Science, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives that contribute to our nation's competitiveness. This collection considers difference school models of STEM education, highlights research on effective STEM education practices, and identifies conditions that promote and limit school success in STEM. These reports are essential for all educators, policy makers, decision makers in school districts, government agencies, curriculum developers, and parent and education advocacy groups.
496 pagesNext Generation Science Standards: For States, By States (2013)
The U.S. has a leaky talent pipeline for K-12 science, technology, engineering and mathematics (STEM), with too few students entering STEM majors and careers at every level—from those with relevant postsecondary certificates to PhD's. To stimulate and build interest in ...[more]
400 pagesA Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas (2012)
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. ...[more]
242 pagesEducation for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century (2012)
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 ...[more]
404 pagesTaking Science to School: Learning and Teaching Science in Grades K-8 (2007)
What is science for a child? How do children learn about science and how to do science? Drawing on a vast array of work from neuroscience to classroom observation, Taking Science to School provides a comprehensive picture of what we ...[more]
220 pagesReady, Set, SCIENCE!: Putting Research to Work in K-8 Science Classrooms (2007)
What types of instructional experiences help K-8 students learn science with understanding? What do science educators, teachers, teacher leaders, science specialists, professional development staff, curriculum designers, and school administrators need to know to create and support such experiences? Ready, Set, ...[more]
352 pagesLearning Science in Informal Environments: People, Places, and Pursuits (2009)
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 ...[more]
240 pagesSurrounded by Science:Learning Science in Informal Environments (2010)
Practitioners in informal science settings--museums, after-school programs, science and technology centers, media enterprises, libraries, aquariums, zoos, and botanical gardens--are interested in finding out what learning looks like, how to measure it, and what they can do to ensure that people ...[more]
44 pagesScience, technology, engineering, and mathematics (STEM) are cultural achievements that reflect our humanity, power our economy, and constitute fundamental aspects of our lives as citizens, consumers, parents, and members of the workforce. Providing all students with access to quality education ...[more]
174 pagesLearning Science Through Computer Games and Simulations (2011)
At a time when scientific and technological competence is vital to the nation's future, the weak performance of U.S. students in science reflects the uneven quality of current science education. Although young children come to school with innate curiosity ...[more]
164 pagesChanging the Conversation: Messages for Improving Public Understanding of Engineering (2008)
Can the United States continue to lead the world in innovation? The answer may hinge in part on how well the public understands engineering, a key component of the 'innovation engine'. A related concern is how to encourage young people--particularly ...[more]
234 pagesEngineering in K-12 Education: Understanding the Status and Improving the Prospects (2009)
Engineering education in K-12 classrooms is a small but growing phenomenon that may have implications for engineering and also for the other STEM subjects--science, technology, and mathematics. Specifically, engineering education may improve student learning and achievement in science and mathematics, ...[more]
148 pagesScience Professionals: Master's Education for a Competitive World (2008)
What are employer needs for staff trained in the natural sciences at the master's degree level? How do master's level professionals in the natural sciences contribute in the workplace? How do master's programs meet or support educational and career goals? ...[more]
118 pagesThe Engineer of 2020: Visions of Engineering in the New Century (2004)
To enhance the nation's economic productivity and improve the quality of life worldwide, engineering education in the United States must anticipate and adapt to the dramatic changes of engineering practice. The Engineer of 2020 urges the engineering profession to recognize ...[more]
286 pagesIn order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology ...[more]
480 pagesAdding It Up: Helping Children Learn Mathematics (2001)
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. The committee identifies five interdependent ...[more]
398 pagesMathematics Learning in Early Childhood:Paths Toward Excellence and Equity (2009)
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 ...[more]