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STEM Research for Students Volume 2: Creating Effective Science Experiments, Engineering Designs, and Mathematical Investigations

Author(s): Julia H Cothron , Ronald N Giese , Paula Klonowski Leach , Virginia Vimpeny Lewis , Richard J Rezba

Edition: 1

Copyright: 2016

Pages: 376

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$58.34

ISBN 9781465293893

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Based on years of experience and prior publications, the two-volume book, STEM RESEARCH for STUDENTS, is a vital resource for K-12 teachers, higher education faculty, and their students.

In Volume Two, students build upon a strong foundation to create original STEM projects:

  • Brainstorm ideas for projects;
  • Analyze and address the safety risks involved in a project;
  • Use the library and Web to expand understanding and develop a valid idea;
  • Conduct a group mini-project which involves readily-available materials in the classroom, on a field site, or at a community location. 
  • Use algebra to represent patterns and develop mathematical models;
  • Use statistics to detect the significance of relationships; and
  • Communicate project findings through formal papers, visual presentations, and interactions with peers or judges. 

 

STEM Research for Students, Volume 2 is:

  • Student friendly! Each chapter is carefully sequenced and contains a variety of formative assessment tools. Key definitions are included in an appendix. Essential foundational knowledge from Volume 1 is clearly referenced. 
  • STEM encompassing! Students have multiple opportunities to make connections by applying information from the various chapters to original projects.
  • Teacher enhanced! Each chapter contains learning objectives and assessment tools – checklists or rubrics. Answers to the practice sets are available on a secure Kendall Hunt web site. 
  • Standards aligned! All chapters are aligned with the Next Generation Science Standards, Common Core Standards for Mathematics and Literacy in Science and Technical Subjects, and the International Standards for Technology in Education Standards for Students. 

 

Available in print and e-Book formats, STEM Research for Students, Volume 2, may be used:

  • As a supplemental text in middle school, high school, and introductory college courses;
  • As core text for research classes and STEM clubs where students are ready to engage in group or individual projects:
  • For pre-service and in-service teachers of science, mathematics, career and technical courses, and gifted students;
  • As a resource for all teachers involved with experiments, engineering designs, mathematical investigations, and competitive STEM projects. 

 

The companion volume, STEM Research for Students, Volume 1, is a resource for students to acquire or strengthen the foundational knowledge necessary to engage in an original project.

Preface
Authors and Contributors
Acknowledgments

PART FOUR: DESIGNING, CONDUCTING, AND REPORTING EXPERIMENTS
Chapter 9 Brainstorming Experimental Ideas
Chapter 10 Analyzing and Addressing Safety Risks
Chapter 11 Implementing a Science Mini-Project
Chapter 12 Writing Formal Scientific Papers

PART FIVE: ENGINEERING TO MEET HUMAN NEEDS
Chapter 13 Conducting Engineering Tests
Chapter 14 Implementing an Engineering Mini-Project

PART SIX: USING MATHEMATICS TO DETECT PATTERNS AND RELATIONSHIPS
Chapter 15 Using Algebra to Represent Patterns
Chapter 16 Using Statistics to Detect the Significance of Relationships
Chapter 17 Implementing and Reporting Mathematical Investigations

PART SEVEN: EXPLORING STEM COMPETITIONS
Chapter 18 Participating in STEM Competitions

APPENDIX
A Correlations With Nationwide Standards
B Definitions of Key Terms

INDEX

Julia H Cothron
Julia H. Cothron, Ed.D. has worked with middle and high school teachers to create effective strategies for developing students’ research skills and has served as a mentor to thousands of students and teachers. During her “official career,” she taught middle and senior high students, led the Hanover County (VA) Public Schools’ science and general secondary programs, served as the Executive Director of the MathScience Innovation Center in Richmond, Virginia, and taught numerous workshops and courses for K-12 teachers. Now retired, she maintains her active involvement with STEM education and serves on the boards of the Virginia Mathematics & Science Coalition, Virginia Association of Science Teachers, and Virginia Junior Academy of Science. Her commitment to student research is based upon her high school research experience, which inspired her to become a science educator.
Ronald N Giese
Ronald N. Giese, Ed.D. is a professor emeritus of science education at The College of William and Mary; he has worked with both pre-service and in-service teachers to develop strategies for generating research topics and to implement science fairs that maximize student learning. Dr. Giese has served as a consultant to Scholastic Science World, to the Naturalist Center at the National Museum of Natural History, Smithsonian Institution, and to numerous school systems, museums, and science curricular projects.
Paula Klonowski Leach
Paula Klonowski Leach, Ed.D. is the Director of the Institute for Teaching through Technology and Innovative Practices (ITTIP) at Longwood University. She leads implementation of professional development programs for K-12 science and mathematics teachers which are focused on the integration of engineering, robotics, and emerging technologies in the classroom. Previously, she was the state Science Coordinator at the Virginia Department of Education (VDOE), where she was responsible for coordinating and sustaining statewide science initiatives that supported the Virginia Standards of Learning. Prior to working at VDOE, she was a division science coordinator and a middle school science and special education teacher in Powhatan, Virginia.
Virginia Vimpeny Lewis
Virginia (Ginger) Vimpeny Lewis, PhD is an Assistant Professor of Mathematics Education at Longwood University where she teaches mathematics courses for pre-service elementary, middle, and high school teachers. She also provides professional development for practicing teachers focused on improving mathematics instruction. Prior to working at Longwood University, Dr. Lewis was a middle school mathematics teacher in Powhatan, Virginia. Her interest in the use of technology and the integration of science to enhance mathematics instruction began during her middle school teaching career. Dr. Lewis has presented at state and national conferences and serves on the board of the Virginia Council of Teachers of Mathematics.
Richard J Rezba
Richard J. Rezba, Ph.D. is a professor emeritus of science education at Virginia Commonwealth University where he worked with elementary and secondary teachers to develop instructional strategies in science that are challenging and fun. His research interests include parental involvement, student experimentation, and assessment. Dr. Rezba directed several projects that involved the infusion of various forms of instructional technology into the teaching and learning of science.

Based on years of experience and prior publications, the two-volume book, STEM RESEARCH for STUDENTS, is a vital resource for K-12 teachers, higher education faculty, and their students.

In Volume Two, students build upon a strong foundation to create original STEM projects:

  • Brainstorm ideas for projects;
  • Analyze and address the safety risks involved in a project;
  • Use the library and Web to expand understanding and develop a valid idea;
  • Conduct a group mini-project which involves readily-available materials in the classroom, on a field site, or at a community location. 
  • Use algebra to represent patterns and develop mathematical models;
  • Use statistics to detect the significance of relationships; and
  • Communicate project findings through formal papers, visual presentations, and interactions with peers or judges. 

 

STEM Research for Students, Volume 2 is:

  • Student friendly! Each chapter is carefully sequenced and contains a variety of formative assessment tools. Key definitions are included in an appendix. Essential foundational knowledge from Volume 1 is clearly referenced. 
  • STEM encompassing! Students have multiple opportunities to make connections by applying information from the various chapters to original projects.
  • Teacher enhanced! Each chapter contains learning objectives and assessment tools – checklists or rubrics. Answers to the practice sets are available on a secure Kendall Hunt web site. 
  • Standards aligned! All chapters are aligned with the Next Generation Science Standards, Common Core Standards for Mathematics and Literacy in Science and Technical Subjects, and the International Standards for Technology in Education Standards for Students. 

 

Available in print and e-Book formats, STEM Research for Students, Volume 2, may be used:

  • As a supplemental text in middle school, high school, and introductory college courses;
  • As core text for research classes and STEM clubs where students are ready to engage in group or individual projects:
  • For pre-service and in-service teachers of science, mathematics, career and technical courses, and gifted students;
  • As a resource for all teachers involved with experiments, engineering designs, mathematical investigations, and competitive STEM projects. 

 

The companion volume, STEM Research for Students, Volume 1, is a resource for students to acquire or strengthen the foundational knowledge necessary to engage in an original project.

Preface
Authors and Contributors
Acknowledgments

PART FOUR: DESIGNING, CONDUCTING, AND REPORTING EXPERIMENTS
Chapter 9 Brainstorming Experimental Ideas
Chapter 10 Analyzing and Addressing Safety Risks
Chapter 11 Implementing a Science Mini-Project
Chapter 12 Writing Formal Scientific Papers

PART FIVE: ENGINEERING TO MEET HUMAN NEEDS
Chapter 13 Conducting Engineering Tests
Chapter 14 Implementing an Engineering Mini-Project

PART SIX: USING MATHEMATICS TO DETECT PATTERNS AND RELATIONSHIPS
Chapter 15 Using Algebra to Represent Patterns
Chapter 16 Using Statistics to Detect the Significance of Relationships
Chapter 17 Implementing and Reporting Mathematical Investigations

PART SEVEN: EXPLORING STEM COMPETITIONS
Chapter 18 Participating in STEM Competitions

APPENDIX
A Correlations With Nationwide Standards
B Definitions of Key Terms

INDEX

Julia H Cothron
Julia H. Cothron, Ed.D. has worked with middle and high school teachers to create effective strategies for developing students’ research skills and has served as a mentor to thousands of students and teachers. During her “official career,” she taught middle and senior high students, led the Hanover County (VA) Public Schools’ science and general secondary programs, served as the Executive Director of the MathScience Innovation Center in Richmond, Virginia, and taught numerous workshops and courses for K-12 teachers. Now retired, she maintains her active involvement with STEM education and serves on the boards of the Virginia Mathematics & Science Coalition, Virginia Association of Science Teachers, and Virginia Junior Academy of Science. Her commitment to student research is based upon her high school research experience, which inspired her to become a science educator.
Ronald N Giese
Ronald N. Giese, Ed.D. is a professor emeritus of science education at The College of William and Mary; he has worked with both pre-service and in-service teachers to develop strategies for generating research topics and to implement science fairs that maximize student learning. Dr. Giese has served as a consultant to Scholastic Science World, to the Naturalist Center at the National Museum of Natural History, Smithsonian Institution, and to numerous school systems, museums, and science curricular projects.
Paula Klonowski Leach
Paula Klonowski Leach, Ed.D. is the Director of the Institute for Teaching through Technology and Innovative Practices (ITTIP) at Longwood University. She leads implementation of professional development programs for K-12 science and mathematics teachers which are focused on the integration of engineering, robotics, and emerging technologies in the classroom. Previously, she was the state Science Coordinator at the Virginia Department of Education (VDOE), where she was responsible for coordinating and sustaining statewide science initiatives that supported the Virginia Standards of Learning. Prior to working at VDOE, she was a division science coordinator and a middle school science and special education teacher in Powhatan, Virginia.
Virginia Vimpeny Lewis
Virginia (Ginger) Vimpeny Lewis, PhD is an Assistant Professor of Mathematics Education at Longwood University where she teaches mathematics courses for pre-service elementary, middle, and high school teachers. She also provides professional development for practicing teachers focused on improving mathematics instruction. Prior to working at Longwood University, Dr. Lewis was a middle school mathematics teacher in Powhatan, Virginia. Her interest in the use of technology and the integration of science to enhance mathematics instruction began during her middle school teaching career. Dr. Lewis has presented at state and national conferences and serves on the board of the Virginia Council of Teachers of Mathematics.
Richard J Rezba
Richard J. Rezba, Ph.D. is a professor emeritus of science education at Virginia Commonwealth University where he worked with elementary and secondary teachers to develop instructional strategies in science that are challenging and fun. His research interests include parental involvement, student experimentation, and assessment. Dr. Rezba directed several projects that involved the infusion of various forms of instructional technology into the teaching and learning of science.