, Number 2.
- Engstrom, T., Johnson, M., Eklund, P., and Russin, T. (2015). A Computer-Controlled Classroom Model of an Atomic Force Microscope. The Physics Teacher. Volume 53. Issue 9.
- Enhancing Scientists' Skills for Providing Standards-based K-8 Teacher Professional Development Conference Poster (2015)
- Promoting University-wide Strategic, Cohesive STEM Education Outreach Programming Conference Poster (2013)