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Purpose This study evaluates the effectiveness of a machine learning (ML) integrated science curriculum implemented within the Science Research Mentorship Program (SRMP) for high school youth at the American Museum of Natural History (AMNH) over 2 years. The 4-week curriculum focused on ML knowledge gain, skill development, and self-efficacy, particularly for under-represented youth in STEM. Background ML is increasingly prevalent in STEM fields, making early exposure to ML methods and artificial intelligence (AI) literacy crucial for youth pursuing STEM careers. However, STEM fields, particularly those focused on AI research and development, suffer from a lack of diversity. Learning experiences that support the participation of under-represented groups in STEM and ML are essential to addressing this gap. Results Participant learning was assessed through pre- and post-surveys measuring ML knowledge, skills, and self-efficacy. Results from the implementation of the curriculum show that participants gained understanding of ML knowledge and skills ( p  < 0.001, d  = 1.083) and self-efficacy in learning ML concepts ( p  = 0.004, d  = 0.676). On average, participants who identified as female and non-white showed greater learning gains than their white male peers (ML knowledge: p  < 0.001, d  = 1.191; self-efficacy: p  = 0.006, d  = 0.631), decreasing gaps in ML knowledge, skills, and self-efficacy identified in pre-survey scores. Conclusions The ML-integrated curriculum effectively enhances students’ understanding and confidence in ML concepts, especially for under-represented groups in STEM, and provides a model for future ML education initiatives in informal science settings. We suggest that policy makers and school leaders take into account that high school age youth can learn ML concepts through integrated curricula while maintaining an awareness that curriculum effectiveness varies across demographic groups.

Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the intervention in grades 1–2 also resulted in significant achievement transfer from grades 1–2 to grade 3 on both the ITBS Science and Reading. Discussed are policy implications of the findings for increasing instructional time allocated to science in grades 1–2 and expanding the focus of grade 1–2 student achievement assessment to include content-area learning.

Movement science is a field that is quickly growing in its scope, leaning heavily on psychological expertise for research design with human participants but requiring computational and engineering ability. Undergraduate psychology curricula are in a unique position to train some of its future scholars. This report reviews an attempt to pilot a class on motion capture for undergraduate psychology students. Recent developments in motion-capture technology have opened up the opportunity for giving hands-on experience with high-quality motion capture for students at liberal-arts colleges with leaner research budgets. Post-course responses to the Research on Integrated Science Curriculum (RISC) survey demonstrated that our students made significantly large gains in their ability to organise an empirical approach to study a complex problem with no clear solution, and to collect and analyse data to produce a coherent insight about that problem. Students may benefit from incorporating motion capture into their undergraduate psychology curriculum.

Purpose This study aims to design and measure the effects of the culturally inclusive science teaching (CIST) model on 30 teacher candidates to teach science to culturally and linguistically diverse (CLD) students. Design/methodology/approach The CIST model for culturally inclusive science lessons included six sessions: inquiring, questioning, interacting (online with international students who were at the beginning level of English proficiency), interacting (face-to-face with international internship students who were at the middle level of English proficiency), interacting (face-to-face with international students on campus who were at the advanced level of English proficiency) and developing lessons. Findings The pre- and post-self-efficacy tests, the culturally inclusive lessons and the final essay reflection resulted in an increase in teacher candidates’ confidence in teaching science to culturally diverse students and improvement in their skills to create culturally inclusive lessons. Originality/value Through the model, the teacher candidates interracted with international students with various levels of English proficiency and developed lessons for culturally diverse students. The CIST model is a prospective teaching strategy for teachers to support CLD students’ achievement in science by providing meaningful science in the context of their personal lived experiences.

The Creative Scientific Inquiry Experience (CSIE) model at Eastern Michigan University is an innovative approach to retain and increase the number of Science, Technology, Engineering and Mathematics (STEM) graduates by combining faculty professional development, curricular reform, and student collaboration with STEM faculty, peers, and the community through hands-on community-based experiences. STEM faculty makes the connections between classes more engaging and accessible to first- and second-year students by developing interdisciplinary theme-based course experiences for integrating content, applying the pedagogy of academic service-learning, and sharing specific team building techniques. Curricular reform is accomplished by linking interdisciplinary theme-based courses to an experiential academic service-learning seminar. Students enrolled in CSIE experiences enjoy intensive one-on-one faculty-student interaction, community-based research experiences, small class sizes, convenient scheduling, supplemental academic enrichment support, career exploration/mentoring, and financial support through a Book Loan Program. Learning outcomes and assessment data show that the CSIE experience has improved graduation rates of participants, has increased the number of students who retain their STEM orientation, or convert to a STEM orientation by the time of graduation.

Highlights* the goal of school social science education is development of learners’ civic and social competencies;* social and civic competencies are defined in the framework of universal values, national and European identity, patriotism, democracy and sustainable development;* the school social science education is undergoing a reform within the New Ukrainian School strategy;* the key challenge relates to better provision for the competency-based learning by competency inventory and application of the integrative approach to teaching.Purpose:The paper provides an overview of the current state of school social science education in Ukraine, whose development is considered in the context of its internal and external challenges.Design/methodology/approach:The analysis of the regulatory documents, school social science curriculum and course syllabi as well as publications and interviews with the stakeholders are the methods applied to identify the mission, content and current challenges of social science education.Findings:The underlying concept is based on universal human, European and national values, respect for Ukrainian traditions and the traditions of other cultures and ethnic groups, principles of democracy, human rights and freedoms. Being a dynamic area of education, school social science is undergoing a transformation under the New Ukrainian School reform focusing on competency based integrative approach to education. The Russian military aggression against the country is another transformation factor that is currently being addressed.

[LANGUAGE=”English”] 　　The International Baccalaureate Middle Years Programme (IBMYP) is based on an interdisciplinary educational framework distinct from the typically theme-based curriculum designs implemented in Taiwan, and it has been expanding rapidly in the Asia-Pacific region in recent years. Therefore, the case of the curriculum development for the IBMYP may provide valuable insights and potential directions for future curriculum development in Taiwan. Specifically, this explored how International Baccalaureate (IB) schools in Taiwan develop concept-based interdisciplinary curricula to thereby provide a reference for integrated curriculum development in junior high schools.This study investigated the development process and transformation experiences associated with the concept-based interdisciplinary curricula of the IBMYP in two case schools. The distinctive value of the two case schools, as explored in this study, lays in their implementation of the IB curriculum on a school-wide basis and across a

The first critical history of interdisciplinary efforts and movements in the modern university. Interdisciplinarity—or the interrelationships among distinct fields, disciplines, or branches of knowledge in pursuit of new answers to pressing problems—is one of the most contested topics in higher education today. Some see it as a way to break down the silos of academic departments and foster creative interchange, while others view it as a destructive force that will diminish academic quality and destroy the university as we know it. In Undisciplining Knowledge, acclaimed scholar Harvey J. Graff presents readers with the first comparative and critical history of interdisciplinary initiatives in the modern university. Arranged chronologically, the book tells the engaging story of how various academic fields both embraced and fought off efforts to share knowledge with other scholars. It is a story of myths, exaggerations, and misunderstandings, on all sides. Touching on a wide variety of disciplines—including genetic biology, sociology, the humanities, communications, social relations, operations research, cognitive science, materials science, nanotechnology, cultural studies, literacy studies, and biosciences—the book examines the ideals, theories, and practices of interdisciplinarity through comparative case studies. Graff interweaves this narrative with a social, institutional, and intellectual history of interdisciplinary efforts over the 140 years of the modern university, focusing on both its implementation and evolution while exploring substantial differences in definitions, goals, institutional locations, and modes of organization across different areas of focus. Scholars across the disciplines, specialists in higher education, administrators, and interested readers will find the book's multiple perspectives and practical advice on building and operating—and avoiding fallacies and errors—in interdisciplinary research and education invaluable.

The Teacher Professional Master Degree Program launched by the National Taichung University of Education has drastically reformed Taiwanese teacher education in recent years. The Ministry of Education promoted this program in a standard-based policy context. To evaluate its effects, this study used the evaluation approach of action model/change model schema. In the preliminary stage, the program’s action model/change model schema was constructed through literature analysis, document analysis, and interviews. Furthermore, the survey and interview data were collected to evaluate the schema’s change model. Specifically, the implementation of the program and how students’ practical reflection mediated the relationship between curriculum implementation and students’ professional performance were explored. The findings revealed that the scores of curriculum implementation, students’ practical reflection, and professional performance were all at a moderately high level. Additionally, it was found that curriculum imp

In the twenty-first century, educators around the world are being told that they need to transform education systems to adapt young people for the challenges of a global digital knowledge economy. Too rarely, however, do we ask whether this future vision is robust, achievable or even desirable, whether alternative futures might be in development, and what other possible futures might demand of education. Drawing on ten years of research into educational innovation and socio-technical change, working with educators, researchers, digital industries, students and policy-makers, this book questions taken-for-granted assumptions about the future of education. Arguing that we have been working with too narrow a vision of the future, Keri Facer makes a case for recognizing the challenges that the next two decades may bring, including: the emergence of new relationships between humans and technology the opportunities and challenges of aging populations the development of new forms of knowledge and democracy the challenges of climate warming and environmental disruption the potential for radical economic and social inequalities. This book describes the potential for these developments to impact critical aspects of education - including adult-child relationships, social justice, curriculum design, community relationships and learning ecologies. Packed with examples from around the world and utilising vital research undertaken by the author while Research Director at the UK's Futurelab, the book helps to bring into focus the risks and opportunities for schools, students and societies over the coming two decades. It makes a powerful case for rethinking the relationship between education and social and technological change, and presents a set of key strategies for creating schools better able to meet the emerging needs of their students and communities. An important contribution to the debates surrounding edu