| STEM | | Science, Technology Engineering, and Mathematics (STEM) is one of the most talked about topics in education, emphasizing research, problem solving, critical thinking, and creativity. The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding STEM published since 1969. This page will be updated as new articles are published.
Jason Jabbari, Yung Chun, Wenrui Huang, Stephen Roll
October 2023
Researchers found that program acceptance was significantly associated with increased earnings and probabilities of working in a science, technology, engineering, and math (STEM) profession.
Robert R. Martinez, Jr., James M. Ellis
September 2023
Researchers found that STEM-CR involves four related yet distinct dimensions of Think, Know, Act, and Go. Results also demonstrated soundness of these STEM-CR dimensions by race and gender (key learning skills and techniques/Act).
Rosemary J. Perez, Rudisang Motshubi, Sarah L. Rodriguez
April 2023
Researchers found that because participants did not attend to how racism and White supremacy fostered negative climate, their strategies (e.g., increased recruitment, committees, workshops) left systemic racism intact and (un)intentionally amplified labor for racially minoritized graduate students and faculty champions who often led change efforts with little support.
Kathleen Lynch, Lily An, Zid Mancenido
, July 2022
Researchers found an average weighted impact estimate of +0.10 standard deviations on mathematics achievement outcomes.
Luis A. Leyva, R. Taylor McNeill, B R. Balmer, Brittany L. Marshall, V. Elizabeth King, Zander D. Alley
, May 2022
Researchers address this research gap by exploring four Black queer students’ experiences of oppression and agency in navigating invisibility as STEM majors.
Angela Starrett, Matthew J. Irvin, Christine Lotter, Jan A. Yow
, May 2022
Researchers found that the more place-based workforce development adolescents reported, the higher their expectancy beliefs, STEM career interest, and rural community aspirations.
Matthew H. Rafalow, Cassidy Puckett
May 2022
Researchers found that educational resources, like digital technologies, are also sorted by schools.
Pamela Burnard, Laura Colucci-Gray, Carolyn Cooke
April 2022
This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sciences are not separate or even separable endeavors.
Salome Wörner, Jochen Kuhn, Katharina Scheiter
, April 2022
Researchers conclude that for combining real and virtual experiments, apart from the individual affordances and the learning objectives of the different experiment types, especially their specific function for the learning task must be considered.
Seung-hyun Han, Eunjung Grace Oh, Sun “Pil” Kang
April 2022
Researchers found that the knowledge sharing mechanism and student learning outcomes can be explained in terms of their social capital within social networks.
Barbara Schneider, Joseph Krajcik, Jari Lavonen, Katariina Salmela-Aro, Christopher Klager, Lydia Bradford, I-Chien Chen, Quinton Baker, Israel Touitou, Deborah Peek-Brown, Rachel Marias Dezendorf, Sarah Maestrales, Kayla Bartz
March 2022
Researchers found that improving secondary school science learning is achievable with a coherent system comprising teacher and student learning experiences, professional learning, and formative unit assessments that support students in “doing” science.
Paulo Tan, Alexis Padilla, Rachel Lambert
, March 2022
Researchers found that studies continue to avoid meaningful intersectional considerations of race and disability.
Ta-yang Hsieh, Sandra D. Simpkins
March 2022
Researchers found patterns with overall high/low beliefs, patterns with varying levels of motivational beliefs, and patterns characterized by domain differentiation.
Jonté A. Myers, Bradley S. Witzel, Sarah R. Powell, Hongli Li, Terri D. Pigott, Yan Ping Xin, Elizabeth M. Hughes
, February 2022
Findings of meta-regression analyses showed several moderators, such as sample composition, group size, intervention dosage, group assignment approach, interventionist, year of publication, and dependent measure type, significantly explained heterogeneity in effects across studies.
Grace A. Chen, Ilana S. Horn
, January 2022
The findings from this review highlight the interconnectedness of structures and individual lives, of the material and ideological elements of marginalization, of intersectionality and within-group heterogeneity, and of histories and institutions.
Victor R. Lee, Michelle Hoda Wilkerson, Kathryn Lanouette
December 2021
Researchers offer an interdisciplinary framework based on literature from multiple bodies of educational research to inform design, teaching and research for more effective, responsible, and inclusive student learning experiences with and about data.
Ido Davidesco, Camillia Matuk, Dana Bevilacqua, David Poeppel, Suzanne Dikker
December 2021
This essay critically evaluates the value added by portable brain technologies in education research and outlines a proposed research agenda, centered around questions related to student engagement, cognitive load, and self-regulation.
Guan K. Saw, Charlotte A. Agger
December 2021
Researchers found that during high school rural and small-town students shifted away from STEM fields and that geographic disparities in postsecondary STEM participation were largely explained by students’ demographics and precollege STEM career aspirations and academic preparation.
Kyle M. Whitcomb, Sonja Cwik, Chandralekha Singh
November 2021
Researchers found that on average across all years of study, underrepresented minority (URM) students experience a larger penalty to their mean overall and STEM GPA than even the most disadvantaged non-URM students.
Lana M. Minshew, Amanda A. Olsen, Jacqueline E. McLaughlin
, October 2021
Researchers found that the CA framework is a useful and effective model for supporting faculty in cultivating rich learning opportunities for STEM graduate students.
Xin Lin, Sarah R. Powell
, October 2021
Findings suggested fluency in both mathematics and reading, as well as working memory, yielded greater impacts on subsequent mathematics performance.
Christine L. Bae, Daphne C. Mills, Fa Zhang, Martinique Sealy, Lauren Cabrera, Marquita Sea
, September 2021
This systematic literature review is guided by a complex systems framework to organize and synthesize empirical studies of science talk in urban classrooms across individual (student or teacher), collective (interpersonal), and contextual (sociocultural, historical) planes.
Toya Jones Frank, Marvin G. Powell, Jenice L. View, Christina Lee, Jay A. Bradley, Asia Williams
August/September 2021
Researchers found that teachers’ experiences of microaggressions accounted for most of the variance in our modeling of teachers’ thoughts of leaving the profession.
Ebony McGee, Yuan Fang, Yibin (Amanda) Ni, Thema Monroe-White
August 2021
Researchers found that 40.7% of the respondents reported that their career plans have been affected by Trump’s antiscience policies, 54.5% by the COVID-19 pandemic.
Martha Cecilia Bottia, Roslyn Arlin Mickelson, Cayce Jamil, Kyleigh Moniz, Leanne Barry
, May 2021
Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.
Iris Daruwala, Shani Bretas, Douglas D. Ready
April 2021
Researchers describe how teachers, school leaders, and program staff navigated institutional pressures to improve state grade-level standardized test scores while implementing tasks and technologies designed to personalize student learning.
Michael A. Gottfried, Jay Plasman, Jennifer A. Freeman, Shaun Dougherty
March 2021
Researchers found that students with learning disabilities were more likely to earn more units in CTE courses compared with students without disabilities.
Ebony Omotola McGee
December 2020
This manuscript also discusses how universities institutionalize diversity mentoring programs designed mostly to fix (read “assimilate”) underrepresented students of color while ignoring or minimizing the role of the STEM departments in creating racially hostile work and educational spaces.
Miray Tekkumru-Kisa, Mary Kay Stein, Walter Doyle
November 2020
The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago.
Elizabeth S. Park, Federick Ngo
November 2020
Researchers found that lower math placement may have supported women, and to a lesser extent URM students, in completing transferable STEM credits.
Karisma Morton, Catherine Riegle-Crumb
August/September 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.
Qi Zhang, Jessaca Spybrook, Fatih Unlu
, July 2020
Researchers consider strategies to maximize the efficiency of the study design when both student and teacher effects are of primary interest.
Jennifer Lin Russell, Richard Correnti, Mary Kay Stein, Ally Thomas, Victoria Bill, Laurie Speranzo
, July 20, 2020
Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.
Maithreyi Gopalan, Kelly Rosinger, Jee Bin Ahn
, April 21, 2020
The overarching purpose of this chapter is to explore and document the growth, applicability, promise, and limitations of quasi-experimental research designs in education research.
Thomas M. Philip, Ayush Gupta
, April 21, 2020
By bringing this collection of articles together, this chapter provides collective epistemic and empirical weight to claims of power and learning as co-constituted and co-constructed through interactional, microgenetic, and structural dynamics.
Steve Graham, Sharlene A. Kiuhara, Meade MacKay
, March 19, 2020
This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning.
Janina Roloff, Uta Klusmann, Oliver Lüdtke, Ulrich Trautwein
, January 2020
Multilevel regression analyses revealed that agreeableness, high school GPA, and the second state examination grade predicted teachers’ instructional quality. : Contemporary Views on STEM Subjects and Language With English Learners
Okhee Lee, Amy Stephens
, 2020
With the release of the consensus report , the authors highlight foundational constructs and perspectives associated with STEM subjects and language with English learners that frame the report.
Angela Calabrese Barton and Edna Tan
, 2020
This essay presents a rightful presence framework to guide the study of teaching and learning in justice-oriented ways.
Day Greenberg, Angela Calabrese Barton, Carmen Turner, Kelly Hardy, Akeya Roper, Candace Williams, Leslie Rupert Herrenkohl, Elizabeth A. Davis, Tammy Tasker
, 2020
Researchers report on how one community builds capacity for disrupting injustice and supporting each other during the COVID-19 crisis.
Tatiana Melguizo, Federick Ngo
, 2020
This study explores the extent to which “college-ready” students, by high school standards, are assigned to remedial courses in college.
Karisma Morton and Catherine Riegle-Crumb
, 2020
Results of regression analyses reveal that, net of school, teacher, and student characteristics, the time that teachers report spending on algebra and more advanced content in eighth grade algebra classes is significantly lower in schools that are predominantly Black compared to those that are not predominantly minority. Implications for future research are discussed.
Jonathan D. Schweig, Julia H. Kaufman, and V. Darleen Opfer
, 2020
Researchers found that there are both substantial fluctuations in students’ engagement in these practices and reported cognitive demand from day to day, as well as large differences across teachers.
David Blazar and Casey Archer
, 2020
Researchers found that exposure to “ambitious” mathematics practices is more strongly associated with test score gains of English language learners compared to those of their peers in general education classrooms.
Megan Hopkins, Hayley Weddle, Maxie Gluckman, Leslie Gautsch
, December 2019
Researchers show how both researchers and practitioners facilitated research use.
Adrianna Kezar, Samantha Bernstein-Sierra
, October 2019
Findings suggest that Association of American Universities’ influence was a powerful motivator for institutions to alter deeply ingrained perceptions and behaviors.
Denis Dumas, Daniel McNeish, Julie Sarama, Douglas Clements
, October 2019
While students who receive a short-term intervention in preschool may not differ from a control group in terms of their long-term mathematics outcomes at the end of elementary school, they do exhibit significantly steeper growth curves as they approach their eventual skill level.
Jessica Thompson, Jennifer Richards, Soo-Yean Shim, Karin Lohwasser, Kerry Soo Von Esch, Christine Chew, Bethany Sjoberg, Ann Morris
, September 2019
Researchers used data from professional learning communities to analyze pathways into improvement work and reflective data to understand practitioners’ perspectives.
Ross E. O’Hara, Betsy Sparrow
, September 2019
Results indicate that interventions that target psychosocial barriers experienced by community college STEM students can increase retention and should be considered alongside broader reforms.
Ran Liu, Andrea Alvarado-Urbina, Emily Hannum
, September 2019
Findings reveal disparate national patterns in gender gaps across the performance distribution.
Adam Kirk Edgerton
, September 2019
Through an analysis of 52 interviews with state, regional, and district officials in California, Texas, Ohio, Pennsylvania, and Massachusetts, the author investigates the decline in the popularity of K–12 standards-based reform.
Amy Noelle Parks
, September 2019
The study suggests that more research needs to represent mathematics lessons from the perspectives of children and youth, particularly those students who engage with teachers infrequently or in atypical ways.
Rajeev Darolia, Cory Koedel, Joyce B. Main, J. Felix Ndashimye, Junpeng Yan
, September 30, 2019
Researchers found that differential access to high school courses does not affect postsecondary STEM enrollment or degree attainment.
Laura A. Davis, Gregory C. Wolniak, Casey E. George, Glen R. Nelson
, August 2019
The findings point to variation in informational quality across dimensions ranging from clarity of language use and terminology, to consistency and coherence of visual displays, which accompany navigational challenges stemming from information fragmentation and discontinuity across pages.
Juan E. Saavedra, Emma Näslund-Hadley, Mariana Alfonso
, August 12, 2019
Researchers present results from the first randomized experiment of a remedial inquiry-based science education program for low-performing elementary students in a developing country.
F. Chris Curran, James Kitchin
, July 2019
Researchers found suggestive evidence in some models (student fixed effects and regression with observable controls) that time on science instruction is related to science achievement but little evidence that the number of science topics/skills covered are related to greater science achievement.
Kathleen Lynch, Heather C. Hill, Kathryn E. Gonzalez, Cynthia Pollard
, June 2019
Programs saw stronger outcomes when they helped teachers learn to use curriculum materials; focused on improving teachers’ content knowledge, pedagogical content knowledge, and/or understanding of how students learn; incorporated summer workshops; and included teacher meetings to troubleshoot and discuss classroom implementation. We discuss implications for policy and practice.
Elizabeth Stearns, Martha Cecilia Bottia, Jason Giersch, Roslyn Arlin Mickelson, Stephanie Moller, Nandan Jha, Melissa Dancy
, June 2019
Researchers found that relative advantages in college academic performance in STEM versus non-STEM subjects do not contribute to the gender gap in STEM major declaration.
Nicole Shechtman, Jeremy Roschelle, Mingyu Feng, Corinne Singleton
, May 2019
As educational leaders throughout the United States adopt digital mathematics curricula and adaptive, blended approaches, the findings provide a relevant caution.
Colleen M. Ganley, Robert C. Schoen, Mark LaVenia, Amanda M. Tazaz
, March 2019
Factor analyses support a distinction between components of general math anxiety and anxiety about teaching math.
Felicia Moore Mensah
, February 2019
The implications for practice in both teacher education and science education show that educational and emotional support for teachers of color throughout their educational and professional journey is imperative to increasing and sustaining Black teachers.
Herbert W. Marsh, Brooke Van Zanden, Philip D. Parker, Jiesi Guo, James Conigrave, Marjorie Seaton
, February 2019
Researchers evaluated STEM coursework selection by women and men in senior high school and university, controlling achievement and expectancy-value variables.
Yasemin Copur-Gencturk, Debra Plowman, Haiyan Bai
, January 2019
The results showed that a focus on curricular content knowledge and examining students’ work were significantly related to teachers’ learning.
Rebecca Colina Neri, Maritza Lozano, Louis M. Gomez
, 2019
Researchers found that teacher resistance to CRE as a multilevel learning problem stems from (a) limited understanding and belief in the efficacy of CRE and (b) a lack of know-how needed to execute it.
Russell T. Warne, Gerhard Sonnert, and Philip M. Sadler
, 2019
Researchers investigated the relationship between participation in AP mathematics courses (AP Calculus and AP Statistics) and student career interest in STEM.
Catherine Riegle-Crumb, Barbara King, and Yasmiyn Irizarry
, 2019
Results reveal evidence of persistent racial/ethnic inequality in STEM degree attainment not found in other fields.
Eben B. Witherspoon, Paulette Vincent-Ruz, and Christian D. Schunn
, 2019
Researchers found that high-performing women often graduate with lower paying, lower status degrees.
Bruce Fuller, Yoonjeon Kim, Claudia Galindo, Shruti Bathia, Margaret Bridges, Greg J. Duncan, and Isabel García Valdivia
, 2019
This article details the growing share of Latino children from low-income families populating schools, 1998 to 2010.
Rebekka Darner
, 2019
Drawing from motivated reasoning and self-determination theories, this essay builds a theoretical model of how negative emotions, thwarting of basic psychological needs, and the backfire effect interact to undermine critical evaluation of evidence, leading to science denial.
Okhee Lee
, 2019
As the fast-growing population of English learners (ELs) is expected to meet college- and career-ready content standards, the purpose of this article is to highlight key issues in aligning ELP standards with content standards.
Mark C. Long, Dylan Conger, and Raymond McGhee, Jr.
, 2019
The authors offer the first model of the components inherent in a well-implemented AP science course and the first evaluation of AP implementation with a focus on public schools newly offering the inquiry-based version of AP Biology and Chemistry courses.
Yasemin Copur-Gencturk, Joseph R. Cimpian, Sarah Theule Lubienski, and Ian Thacker
, 2019
Results indicate that teachers are not free of bias, and that teachers from marginalized groups may be susceptible to bias that favors stereotype-advantaged groups.
Geoffrey B. Saxe and Joshua Sussman
, 2019
Multilevel analysis of longitudinal data on a specialized integers and fractions assessment, as well as a California state mathematics assessment, revealed that the ELs in LMR classrooms showed greater gains than comparison ELs and gained at similar rates to their EP peers in LMR classrooms.
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
, 2019
The authors discuss whether it would have been appropriate to test for nominally equivalent outcomes, given that the study was initially conceived and designed to test for significant differences, and that the conclusion of no difference was not solely based on a null hypothesis test.
Soobin Kim, Gregory Wallsworth, Ran Xu, Barbara Schneider, Kenneth Frank, Brian Jacob, Susan Dynarski
, 2019
Using detailed Michigan high school transcript data, this article examines the effect of the MMC on various students’ course-taking and achievement outcomes.
Dario Sansone
, December 2018
Researchers found that students were less likely to believe that men were better than women in math or science when assigned to female teachers or to teachers who valued and listened to ideas from their students.
Ebony McGee
, December 2018
The authors argues that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs.
Barbara Means, Haiwen Wang, Xin Wei, Emi Iwatani, Vanessa Peters
, November 2018
Students overall and from under-represented groups who had attended inclusive STEM high schools were significantly more likely to be in a STEM bachelor’s degree program two years after high school graduation.
Paulo Tan, Kathleen King Thorius
, November 2018
Results indicate identity and power tensions that worked against equitable practices.
Caesar R. Jackson
, November 2018
This study investigated the validity and reliability of the Motivated Strategies for Learning Questionnaire (MSLQ) for minority students enrolled in STEM courses at a historically black college/university (HBCU).
Tuan D. Nguyen, Christopher Redding
, September 2018
The results highlight the importance of recruiting qualified STEM teachers to work in high-poverty schools and providing supports to help them thrive and remain in the classroom.
Joseph A. Taylor, Susan M. Kowalski, Joshua R. Polanin, Karen Askinas, Molly A. M. Stuhlsatz, Christopher D. Wilson, Elizabeth Tipton, Sandra Jo Wilson
, August 2018
The meta-analysis examines the relationship between science education intervention effect sizes and a host of study characteristics, allowing primary researchers to access better estimates of effect sizes for a priori power analyses. The results of this meta-analysis also support programmatic decisions by setting realistic expectations about the typical magnitude of impacts for science education interventions.
Brian A. Burt, Krystal L. Williams, Gordon J. M. Palmer
, August 2018
Three factors are identified as helping them persist from year to year, and in many cases through completion of the doctorate: the role of family, spirituality and faith-based community, and undergraduate mentors.
Anna-Lena Rottweiler, Jamie L. Taxer, Ulrike E. Nett
, June 2018
Suppression improved mood in exam-related anxiety, while distraction improved mood only in non-exam-related anxiety.
Gabriel Estrella, Jacky Au, Susanne M. Jaeggi, Penelope Collins
, April 2018
Although an analysis of 26 articles confirmed that inquiry instruction produced significantly greater impacts on measures of science achievement for ELLs compared to direct instruction, there was still a differential learning effect suggesting greater efficacy for non-ELLs compared to ELLs.
Heather C. Hill, Mark Chin
, April 2018
In this article, evidence from 284 teachers suggests that accuracy can be adequately measured and relates to instruction and student outcomes.
Darrell M. Hull, Krystal M. Hinerman, Sarah L. Ferguson, Qi Chen, Emma I. Näslund-Hadley
, April 20, 2018
Both quantitative and qualitative evidence suggest students within this culture respond well to this relatively simple and inexpensive intervention that departs from traditional, expository math instruction in many developing countries.
Erika C. Bullock
, April 2018
The author reviews CME studies that employ intersectionality as a way of analyzing the complexities of oppression.
Angela Calabrese Barton, Edna Tan
, March 2018
Building a conceptual argument for an equity-oriented culture of making, the authors discuss the ways in which making with and in community opened opportunities for youth to project their communities’ rich culture knowledge and wisdom onto their making while also troubling and negotiating the historicized injustices they experience.
Sabrina M. Solanki, Di Xu
, March 2018
Researchers found that having a female instructor narrows the gender gap in terms of engagement and interest; further, both female and male students tend to respond to instructor gender.
Susanne M. Jaeggi, Priti Shah
, February 2018
These articles provide excellent examples for how neuroscientific approaches can complement behavioral work, and they demonstrate how understanding the neural level can help researchers develop richer models of learning and development.
Danyelle T. Ireland, Kimberley Edelin Freeman, Cynthia E. Winston-Proctor, Kendra D. DeLaine, Stacey McDonald Lowe, Kamilah M. Woodson
, 2018
Researchers found that (1) identity; (2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education.
Ann Y. Kim, Gale M. Sinatra, Viviane Seyranian
, 2018
Findings indicate that young women experience challenges to their participation and inclusion when they are in STEM settings.
Guan Saw, Chi-Ning Chang, and Hsun-Yu Chan
, 2018
Results indicated that female, Black, Hispanic, and low SES students were less likely to show, maintain, and develop an interest in STEM careers during high school years.
Di Xu, Sabrina Solanki, Peter McPartlan, and Brian Sato
, 2018
This paper estimates the causal effects of a first-year STEM learning communities program on both cognitive and noncognitive outcomes at a large public 4-year institution.
Christina S. Chhin, Katherine A. Taylor, and Wendy S. Wei
, 2018
Data showed that IES has not funded any direct replications that duplicate all aspects of the original study, but almost half of the funded grant applications can be considered conceptual replications that vary one or more dimensions of a prior study.
Okhee Lee
, 2018
As federal legislation requires that English language proficiency (ELP) standards are aligned with content standards, this article addresses issues and concerns in aligning ELP standards with content standards in English language arts, mathematics, and science.
Jordan Rickles, Jessica B. Heppen, Elaine Allensworth, Nicholas Sorensen, and Kirk Walters
, 2018
Researchers found no statistically significant differences in longer term outcomes between students in the online and face-to-face courses. Implications of these null findings are discussed.
Colleen M. Ganley, Casey E. George, Joseph R. Cimpian, Martha B. Makowski
, December 2017
Researchers found that perceived gender bias against women emerges as the dominant predictor of the gender balance in college majors.
James P. Spillane, Megan Hopkins, Tracy M. Sweet
, December 2017
This article examines the relationship between teachers’ instructional ties and their beliefs about mathematics instruction in one school district working to transform its approach to elementary mathematics education.
Susan A. Yoon, Sao-Ee Goh, Miyoung Park
, December 6, 2017
Results revealed needs in five areas of research: a need to diversify the knowledge domains within which research is conducted, more research on learning about system states, agreement on the essential features of complex systems content, greater focus on contextual factors that support learning including teacher learning, and a need for more comparative research.
Candace Walkington, Virginia Clinton, Pooja Shivraj
, November 2017
Textual features that make problems more difficult to process appear to differentially negatively impact struggling students, while features that make language easier to process appear to differentially positively impact struggling students.
Rebecca L. Matz, Benjamin P. Koester, Stefano Fiorini, Galina Grom, Linda Shepard, Charles G. Stangor, Brad Weiner, Timothy A. McKay
, November 2017
Biology, chemistry, physics, accounting, and economics lecture courses regularly exhibit gendered performance differences that are statistically and materially significant, whereas lab courses in the same subjects do not.
Adam V. Maltese, Christina S. Cooper
, August 2017
The results reveal that although there is no singular pathway into STEM fields, self-driven interest is a large factor in persistence, especially for males, and females rely more heavily on support from others.
Brian R. Belland, Andrew E. Walker, Nam Ju Kim
, August 2017
Scaffolding has a consistently strong effect across student populations, STEM disciplines, and assessment levels, and a strong effect when used with most problem-centered instructional and educational levels.
Di Xu, Shanna Smith Jaggars
, July 2017
The findings indicate a robust negative impact of online course taking for both subjects.
Maisie L. Gholson, Charles E. Wilkes
, June 2017
This chapter reviews two strands of identity-based research in mathematics education related to Black children, exemplified by Martin (2000) and Nasir (2002).
Sarah Theule Lubienski, Emily K. Miller, and Evthokia Stephanie Saclarides
, November 2017
Using data from a survey of doctoral students at one large institution, this study finds that men submitted and published more scholarly works than women across many fields, with differences largest in natural/biological sciences and engineering.
David Blazar, Cynthia Pollard
, October 2017
Drawing on classroom observations and teacher surveys, researchers find that test preparation activities predict lower quality and less ambitious mathematics instruction in upper-elementary classrooms.
Nicole M. Joseph, Meseret Hailu, Denise Boston
, June 2017
This integrative review used critical race theory (CRT) and Black feminism as interpretive frames to explore factors that contribute to Black women’s and girls’ persistence in the mathematics pipeline and the role these factors play in shaping their academic outcomes.
Benjamin L. Wiggins, Sarah L. Eddy, Daniel Z. Grunspan, Alison J. Crowe
, May 2017
Researchers describe the results of a quasi-experimental study to test the apex of the ICAP framework (interactive, constructive, active, and passive) in this ecological classroom environment.
Sean Gehrke, Adrianna Kezar
, May 2017
This study examines how involvement in four cross-institutional STEM faculty communities of practice is associated with local departmental and institutional change for faculty members belonging to these communities.
Lawrence Ingvarson, Glenn Rowley
, May 2017
This study investigated the relationship between policies related to the recruitment, selection, preparation, and certification of new teachers and (a) the quality of future teachers as measured by their mathematics content and pedagogy content knowledge and (b) student achievement in mathematics at the national level.
Will Tyson, Josipa Roksa
, April 2017
This study examines how course grades and course rigor are associated with math attainment among students with similar eighth-grade standardized math test scores.
Anne K. Morris, James Hiebert
, March 2017
Researchers investigated whether the content pre-service teachers studied in elementary teacher preparation mathematics courses was related to their performance on a mathematics lesson planning task 2 and 3 years after graduation.
Laura M. Desimone, Kirsten Lee Hill
, March 2017
Researchers use data from a randomized controlled trial of a middle school science intervention to explore the causal mechanisms by which the intervention produced previously documented gains in student achievement.
Okhee Lee
, March 2017
This article focuses on how the Common Core State Standards (CCSS) and the Next Generation Science Standards (NGSS) treat “argument,” especially in Grades K–5, and the extent to which each set of standards is grounded in research literature, as claimed.
Cory Koedel, Diyi Li, Morgan S. Polikoff, Tenice Hardaway, Stephani L. Wrabel
, February 2017
Researchers estimate relative achievement effects of the four most commonly adopted elementary mathematics textbooks in the fall of 2008 and fall of 2009 in California.
Mary Kay Stein, Richard Correnti, Debra Moore, Jennifer Lin Russell, Katelynn Kelly
, January 2017
Researchers argue that large-scale, standards-based improvements in the teaching and learning of mathematics necessitate advances in theories regarding how teaching affects student learning and progress in how to measure instruction.
Alan H. Schoenfeld
, December 2016
The author begins by tracing the growth and change in research in mathematics education and its interdependence with research in education in general over much of the 20th century, with an emphasis on changes in research perspectives and methods and the philosophical/empirical/disciplinary approaches that underpin them.
Marcia C. Linn, Libby Gerard, Camillia Matuk, Kevin W. McElhaney
, December 2016
This chapter focuses on how investigators from varied fields of inquiry who initially worked separately began to interact, eventually formed partnerships, and recently integrated their perspectives to strengthen science education. : Are Teachers’ Implicit Cognitions Another Piece of the Puzzle?
Almut E. Thomas
, December 2016
Drawing on expectancy-value theory, this study investigated whether teachers’ implicit science-is-male stereotypes predict between-teacher variation in males’ and females’ motivational beliefs regarding physical science. : A By-Product of STEM College Culture?
Ebony O. McGee
, December 2016
The researcher found that the 38 high-achieving Black and Latino/a STEM study participants, who attended institutions with racially hostile academic spaces, deployed an arsenal of strategies (e.g., stereotype management) to deflect stereotyping and other racial assaults (e.g., racial microaggressions), which are particularly prevalent in STEM fields.
James Cowan, Dan Goldhaber, Kyle Hayes, Roddy Theobald
, November 2016
Researchers discuss public policies that contribute to teacher shortages in specific subjects (e.g., STEM and special education) and specific types of schools (e.g., disadvantaged) as well as potential solutions. : A Sociological Analysis of Multimethod Data From Young Women Aged 10–16 to Explore Gendered Patterns of Post-16 Participation
Louise Archer, Julie Moote, Becky Francis, Jennifer DeWitt, Lucy Yeomans
, November 2016
Researchers draw on survey data from more than 13,000 year 11 (age 15/16) students and interviews with 70 students (who had been tracked from age 10 to 16), focusing in particular on seven girls who aspired to continue with physics post-16, discussing how the cultural arbitrary of physics requires these girls to be highly “exceptional,” undertaking considerable identity work and deployment of capital in order to “possibilize” a physics identity—an endeavor in which some girls are better positioned to be successful than others.
Jeremy Roschelle, Mingyu Feng, Robert F. Murphy, Craig A. Mason
, October 2016
In a randomized field trial with 2,850 seventh-grade mathematics students, researchers evaluated whether an educational technology intervention increased mathematics learning. : Making Research Participation Instructionally Effective
Sherry A. Southerland, Ellen M. Granger, Roxanne Hughes, Patrick Enderle, Fengfeng Ke, Katrina Roseler, Yavuz Saka, Miray Tekkumru-Kisa
, October 2016
As current reform efforts in science place a premium on student sense making and participation in the practices of science, researchers use a close examination of 106 science teachers participating in Research Experiences for Teachers (RET) to identify, through structural equation modeling, the essential features in supporting teacher learning from these experiences.
Brian R. Belland, Andrew E. Walker, Nam Ju Kim, Mason Lefler
, October 2016
This review addresses the need for a comprehensive meta-analysis of research on scaffolding in STEM education by synthesizing the results of 144 experimental studies (333 outcomes) on the effects of computer-based scaffolding designed to assist the full range of STEM learners (primary through adult education) as they navigated ill-structured, problem-centered curricula.
Vaughan Prain, Brian Hand
, October 2016
Researchers claim that there are strong evidence-based reasons for viewing writing as a central but not sole resource for learning, drawing on both past and current research on writing as an epistemological tool and on their professional background in science education research, acknowledging its distinctive take on the use of writing for learning.
June Ahn, Austin Beck, John Rice, Michelle Foster
, September 2016
Researchers present analyses from a researcher-practitioner partnership in the District of Columbia Public Schools, where the researchers are exploring the impact of educational software on students’ academic achievement.
Barbara King
, September 2016
This study uses nationally representative data from a recent cohort of college students to investigate thoroughly gender differences in STEM persistence.
Ryan C. Svoboda, Christopher S. Rozek, Janet S. Hyde, Judith M. Harackiewicz, Mesmin Destin
, August 2016
This longitudinal study draws on identity-based and expectancy-value theories of motivation to explain the socioeconomic status (SES) and mathematics and science course-taking relationship. Mathematics Course Placements in California Middle Schools, 2003–2013
Thurston Domina, Paul Hanselman, NaYoung Hwang, Andrew McEachin
, July 2016
Researchers consider the organizational processes that accompanied the curricular intensification of the proportion of California eighth graders enrolled in algebra or a more advanced course nearly doubling to 65% between 2003 and 2013.
Lina Shanley
, July 2016
Using a nationally representative longitudinal data set, this study compared various models of mathematics achievement growth on the basis of both practical utility and optimal statistical fit and explored relationships within and between early and later mathematics growth parameters.
Mimi Engel, Amy Claessens, Tyler Watts, George Farkas
, June 2016
Analyzing data from two nationally representative kindergarten cohorts, researchers examine the mathematics content teachers cover in kindergarten.
F. Chris Curran, Ann T. Kellogg
, June 2016
Researchers present findings from the recently released Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 that demonstrate significant gaps in science achievement in kindergarten and first grade by race/ethnicity.
Rachel Garrett, Guanglei Hong
, June 2016
Analyzing the Early Childhood Longitudinal Study–Kindergarten cohort data, researchers find that heterogeneous grouping or a combination of heterogeneous and homogeneous grouping under relatively adequate time allocation is optimal for enhancing teacher ratings of language minority kindergartners’ math performance, while using homogeneous grouping only is detrimental.
Jennifer Gnagey, Stéphane Lavertu
, May 2016
This study is one of the first to estimate the impact of “inclusive” science, technology, engineering, and mathematics (STEM) high schools using student-level data.
Hanna Gaspard, Anna-Lena Dicke, Barbara Flunger, Isabelle Häfner, Brigitte M. Brisson, Ulrich Trautwein, Benjamin Nagengast
, May 2016
Through data from a cluster-randomized study in which a value intervention was successfully implemented in 82 ninth-grade math classrooms, researchers address how interventions on students’ STEM motivation in school affect motivation in subjects not targeted by the intervention.
Rebecca M. Callahan, Melissa H. Humphries
, April 2016
Researchers employ multivariate methods to investigate immigrant college going by linguistic status using the Educational Longitudinal Study of 2002.
Federick Ngo, Tatiana Melguizo
, March 2016
Researchers take advantage of heterogeneous placement policy in a large urban community college district in California to compare the effects of math remediation under different policy contexts. : An Analysis of German Fourth- and Sixth-Grade Classrooms
Steffen Tröbst, Thilo Kleickmann, Kim Lange-Schubert, Anne Rothkopf, Kornelia Möller
, February 2016
Researchers examined if changes in instructional practices accounted for differences in situational interest in science instruction and enduring individual interest in science between elementary and secondary school classrooms. : A Mixed-Methods Study
David F. Feldon, Michelle A. Maher, Josipa Roksa, James Peugh
, February 2016
Researchers offer evidence of a similar phenomenon to cumulative advantage, accounting for differential patterns of research skill development in graduate students over an academic year and explore differences in socialization that accompany diverging developmental trajectories. : The Influence of Time, Peers, and Place
Luke Dauter, Bruce Fuller
, February 2016
Researchers hypothesize that pupil mobility stems from the (a) student’s time in school and grade; (b) student’s race, class, and achievement relative to peers; (c) quality of schooling relative to nearby alternatives; and (4) proximity, abundance, and diversity of local school options. : How Workload and Curricular Affordances Shape STEM Faculty Decisions About Teaching and Learning
Matthew T. Hora
, January 2016
In this study the idea of the “problem space” from cognitive science is used to examine how faculty construct mental representations for the task of planning undergraduate courses.
Jessaca Spybrook, Carl D. Westine, Joseph A. Taylor
, January 2016
This article provides empirical estimates of design parameters necessary for planning adequately powered cluster randomized trials (CRTs) focused on science achievement.
Paul L. Morgan, George Farkas, Marianne M. Hillemeier, Steve Maczuga
, January 2016
Researchers examined the age of onset, over-time dynamics, and mechanisms underlying science achievement gaps in U.S. elementary and middle schools. : Opportunity Structures and Outcomes in Inclusive STEM-Focused High Schools
Lois Weis, Margaret Eisenhart, Kristin Cipollone, Amy E. Stich, Andrea B. Nikischer, Jarrod Hanson, Sarah Ohle Leibrandt, Carrie D. Allen, Rachel Dominguez
, December 2015
Researchers present findings from a three-year comparative longitudinal and ethnographic study of how schools in two cities, Buffalo and Denver, have taken up STEM education reform, including the idea of “inclusive STEM-focused schools,” to address weaknesses in urban high schools with majority low-income and minority students. : How Do They Interact in Promoting Science Understanding?
Jasmin Decristan, Eckhard Klieme, Mareike Kunter, Jan Hochweber, Gerhard Büttner, Benjamin Fauth, A. Lena Hondrich, Svenja Rieser, Silke Hertel, Ilonca Hardy
, December 2015
Researchers examine the interplay between curriculum-embedded formative assessment—a well-known teaching practice—and general features of classroom process quality (i.e., cognitive activation, supportive climate, classroom management) and their combined effect on elementary school students’ understanding of the scientific concepts of floating and sinking. : An International Perspective
William H. Schmidt, Nathan A. Burroughs, Pablo Zoido, Richard T. Houang
, October 2015
In this paper, student-level indicators of opportunity to learn (OTL) included in the 2012 Programme for International Student Assessment are used to explore the joint relationship of OTL and socioeconomic status (SES) to student mathematics literacy.
Xueli Wang
, September 2015
This study examines the effect of beginning at a community college on baccalaureate success in science, technology, engineering, and mathematics (STEM) fields. : Trends and Predictors
David M. Quinn, North Cooc
, August 2015
With research on science achievement disparities by gender and race/ethnicity often neglecting the beginning of the pipeline in the early grades, researchers address this limitation using nationally representative data following students from Grades 3 to 8.
Shaun M. Dougherty, Joshua S. Goodman, Darryl V. Hill, Erica G. Litke, Lindsay C. Page
, May 2015
Researchers highlight a collaboration to investigate one district’s effort to increase middle school algebra course-taking.
David F. Feldon, Michelle A. Maher, Melissa Hurst, Briana Timmerman
, April 2015
This mixed-method study investigates agreement between student mentees’ and their faculty mentors’ perceptions of the students’ developing research knowledge and skills in STEM. : Reviving Science Education for Civic Ends
John L. Rudolph
, December 2014
This article revisits John Dewey’s now-well-known address “Science as Subject-Matter and as Method” and examines the development of science education in the United States in the years since that address.
Dermot F. Donnelly, Marcia C. Linn Sten Ludvigsen
, December 2014
The National Science Foundation–sponsored report Fostering Learning in the Networked World called for “a common, open platform to support communities of developers and learners in ways that enable both to take advantage of advances in the learning sciences”; we review research on science inquiry learning environments (ILEs) to characterize current platforms. : A Longitudinal Case Study of America’s Chemistry Teachers
Gregory T. Rushton, Herman E. Ray, Brett A. Criswell, Samuel J. Polizzi, Clyde J. Bearss, Nicholas Levelsmier, Himanshu Chhita, Mary Kirchhoff
, November 2014
Researchers perform a longitudinal case study of U.S. public school chemistry teachers to illustrate a diffusion of responsibility within the STEM community regarding who is responsible for the teacher workforce. : Relations Between Early Mathematics Knowledge and High School Achievement
Tyler W. Watts, Greg J. Duncan, Robert S. Siegler, Pamela E. Davis-Kean
, October 2014
Researchers find that preschool mathematics ability predicts mathematics achievement through age 15, even after accounting for early reading, cognitive skills, and family and child characteristics.
T. Jared Robinson, Lane Fischer, David Wiley, John Hilton, III
, October 2014
The purpose of this quantitative study is to analyze whether the adoption of open science textbooks significantly affects science learning outcomes for secondary students in earth systems, chemistry, and physics. : 1968–2009
Robert N. Ronau, Christopher R. Rakes, Sarah B. Bush, Shannon O. Driskell, Margaret L. Niess, David K. Pugalee
, October 2014
We examined 480 dissertations on the use of technology in mathematics education and developed a Quality Framework (QF) that provided structure to consistently define and measure quality.
Andrew D. Plunk, William F. Tate, Laura J. Bierut, Richard A. Grucza
, June 2014
Using logistic regression with Census and American Community Survey (ACS) data ( = 2,892,444), researchers modeled mathematics and science course graduation requirement (CGR) exposure on (a) high school dropout, (b) beginning college, and (c) obtaining any college degree.
Corey Drake, Tonia J. Land, Andrew M. Tyminski
, April 2014
Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to teacher learning from and about curriculum materials, researchers seek to answer the question, How can prospective teachers (PTs) learn to read and use educative curriculum materials in ways that support them in acquiring the knowledge needed for teaching?
Lorraine M. McDonnell, M. Stephen Weatherford
, December 2013
This article draws on theories of political and policy learning and interviews with major participants to examine the role that the Common Core State Standards (CCSS) supporters have played in developing and implementing the standards, supporters’ reasons for mobilizing, and the counterarguments and strategies of recently emerging opposition groups. : Motivation, High School Learning, and Postsecondary Context of Support
Xueli Wang
, October 2013
This study draws upon social cognitive career theory and higher education literature to test a conceptual framework for understanding the entrance into science, technology, engineering, and mathematics (STEM) majors by recent high school graduates attending 4-year institutions.
Philip M. Sadler, Gerhard Sonnert, Harold P. Coyle, Nancy Cook-Smith, Jaimie L. Miller
, October 2013
This study examines the relationship between teacher knowledge and student learning for 9,556 students of 181 middle school physical science teachers. : Teaching Critical Mathematics in a Remedial Secondary Classroom
Andrew Brantlinger
, October 2013
The researcher presents results from a practitioner research study of his own teaching of critical mathematics (CM) to low-income students of color in a U.S. context.
Jason G. Hill, Ben Dalton
, October 2013
This study investigates the distribution of math teachers with a major or certification in math using data from the National Center for Education Statistics’ High School Longitudinal Study of 2009 (HSLS:09).
Kristin F. Butcher, Mary G. Visher
, September 2013
This study uses random assignment to investigate the impact of a “light-touch” intervention, where an individual visited math classes a few times during the semester, for a few minutes each time, to inform students about available services.
Janet M. Dubinsky, Gillian Roehrig, Sashank Varma
, August 2013
Researchers argue that the neurobiology of learning, and in particular the core concept of , have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. : The Impact of Undergraduate Research Programs
M. Kevin Eagan, Jr., Sylvia Hurtado, Mitchell J. Chang, Gina A. Garcia, Felisha A. Herrera, Juan C. Garibay
, August 2013
Researchers’ findings indicate that participation in an undergraduate research program significantly improved students’ probability of indicating plans to enroll in a STEM graduate program.
Okhee Lee, Helen Quinn, Guadalupe Valdés
, May 2013
This article addresses language demands and opportunities that are embedded in the science and engineering practices delineated in “A Framework for K–12 Science Education,” released by the National Research Council (2011).
Liliana M. Garces
, April 2013
This study examines the effects of affirmative action bans in four states (California, Florida, Texas, and Washington) on the enrollment of underrepresented students of color within six different graduate fields of study: the natural sciences, engineering, social sciences, business, education, and humanities. : Learning Lessons From Research on Diversity in STEM Fields
Shirley M. Malcom, Lindsey E. Malcom-Piqueux
, April 2013
Researchers argue that social scientists ought to look to the vast STEM education research literature to begin the task of empirically investigating the questions raised in the case.
Roslyn Arlin Mickelson, Martha Cecilia Bottia, Richard Lambert
, March 2013
This metaregression analysis reviewed the social science literature published in the past 20 years on the relationship between mathematics outcomes and the racial composition of the K–12 schools students attend.
Jeffrey Grigg, Kimberle A. Kelly, Adam Gamoran, Geoffrey D. Borman
, March 2013
Researchers examine classroom observations from a 3-year large-scale randomized trial in the Los Angeles Unified School District (LAUSD) to investigate the extent to which a professional development initiative in inquiry science influenced teaching practices in in 4th and 5th grade classrooms in 73 schools. :
Angela Calabrese Barton, Hosun Kang, Edna Tan, Tara B. O’Neill, Juanita Bautista-Guerra, Caitlin Brecklin
, February 2013
This longitudinal ethnographic study traces the identity work that girls from nondominant backgrounds do as they engage in science-related activities across school, club, and home during the middle school years. : A Review of the State of the Field
Shuchi Grover, Roy Pea
, January 2013
This article frames the current state of discourse on computational thinking in K–12 education by examining mostly recently published academic literature that uses Jeannette Wing’s article as a springboard, identifies gaps in research, and articulates priorities for future inquiries.
Catherine Riegle-Crumb, Barbara King, Eric Grodsky, Chandra Muller
, December 2012
This article investigates the empirical basis for often-repeated arguments that gender differences in entrance into science, technology, engineering, and mathematics (STEM) majors are largely explained by disparities in prior achievement.
Richard M. Ingersoll, Henry May
, December 2012
This study examines the magnitude, destinations, and determinants of mathematics and science teacher turnover. : How Families Shape Children’s Engagement and Identification With Science
Louise Archer, Jennifer DeWitt, Jonathan Osborne, Justin Dillon, Beatrice Willis, Billy Wong
, October 2012
Drawing on the conceptual framework of Bourdieu, this article explores how the interplay of family habitus and capital can make science aspirations more “thinkable” for some (notably middle-class) children than others.
Erin Marie Furtak, Tina Seidel, Heidi Iverson, Derek C. Briggs
, September 2012
This meta-analysis introduces a framework for inquiry-based teaching that distinguishes between cognitive features of the activity and degree of guidance given to students.
Jaekyung Lee, Todd Reeves
, June 2012
This study examines the impact of high-stakes school accountability, capacity, and resources under NCLB on reading and math achievement outcomes through comparative interrupted time-series analyses of 1990–2009 NAEP state assessment data. : Toward a Theory of Teaching
Paola Sztajn, Jere Confrey, P. Holt Wilson, Cynthia Edgington
, June 2012
Researchers propose a theoretical connection between research on learning and research on teaching through recent research on students’ learning trajectories (LTs). : The Perspectives of Exemplary African American Teachers
Jianzhong Xu, Linda T. Coats, Mary L. Davidson
, February 2012
Researchers argue both the urgency and the promise of establishing a constructive conversation among different bodies of research, including science interest, sociocultural studies in science education, and culturally relevant teaching.
Rebecca M. Schneider, Kellie Plasman
, December 2011
This review examines the research on science teachers’ pedagogical content knowledge (PCK) in order to refine ideas about science teacher learning progressions and how to support them.
Brian A. Nosek, Frederick L. Smyth
, October 2011
Researchers examined implicit math attitudes and stereotypes among a heterogeneous sample of 5,139 participants.
Libby F. Gerard, Keisha Varma, Stephanie B. Corliss, Marcia C. Linn
, September 2011
Researchers’ findings suggest that professional development programs that engaged teachers in a comprehensive, constructivist-oriented learning process and were sustained beyond 1 year significantly improved students’ inquiry learning experiences in K–12 science classrooms. : Teaching and Learning Impacts of Reading Apprenticeship Professional Development
Cynthia L. Greenleaf, Cindy Litman, Thomas L. Hanson, Rachel Rosen, Christy K. Boscardin, Joan Herman, Steven A. Schneider, Sarah Madden, Barbara Jones
, June 2011
This study examined the effects of professional development integrating academic literacy and biology instruction on science teachers’ instructional practices and students’ achievement in science and literacy.
Paul Cobb, Kara Jackson
, May 2011
The authors comment on Porter, McMaken, Hwang, and Yang’s recent analysis of the Common Core State Standards for Mathematics by critiquing their measures of the focus of the standards and the absence of an assessment of coherence.
P. Wesley Schultz, Paul R. Hernandez, Anna Woodcock, Mica Estrada, Randie C. Chance, Maria Aguilar, Richard T. Serpe
, March 2011
This study reports results from a longitudinal study of students supported by a national National Institutes of Health–funded minority training program, and a propensity score matched control. : Three Large-Scale Studies
Jeremy Roschelle, Nicole Shechtman, Deborah Tatar, Stephen Hegedus, Bill Hopkins, Susan Empson, Jennifer Knudsen, Lawrence P. Gallagher
, December 2010
The authors present three studies (two randomized controlled experiments and one embedded quasi-experiment) designed to evaluate the impact of replacement units targeting student learning of advanced middle school mathematics. : Examining Disparities in College Major by Gender and Race/Ethnicity
Catherine Riegle-Crumb, Barbara King
, December 2010
The authors analyze national data on recent college matriculants to investigate gender and racial/ethnic disparities in STEM fields, with an eye toward the role of academic preparation and attitudes in shaping such disparities.
Mary Kay Stein, Julia H. Kaufman
, September 2010
This article begins to unravel the question, “What curricular materials work best under what kinds of conditions?” The authors address this question from the point of view of teachers and their ability to implement mathematics curricula that place varying demands and provide varying levels of support for their learning.
Andy R. Cavagnetto
, September 2010
This study of 54 articles from the research literature examines how argument interventions promote scientific literacy.
Victoria M. Hand
, March 2010
The researcher examined how the teacher and students in a low-track mathematics classroom jointly constructed opposition through their classroom interactions.
Terrence E. Murphy, Monica Gaughan, Robert Hume, S. Gordon Moore, Jr.
, March 2010
Researchers evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. | | |  Best 101 Quantitative Research Topics for STEM StudentsAre you a STEM (Science, Technology, Engineering, and Mathematics) student looking for exciting research topics? Well, you’ve come to the right place! Quantitative research can be both challenging and rewarding, but finding the right topic is the first step to success. In this blog, we’ve gathered 101 quantitative research topics in the easiest language possible to help you kickstart your research journey. 101 Quantitative Research Topics for STEM StudentsBiology research topics. - Effect of Temperature on Enzyme Activity: Investigate how different temperatures affect the efficiency of enzymes in biological reactions.
- The Impact of Pollution on Aquatic Ecosystems: Analyze the correlation between pollution levels and the health of aquatic ecosystems.
- Genetic Variability in Human Populations: Study the genetic diversity within different human populations and its implications.
- Bacterial Resistance to Antibiotics: Examine how bacteria develop resistance to antibiotics and potential solutions.
- Photosynthesis Efficiency in Different Light Conditions: Measure photosynthesis rates in various light conditions to understand plant adaptation.
- Effect of pH Levels on Seed Germination: Investigate how different pH levels affect the germination of seeds.
- Diversity of Insect Species in Urban vs. Rural Areas: Compare insect species diversity in urban and rural environments.
- The Impact of Exercise on Heart Rate: Study how exercise affects heart rate and overall cardiovascular health.
- Plant Growth in Response to Different Fertilizers: Analyze the growth of plants using different types of fertilizers.
- Genetic Basis of Inherited Diseases: Explore the genetic mutations responsible for inherited diseases.
Chemistry Research Topics- Chemical Analysis of Water Sources: Investigate the composition of water from different sources and its suitability for consumption.
- Stoichiometry of Chemical Reactions: Study the relationships between reactants and products in chemical reactions.
- Kinetics of Chemical Reactions: Examine the speed and mechanisms of various chemical reactions.
- The Impact of Temperature on Chemical Equilibrium: Analyze how temperature influences chemical equilibrium in reversible reactions.
- Quantifying Air Pollution Levels: Measure air pollution components and their effects on human health.
- Analysis of Food Additives: Investigate the safety and effects of common food additives.
- Chemical Composition of Different Soils: Study the chemical properties of soils from different regions.
- Electrochemical Cell Efficiency: Examine the efficiency of electrochemical cells in energy storage.
- Quantitative Analysis of Drugs in Pharmaceuticals: Develop methods to quantify drug concentrations in pharmaceutical products.
- Chemical Analysis of Renewable Energy Sources: Investigate the chemical composition of renewable energy sources like biofuels and solar cells.
Physics Research Topics- Quantum Mechanics and Entanglement: Explore the mysterious world of quantum entanglement and its applications.
- The Physics of Black Holes: Study the properties and behavior of black holes in the universe.
- Analysis of Superconductors: Investigate the phenomenon of superconductivity and its practical applications.
- The Doppler Effect and its Applications: Explore the Doppler effect in various contexts, such as in astronomy and medicine.
- Nanotechnology and Its Future: Analyze the potential of nanotechnology in various scientific fields.
- The Behavior of Light Waves: Study the properties and behaviors of light waves, including diffraction and interference.
- Quantifying Friction in Mechanical Systems: Measure and analyze friction in mechanical systems for engineering applications.
- The Physics of Renewable Energy: Investigate the physics behind renewable energy sources like wind turbines and solar panels.
- Particle Accelerators and High-Energy Physics: Explore the world of particle physics and particle accelerators.
- Astrophysics and Dark Matter: Analyze the mysteries of dark matter and its role in the universe.
Mathematics Research Topics- Prime Number Distribution Patterns: Study the distribution of prime numbers and look for patterns.
- Graph Theory and Network Analysis: Analyze real-world networks using graph theory techniques.
- Optimization of Algorithms: Optimize algorithms for faster computation and efficiency.
- Statistical Analysis of Economic Data: Apply statistical methods to analyze economic trends and data.
- Mathematical Modeling of Disease Spread: Model the spread of diseases using mathematical equations.
- Game Theory and Decision Making: Explore decision-making processes in strategic games.
- Cryptographic Algorithms and Security: Study cryptographic algorithms and their role in data security.
- Machine Learning and Predictive Analytics: Apply machine learning techniques to predict future events.
- Number Theory and Cryptography: Investigate the mathematical foundations of cryptography.
- Mathematics in Art and Design: Explore the intersection of mathematics and art through patterns and fractals.
Engineering Research Topics- Structural Analysis of Bridges: Evaluate the structural integrity of different types of bridges.
- Renewable Energy Integration in Smart Grids: Study the integration of renewable energy sources in smart grid systems.
- Materials Science and Composite Materials: Analyze the properties and applications of composite materials.
- Robotics and Automation in Manufacturing: Explore the role of robotics in modern manufacturing processes.
- Aerodynamics of Aircraft Design: Investigate the aerodynamics principles behind aircraft design.
- Traffic Flow Analysis: Analyze traffic patterns and propose solutions for congestion.
- Environmental Impact of Transportation: Study the environmental effects of various transportation methods.
- Civil Engineering and Urban Planning: Explore solutions for urban development and infrastructure planning.
- Biomechanics and Prosthetics: Study the mechanics of the human body and design prosthetic devices.
- Environmental Engineering and Water Treatment: Investigate methods for efficient water treatment and pollution control.
Computer Science Research Topics- Machine Learning for Image Recognition: Develop algorithms for image recognition using machine learning.
- Cybersecurity and Intrusion Detection: Study methods to detect and prevent cyber intrusions.
- Natural Language Processing for Sentiment Analysis: Analyze sentiment in text data using natural language processing techniques.
- Big Data Analytics and Predictive Modeling: Apply big data analytics to predict trends and make data-driven decisions.
- Artificial Intelligence in Healthcare: Explore the applications of AI in diagnosing diseases and patient care.
- Computer Vision and Autonomous Vehicles: Study computer vision techniques for autonomous vehicle navigation.
- Quantum Computing and Cryptography: Investigate the potential of quantum computing in breaking current cryptographic systems.
- Social Media Data Analysis: Analyze social media data to understand trends and user behavior.
- Software Development for Accessibility: Develop software solutions for individuals with disabilities.
- Virtual Reality and Simulation: Explore the use of virtual reality in simulations and training.
Environmental Science Research Topics- Climate Change and Sea-Level Rise: Study the effects of climate change on sea-level rise in coastal areas.
- Ecosystem Restoration and Biodiversity: Explore methods to restore and conserve ecosystems and biodiversity.
- Air Quality Monitoring in Urban Areas: Analyze air quality in urban environments and its health implications.
- Sustainable Agriculture and Crop Yield: Investigate sustainable farming practices for improved crop yield.
- Water Resource Management: Study methods for efficient water resource management and conservation.
- Waste Management and Recycling: Analyze waste management strategies and recycling programs.
- Natural Disaster Prediction and Mitigation: Develop models for predicting and mitigating natural disasters.
- Renewable Energy and Environmental Impact: Investigate the environmental impact of renewable energy sources.
- Climate Modeling and Predictions: Study climate models and make predictions about future climate changes.
- Pollution Control and Remediation Techniques: Explore methods to control and remediate various types of pollution.
Psychology Research Topics- Effects of Social Media on Mental Health: Analyze the relationship between social media usage and mental health.
- Cognitive Development in Children: Study cognitive development in children and its factors.
- The Impact of Stress on Academic Performance: Analyze how stress affects academic performance.
- Gender Differences in Decision-Making: Investigate gender-related variations in decision-making processes.
- Psychological Factors in Addiction: Study the psychological factors contributing to addiction.
- Perception and Memory in Aging: Explore changes in perception and memory as people age.
- Cross-Cultural Psychological Studies: Compare psychological phenomena across different cultures.
- Positive Psychology and Well-Being: Investigate factors contributing to overall well-being and happiness.
- Emotional Intelligence and Leadership: Study the relationship between emotional intelligence and effective leadership.
- Psychological Effects of Virtual Reality: Analyze the psychological impact of immersive virtual reality experiences.
Earth Science Research Topics- Volcanic Activity and Predictions: Study volcanic eruptions and develop prediction models.
- Plate Tectonics and Earthquakes: Analyze the movement of tectonic plates and earthquake patterns.
- Geomorphology and Landscape Evolution: Investigate the processes shaping Earth’s surface.
- Glacial Retreat and Climate Change: Study the retreat of glaciers and its connection to climate change.
- Mineral Exploration and Resource Management: Explore methods for mineral resource exploration and sustainable management.
- Meteorology and Weather Forecasting: Analyze weather patterns and improve weather forecasting accuracy.
- Oceanography and Marine Life: Study marine ecosystems, ocean currents, and their impact on marine life.
- Soil Erosion and Conservation: Investigate soil erosion processes and conservation techniques.
- Remote Sensing and Earth Observation: Use remote sensing technology to monitor Earth’s surface changes.
- Geographic Information Systems (GIS) Applications: Apply GIS technology for various geographical analyses.
Materials Science Research Topics- Nanomaterials for Drug Delivery: Investigate the use of nanomaterials for targeted drug delivery.
- Superconducting Materials and Energy Efficiency: Study materials with superconducting properties for energy applications.
- Advanced Composite Materials for Aerospace: Analyze advanced composites for lightweight aerospace applications.
- Solar Cell Efficiency Improvement: Investigate materials for more efficient solar cell technology .
- Biomaterials and Medical Implants: Explore materials used in medical implants and their biocompatibility.
- Smart Materials for Electronics: Study materials that can change their properties in response to external stimuli.
- Materials for Energy Storage: Analyze materials for improved energy storage solutions.
- Quantum Dots in Display Technology: Investigate the use of quantum dots in display technology.
- Materials for 3D Printing: Explore materials suitable for 3D printing in various industries.
- Materials for Water Purification: Study materials used in water purification processes.
- Data Analysis of Social Media Trends: Explore the quantitative analysis of social media trends to understand their impact on society and marketing strategies.
There you have it—101 quantitative research topics for STEM students! Remember that the key to a successful research project is choosing a topic that genuinely interests you. Whether you’re passionate about biology, chemistry, physics, mathematics, engineering, computer science, environmental science, psychology, or earth science, there’s a quantitative research topic waiting for you to explore. So, roll up your sleeves, gather your data, and embark on your research journey with enthusiasm. Leave a Comment Cancel ReplyYour email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment.  189+ Good Quantitative Research Topics For STEM StudentsQuantitative research is an essential part of STEM (Science, Technology, Engineering, and Mathematics) fields. It involves collecting and analyzing numerical data to answer research questions and test hypotheses. In 2023, STEM students have a wealth of exciting research opportunities in various disciplines. Whether you’re an undergraduate or graduate student, here are quantitative research topics to consider for your next project. If you are looking for the best list of quantitative research topics for stem students, then you can check the given list in each field. It offers STEM students numerous opportunities to explore and contribute to their respective fields in 2023 and beyond. Whether you’re interested in astrophysics, biology, engineering, mathematics, or any other STEM field. Also Read: Most Exciting Qualitative Research Topics For Students What Is Quantitative ResearchTable of Contents Quantitative research is a type of research that focuses on the organized collection, analysis, and evaluation of numerical data to answer research questions, test theories, and find trends or connections between factors. It is an organized, objective way to do study that uses measurable data and scientific methods to come to results. Quantitative research is often used in many areas, such as the natural sciences, social sciences, economics, psychology, education, and market research. It gives useful information about patterns, trends, cause-and-effect relationships, and how often things happen. Quantitative tools are used by researchers to answer questions like “How many?” and “How often?” “Is there a significant difference?” or “What is the relationship between the variables?” In comparison to quantitative research, qualitative research uses non-numerical data like conversations, notes, and open-ended surveys to understand and explore the ideas, experiences, and points of view of people or groups. Researchers often choose between quantitative and qualitative methods based on their research goals, questions, and the type of thing they are studying. How To Choose Quantitative Research Topics For STEMHere’s a step-by-step guide on how to choose quantitative research topics for STEM: Step 1:- Identify Your Interests and PassionsStart by reflecting on your personal interests within STEM. What areas or subjects in STEM excite you the most? Choosing a topic you’re passionate about will keep you motivated throughout the research process. Step 2:- Review Coursework and TextbooksLook through your coursework, textbooks, and class notes. Identify concepts, theories, or areas that you found particularly intriguing or challenging. These can be a source of potential research topics. Step 3:- Consult with Professors and AdvisorsDiscuss your research interests with professors, academic advisors, or mentors. They can provide valuable insights, suggest relevant topics, and guide you toward areas with research opportunities. Step 4:- Read Recent LiteratureExplore recent research articles, journals, and publications in STEM fields. This will help you identify current trends, gaps in knowledge, and areas where further research is needed. Step 5:- Narrow Down Your FocusOnce you have a broad area of interest, narrow it down to a specific research focus. Consider questions like: - What specific problem or phenomenon do you want to investigate?
- Are there unanswered questions or controversies in this area?
- What impact could your research have on the field or society?
Step 6:- Consider Resources and AccessAssess the resources available to you, including access to laboratories, equipment, databases, and funding. Ensure that your chosen topic aligns with the resources you have or can access. Step 7:- Think About PracticalityConsider the feasibility of conducting research on your chosen topic. Are the data readily available, or will you need to collect data yourself? Can you complete the research within your available time frame? Step 8:- Define Your Research QuestionFormulate a clear and specific research question or hypothesis. Your research question should guide your entire study and provide a focus for your data collection and analysis. Step 9:- Conduct a Literature ReviewDive deeper into the existing literature related to your chosen topic. This will help you understand the current state of research, identify gaps, and refine your research question. Step 10:- Consider the ImpactThink about the potential impact of your research. How does your topic contribute to the advancement of knowledge in your field? Does it have practical applications or implications for society? Step 11:- Brainstorm Research MethodsDetermine the quantitative research methods and data collection techniques you plan to use. Consider whether you’ll conduct experiments, surveys, data analysis, simulations, or use existing datasets. Step 12:- Seek FeedbackShare your research topic and ideas with peers, advisors, or mentors. They can provide valuable feedback and help you refine your research focus. Step 13:- Assess Ethical ConsiderationsConsider ethical implications related to your research, especially if it involves human subjects, sensitive data, or potential environmental impacts. Ensure that your research adheres to ethical guidelines. Step 14:- Finalize Your Research TopicOnce you’ve gone through these steps, finalize your research topic. Write a clear and concise research proposal that outlines your research question, objectives, methods, and expected outcomes. Step 15:- Stay Open to AdjustmentsBe open to adjusting your research topic as you progress. Sometimes, new insights or challenges may lead you to refine or adapt your research focus. Following are the most interesting quantitative research topics for stem students. These are given below. Quantitative Research Topics In Physics and Astronomy- Quantum Computing Algorithms : Investigate new algorithms for quantum computers and their potential applications.
- Dark Matter Detection Methods : Explore innovative approaches to detect dark matter particles.
- Quantum Teleportation : Study the principles and applications of quantum teleportation.
- Exoplanet Characterization : Analyze data from telescopes to characterize exoplanets.
- Nuclear Fusion Modeling : Create mathematical models for nuclear fusion reactions.
- Superconductivity at High Temperatures : Research the properties and applications of high-temperature superconductors.
- Gravitational Wave Analysis : Analyze gravitational wave data to study astrophysical phenomena.
- Black Hole Thermodynamics : Investigate the thermodynamics of black holes and their entropy.
Quantitative Research Topics In Biology and Life Sciences- Genome-Wide Association Studies (GWAS) : Conduct GWAS to identify genetic factors associated with diseases.
- Pharmacokinetics and Pharmacodynamics : Study drug interactions in the human body.
- Ecological Modeling : Model ecosystems to understand population dynamics.
- Protein Folding : Research the kinetics and thermodynamics of protein folding.
- Cancer Epidemiology : Analyze cancer incidence and risk factors in specific populations.
- Neuroimaging Analysis : Develop algorithms for analyzing brain imaging data.
- Evolutionary Genetics : Investigate evolutionary patterns using genetic data.
- Stem Cell Differentiation : Study the factors influencing stem cell differentiation.
Engineering and Technology Quantitative Research Topics- Renewable Energy Efficiency : Optimize the efficiency of solar panels or wind turbines.
- Aerodynamics of Drones : Analyze the aerodynamics of drone designs.
- Autonomous Vehicle Safety : Evaluate safety measures for autonomous vehicles.
- Machine Learning in Robotics : Implement machine learning algorithms for robot control.
- Blockchain Scalability : Research methods to scale blockchain technology.
- Quantum Computing Hardware : Design and test quantum computing hardware components.
- IoT Security : Develop security protocols for the Internet of Things (IoT).
- 3D Printing Materials Analysis : Study the mechanical properties of 3D-printed materials.
Quantitative Research Topics In Mathematics and StatisticsFollowing are the best Quantitative Research Topics For STEM Students in mathematics and statistics. - Prime Number Distribution : Investigate the distribution of prime numbers.
- Graph Theory Algorithms : Develop algorithms for solving graph theory problems.
- Statistical Analysis of Financial Markets : Analyze financial data and market trends.
- Number Theory Research : Explore unsolved problems in number theory.
- Bayesian Machine Learning : Apply Bayesian methods to machine learning models.
- Random Matrix Theory : Study the properties of random matrices in mathematics and physics.
- Topological Data Analysis : Use topology to analyze complex data sets.
- Quantum Algorithms for Optimization : Research quantum algorithms for optimization problems.
Experimental Quantitative Research Topics In Science and Earth Sciences- Climate Change Modeling : Develop climate models to predict future trends.
- Biodiversity Conservation Analysis : Analyze data to support biodiversity conservation efforts.
- Geographic Information Systems (GIS) : Apply GIS techniques to solve environmental problems.
- Oceanography and Remote Sensing : Use satellite data for oceanographic research.
- Air Quality Monitoring : Develop sensors and models for air quality assessment.
- Hydrological Modeling : Study the movement and distribution of water resources.
- Volcanic Activity Prediction : Predict volcanic eruptions using quantitative methods.
- Seismology Data Analysis : Analyze seismic data to understand earthquake patterns.
Chemistry and Materials Science Quantitative Research Topics- Nanomaterial Synthesis and Characterization : Research the synthesis and properties of nanomaterials.
- Chemoinformatics : Analyze chemical data for drug discovery and materials science.
- Quantum Chemistry Simulations : Perform quantum simulations of chemical reactions.
- Materials for Renewable Energy : Investigate materials for energy storage and conversion.
- Catalysis Kinetics : Study the kinetics of chemical reactions catalyzed by materials.
- Polymer Chemistry : Research the properties and applications of polymers.
- Analytical Chemistry Techniques : Develop new analytical techniques for chemical analysis.
- Sustainable Chemistry : Explore green chemistry approaches for sustainable materials.
Computer Science and Information Technology Topics- Natural Language Processing (NLP) : Work on NLP algorithms for language understanding.
- Cybersecurity Analytics : Analyze cybersecurity threats and vulnerabilities.
- Big Data Analytics : Apply quantitative methods to analyze large data sets.
- Machine Learning Fairness : Investigate bias and fairness issues in machine learning models.
- Human-Computer Interaction (HCI) : Study user behavior and interaction patterns.
- Software Performance Optimization : Optimize software applications for performance.
- Distributed Systems Analysis : Analyze the performance of distributed computing systems.
- Bioinformatics Data Mining : Develop algorithms for mining biological data.
Good Quantitative Research Topics Students In Medicine and Healthcare- Clinical Trial Data Analysis : Analyze clinical trial data to evaluate treatment effectiveness.
- Epidemiological Modeling : Model disease spread and intervention strategies.
- Healthcare Data Analytics : Analyze healthcare data for patient outcomes and cost reduction.
- Medical Imaging Algorithms : Develop algorithms for medical image analysis.
- Genomic Medicine : Apply genomics to personalized medicine approaches.
- Telemedicine Effectiveness : Study the effectiveness of telemedicine in healthcare delivery.
- Health Informatics : Analyze electronic health records for insights into patient care.
Agriculture and Food Sciences Topics- Precision Agriculture : Use quantitative methods for optimizing crop production.
- Food Safety Analysis : Analyze food safety data and quality control.
- Aquaculture Sustainability : Research sustainable practices in aquaculture.
- Crop Disease Modeling : Model the spread of diseases in agricultural crops.
- Climate-Resilient Agriculture : Develop strategies for agriculture in changing climates.
- Food Supply Chain Optimization : Optimize food supply chain logistics.
- Soil Health Assessment : Analyze soil data for sustainable land management.
Social Sciences with Quantitative Approaches- Educational Data Mining : Analyze educational data for improving learning outcomes.
- Sociodemographic Surveys : Study social trends and demographics using surveys.
- Psychometrics : Develop and validate psychological measurement instruments.
- Political Polling Analysis : Analyze political polling data and election trends.
- Economic Modeling : Develop economic models for policy analysis.
- Urban Planning Analytics : Analyze data for urban planning and infrastructure.
- Climate Policy Evaluation : Evaluate the impact of climate policies on society.
Environmental Engineering Quantitative Research Topics- Water Quality Assessment : Analyze water quality data for environmental monitoring.
- Waste Management Optimization : Optimize waste collection and recycling programs.
- Environmental Impact Assessments : Evaluate the environmental impact of projects.
- Air Pollution Modeling : Model the dispersion of air pollutants in urban areas.
- Sustainable Building Design : Apply quantitative methods to sustainable architecture.
Quantitative Research Topics Robotics and Automation- Robotic Swarm Behavior : Study the behavior of robot swarms in different tasks.
- Autonomous Drone Navigation : Develop algorithms for autonomous drone navigation.
- Humanoid Robot Control : Implement control algorithms for humanoid robots.
- Robotic Grasping and Manipulation : Study robotic manipulation techniques.
- Reinforcement Learning for Robotics : Apply reinforcement learning to robotic control.
Quantitative Research Topics Materials Engineering- Additive Manufacturing Process Optimization : Optimize 3D printing processes.
- Smart Materials for Aerospace : Research smart materials for aerospace applications.
- Nanostructured Materials for Energy Storage : Investigate energy storage materials.
- Corrosion Prevention : Develop corrosion-resistant materials and coatings.
Nuclear Engineering Quantitative Research Topics- Nuclear Reactor Safety Analysis : Study safety aspects of nuclear reactor designs.
- Nuclear Fuel Cycle Analysis : Analyze the nuclear fuel cycle for efficiency.
- Radiation Shielding Materials : Research materials for radiation protection.
Quantitative Research Topics In Biomedical Engineering- Medical Device Design and Testing : Develop and test medical devices.
- Biomechanics Analysis : Analyze biomechanics in sports or rehabilitation.
- Biomaterials for Medical Implants : Investigate materials for medical implants.
Good Quantitative Research Topics Chemical Engineering- Chemical Process Optimization : Optimize chemical manufacturing processes.
- Industrial Pollution Control : Develop strategies for pollution control in industries.
- Chemical Reaction Kinetics : Study the kinetics of chemical reactions in industries.
Best Quantitative Research Topics In Renewable Energy- Energy Storage Systems : Research and optimize energy storage solutions.
- Solar Cell Efficiency : Improve the efficiency of photovoltaic cells.
- Wind Turbine Performance Analysis : Analyze and optimize wind turbine designs.
Brilliant Quantitative Research Topics In Astronomy and Space Sciences- Astrophysical Simulations : Simulate astrophysical phenomena using numerical methods.
- Spacecraft Trajectory Optimization : Optimize spacecraft trajectories for missions.
- Exoplanet Detection Algorithms : Develop algorithms for exoplanet detection.
Quantitative Research Topics In Psychology and Cognitive Science- Cognitive Psychology Experiments : Conduct quantitative experiments in cognitive psychology.
- Emotion Recognition Algorithms : Develop algorithms for emotion recognition in AI.
- Neuropsychological Assessments : Create quantitative assessments for brain function.
Geology and Geological Engineering Quantitative Research Topics- Geological Data Analysis : Analyze geological data for mineral exploration.
- Geological Hazard Prediction : Predict geological hazards using quantitative models.
Top Quantitative Research Topics In Forensic Science- Forensic Data Analysis : Analyze forensic evidence using quantitative methods.
- Crime Pattern Analysis : Study crime patterns and trends in urban areas.
Great Quantitative Research Topics In Cybersecurity- Network Intrusion Detection : Develop quantitative methods for intrusion detection.
- Cryptocurrency Analysis : Analyze blockchain data and cryptocurrency trends.
Mathematical Biology Quantitative Research Topics- Epidemiological Modeling : Model disease spread and control in populations.
- Population Genetics : Analyze genetic data to understand population dynamics.
Quantitative Research Topics In Chemical Analysis- Analytical Chemistry Methods : Develop quantitative methods for chemical analysis.
- Spectroscopy Analysis : Analyze spectroscopic data for chemical identification.
Mathematics Education Quantitative Research Topics- Mathematics Curriculum Analysis : Analyze curriculum effectiveness in mathematics education.
- Mathematics Assessment Development : Develop quantitative assessments for mathematics skills.
Quantitative Research Topics In Social Research- Social Network Analysis : Analyze social network structures and dynamics.
- Survey Research : Conduct quantitative surveys on social issues and trends.
Quantitative Research Topics In Computational Neuroscience- Neural Network Modeling : Model neural networks and brain functions computationally.
- Brain Connectivity Analysis : Analyze functional and structural brain connectivity.
Best Topics In Transportation Engineering- Traffic Flow Modeling : Model and optimize traffic flow in urban areas.
- Public Transportation Efficiency : Analyze the efficiency of public transportation systems.
Good Quantitative Research Topics In Energy Economics- Energy Policy Analysis : Evaluate the economic impact of energy policies.
- Renewable Energy Cost-Benefit Analysis : Assess the economic viability of renewable energy projects.
Quantum Information Science- Quantum Cryptography Protocols : Develop and analyze quantum cryptography protocols.
- Quantum Key Distribution : Study the security of quantum key distribution systems.
Human Genetics- Genome Editing Ethics : Investigate ethical issues in genome editing technologies.
- Population Genomics : Analyze genomic data for population genetics research.
Marine Biology- Coral Reef Health Assessment : Quantitatively assess the health of coral reefs.
- Marine Ecosystem Modeling : Model marine ecosystems and biodiversity.
Data Science and Machine Learning- Machine Learning Explainability : Develop methods for explaining machine learning models.
- Data Privacy in Machine Learning : Study privacy issues in machine learning applications.
- Deep Learning for Image Analysis : Develop deep learning models for image recognition.
Environmental EngineeringRobotics and automation, materials engineering, nuclear engineering, biomedical engineering, chemical engineering, renewable energy, astronomy and space sciences, psychology and cognitive science, geology and geological engineering, forensic science, cybersecurity, mathematical biology, chemical analysis, mathematics education, quantitative social research, computational neuroscience, quantitative research topics in transportation engineering, quantitative research topics in energy economics, topics in quantum information science, amazing quantitative research topics in human genetics, quantitative research topics in marine biology, what is a common goal of qualitative and quantitative research. A common goal of both qualitative and quantitative research is to generate knowledge and gain a deeper understanding of a particular phenomenon or topic. However, they approach this goal in different ways: 1. Understanding a PhenomenonBoth types of research aim to understand and explain a specific phenomenon, whether it’s a social issue, a natural process, a human behavior, or a complex event. 2. Testing HypothesesBoth qualitative and quantitative research can involve hypothesis testing. While qualitative research may not use statistical hypothesis tests in the same way as quantitative research, it often tests hypotheses or research questions by examining patterns and themes in the data. 3. Contributing to KnowledgeResearchers in both approaches seek to contribute to the body of knowledge in their respective fields. They aim to answer important questions, address gaps in existing knowledge, and provide insights that can inform theory, practice, or policy. 4. Informing Decision-MakingResearch findings from both qualitative and quantitative studies can be used to inform decision-making in various domains, whether it’s in academia, government, industry, healthcare, or social services. 5. Enhancing UnderstandingBoth approaches strive to enhance our understanding of complex phenomena by systematically collecting and analyzing data. They aim to provide evidence-based explanations and insights.  6. ApplicationResearch findings from both qualitative and quantitative studies can be applied to practical situations. For example, the results of a quantitative study on the effectiveness of a new drug can inform medical treatment decisions, while qualitative research on customer preferences can guide marketing strategies. 7. Contributing to TheoryIn academia, both types of research contribute to the development and refinement of theories in various disciplines. Quantitative research may provide empirical evidence to support or challenge existing theories, while qualitative research may generate new theoretical frameworks or perspectives. Conclusion – Quantitative Research Topics For STEM StudentsSo, selecting a quantitative research topic for STEM students is a pivotal decision that can shape the trajectory of your academic and professional journey. The process involves a thoughtful exploration of your interests, a thorough review of the existing literature, consideration of available resources, and the formulation of a clear and specific research question. Your chosen topic should resonate with your passions, align with your academic or career goals, and offer the potential to contribute to the body of knowledge in your STEM field. Whether you’re delving into physics, biology, engineering, mathematics, or any other STEM discipline, the right research topic can spark curiosity, drive innovation, and lead to valuable insights. Moreover, quantitative research in STEM not only expands the boundaries of human knowledge but also has the power to address real-world challenges, improve technology, and enhance our understanding of the natural world. It is a journey that demands dedication, intellectual rigor, and an unwavering commitment to scientific inquiry. What is quantitative research in STEM?Quantitative research in this context is designed to improve our understanding of the science system’s workings, structural dependencies and dynamics. What are good examples of quantitative research?Surveys and questionnaires serve as common examples of quantitative research. They involve collecting data from many respondents and analyzing the results to identify trends, patterns What are the 4 C’s in STEM?They became known as the “Four Cs” — critical thinking, communication, collaboration, and creativity. Similar Articles 13 Best Tips To Write An AssignmentWhenever the new semester starts, you will get a lot of assignment writing tasks. Now you enter the new academic…  How To Do Homework Fast – 11 Tips To Do Homework FastHomework is one of the most important parts that have to be done by students. It has been around for… Leave a Comment Cancel ReplyYour email address will not be published. Required fields are marked * This site uses Akismet to reduce spam. Learn how your comment data is processed .  Journal for STEM Education Research- Offers a platform for interdisciplinary research on a broad spectrum of topics in STEM education.
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 Latest issueVolume 7, Issue 2 Latest articlesTowards defining stem professional identity: a qualitative survey study. - Jennifer N. Tripp
- Xiufeng Liu
 Examining the Unexpected: The Occurrence and Impact of Chance Events on Life Science Graduate Students’ Career Intentions- Hope Ferguson
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 STEM Career Choices for K–12 Students and the Influencing Factors—A Comparison of Students in Different Support Programs- Tobias Bahr
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STEM Research Topics for an Educational Paper STEM stands for Science, Technology, Engineering, and Math. It is essential for learning and discovery, helping us understand the world, solve problems, and think critically. STEM research goes beyond classroom learning, allowing us to explore specific areas in greater detail. But what is a good topic for research STEM? Here are a few examples to get you thinking: - Can computers be used to help doctors diagnose diseases?
- How can we build houses that are strong and don't hurt the environment?
- What are the mysteries of space that scientists haven't figured out yet?
Why is STEM important? STEM is everywhere—from the phones we use to the medicine that keeps us healthy. Learning about these fields helps us build a better future by developing new technologies, protecting our environment, and solving critical problems. Now that you understand the basics, let's dive into some of the most interesting and important research topics you can choose from. The List of 260 STEM Research TopicsThe right topic will keep you engaged and motivated throughout the writing process. However, with so many areas to explore and problems to solve, finding a unique topic can seem a bit tough. To help you with this, we have compiled a list of 260 STEM research topics. This list aims to guide your decision-making and help you discover a subject that holds significant potential for impact. And if you need further help writing about your chosen topic, feel free to hire someone to write a paper on our professional platform! Feeling Overwhelmed by Your STEM Research Paper?Don't go it alone! Our team of seasoned STEM Ph.D.s is here to be your assistant! Physics Research TopicsPhysics, the study of matter, energy, and their interactions, is the foundation for understanding our universe. Here are 20 topics to ignite your curiosity: - Can we develop more efficient solar panels to capture and utilize solar energy for a sustainable future?
- How can we further explore the fundamental building blocks of matter, like quarks and leptons, to understand the nature of our universe?
- How can we detect and understand dark matter and dark energy, which make up most of the universe's mass and energy but remain a mystery?
- What happens to matter and energy when they enter a black hole?
- How can we reconcile the theories of quantum mechanics and general relativity to understand gravity at the atomic level?
- How can materials with zero electrical resistance be developed and used for more efficient power transmission and next-generation technologies?
- What were the conditions of the universe moments after the Big Bang?
- How can we manipulate and utilize sound for applications in areas like medical imaging and communication?
- How does light behave as both a wave and a particle?
- Can we harness the power of nuclear fusion, the process that powers stars, to create a clean and sustainable energy source for the future?
- How can physics principles be used to understand and predict the effects of climate change and develop solutions to mitigate its impact?
- Can we explore new physics concepts to design more efficient and sustainable aircraft?
- What is the fundamental nature of magnetism?
- How can we develop new materials with specific properties like superconductivity, high strength, or self-healing capabilities?
- How do simple toys like pendulums or gyroscopes demonstrate fundamental physics concepts like motion and energy transfer?
- How do physics principles like aerodynamics, momentum, and force transfer influence the performance of athletes and sports equipment?
- What is the physics behind sound waves that allow us to hear and appreciate music?
- How do technologies like X-rays, MRIs, and CT scans utilize physics principles to create images of the human body for medical diagnosis?
- How do waves, currents, and tides behave in the ocean?
- How do basic physics concepts like friction, gravity, and pressure play a role in everyday activities like walking, riding a bike, or playing sports?
Use our physics helper to write a paper on any of these topics of your choice! Chemistry Research TopicsIf you're curious about the world around you at the molecular level, here are 20 intriguing topic questions for you: - Can we create chemical reactions that are kinder to the environment?
- How can we design new drugs to fight diseases more effectively?
- Is it possible to develop materials with properties never seen before?
- Can we store energy using chemical reactions for a sustainable future?
- What's the chemistry behind creating delicious and nutritious food?
- Can chemistry help us analyze evidence and solve crimes more efficiently?
- Are there cleaner ways to power our vehicles using chemistry?
- How can we reduce plastic pollution with innovative chemical solutions?
- What chemicals influence our brain function and behavior?
- What exciting new applications can we discover for versatile polymers?
- What's the science behind the fascinating world of scents?
- How can we develop effective methods for purifying water for safe consumption?
- Can we explore the potential of nanochemistry to create revolutionary technologies?
- What chemicals are present in the air we breathe, and how do they affect our health?
- Why do objects have different colors? Can we explain it through the lens of chemistry?
- Do natural catalysts like enzymes hold the key to more efficient chemical processes?
- Can we use chemistry to analyze historical objects and uncover their stories?
- What's the science behind the beauty products we use every day?
- Are artificial sweeteners and flavors safe for consumption?
- What chemicals are present in space, and how do they contribute to our universe's composition?
Engineering Research TopicsThe world of engineering is all about applying scientific knowledge to solve practical problems. Here are some thought-provoking questions to guide you: - Can we design robots that can assist us in complex surgeries?
- How can we create self-driving cars that are safe and reliable?
- Is it possible to build sustainable cities that minimize environmental impact?
- What innovative materials can we develop for stronger and more resilient buildings?
- How can we harness renewable energy sources like wind and solar more efficiently?
- Can we design more sustainable and eco-friendly water treatment systems?
- What technologies can improve communication and connectivity, especially in remote areas?
- How can we create next-generation prosthetics that provide a natural feel and function?
- Is it possible to engineer solutions for food security and sustainable agriculture?
- What innovative bridges and transportation systems can we design for smarter cities?
- How can we engineer safer and more efficient methods for space exploration?
- Can we develop robots that can perform hazardous tasks in dangerous environments?
- Is it possible to create new manufacturing processes that minimize waste and pollution?
- How can we engineer smarter and more efficient power grids to meet our energy demands?
- What innovative solutions can we develop to mitigate the effects of climate change?
- Can we design more accessible technologies that improve the lives of people with disabilities?
- How can we engineer better disaster preparedness and response systems?
- Is it possible to create sustainable and efficient methods for waste management?
- What innovative clothing and protective gear can we engineer for extreme environments?
- Can we develop new technologies for faster and more accurate medical diagnostics?
Mathematics Research TopicsMathematics, the language of patterns and relationships, offers endless possibilities for exploration. While you ask us to do my math homework for me online , you can choose the topic for your math paper below. - Can we develop new methods to solve complex mathematical problems more efficiently?
- Is there a hidden mathematical structure behind seemingly random events?
- How can we apply mathematical models to understand and predict real-world phenomena?
- Are there undiscovered prime numbers waiting to be found, stretching the boundaries of number theory?
- Can we develop new methods for data encryption and security based on advanced mathematical concepts?
- How can we utilize game theory to understand competition, cooperation, and decision-making?
- Can we explore the fascinating world of fractals and their applications in various fields?
- Is it possible to solve long standing mathematical problems like the Goldbach conjecture?
- How can we apply topology to understand the properties of shapes and spaces?
- Can we develop new mathematical models for financial markets and risk analysis?
- What role does cryptography play in the future of secure communication?
- How can abstract algebra help us solve problems in other areas of mathematics and science?
- Is it possible to explore the connections between mathematics and computer science for groundbreaking discoveries?
- Can we utilize calculus to optimize processes and solve problems in engineering and physics?
- How can mathematical modeling help us understand and predict weather patterns?
- Is it possible to develop new methods for solving differential equations?
- Can we explore the applications of set theory in various branches of mathematics?
- How can mathematical logic help us analyze arguments and ensure their validity?
- Is it possible to apply graph theory to model complex networks like social media or transportation systems?
- Can we explore the fascinating world of infinity and its implications for our understanding of numbers and sets?
STEM Topics for Research in BiologyBiology is the amazing study of living things, from the tiniest creatures to giant ecosystems. If you're curious about the world around you, here are 20 interesting research topics to explore: - Can we change plants to catch more sunlight and grow better, helping us get food in a more eco-friendly way?
- How do animals like whales or bees use sounds or dances to chat with each other?
- Can tiny living things in our gut be used to improve digestion, fight sickness, or even affect our mood?
- How can special cells called stem cells be used to repair damaged organs or tissues, leading to brand-new medical treatments?
- What happens inside our cells that makes us age, and can we possibly slow it down?
- How do internal clocks in living things influence sleep, how their body works, and overall health?
- How does pollution from things like tiny plastic pieces harm sea creatures and maybe even us humans?
- Can we understand how our brains learn and remember things to create better ways of teaching?
- Explore the relationships between different species, like clownfish and anemones, where both creatures benefit.
- Can we use living things like bacteria to make new, eco-friendly materials like bioplastics for different uses?
- How similar or different are identical twins raised in separate environments, helping us understand how genes and surroundings work together?
- Can changing crops using science be a solution to hunger and not having enough healthy food in some countries?
- How do viruses change and spread, and how can we develop better ways to fight new viruses that appear?
- Explore how amazing creatures like fireflies make their own light and see if there are ways to use this knowledge for other things.
- What is the purpose of play in animals' lives, like helping them grow, socialize, or even learn?
- How can tools like drones, special cameras from a distance, or other new technology be used to help protect wildlife?
- How can we crack the code of DNA to understand how genes work and their role in different diseases?
- As a new science tool called CRISPR lets us change genes very precisely, what are the ethical concerns and possible risks involved?
- Can spending time in nature, like forests, improve how we feel mentally and physically?
- What signs could we look for to find planets with potential life on them besides Earth?
STEM Topics for Research in RoboticsRobotics is a great area for exploration. Here is the topics list that merely scratches the surface of the exciting possibilities in robotics research. - How can robots be programmed to make their own decisions, like self-driving cars navigating traffic?
- How can robots be equipped with sensors to "see" and understand their surroundings?
- How can robots be programmed to move with precision and coordination, mimicking human actions or performing delicate tasks?
- Can robots be designed to learn and improve their skills over time, adapting to new situations?
- How can multiple robots work together seamlessly to achieve complex tasks?
- How can robots be designed to assist people with disabilities?
- How can robots be built to explore the depths of oceans and aid in underwater endeavors?
- How can robots be designed to fly for tasks like search and rescue or environmental monitoring?
- Can robots be built on an incredibly tiny scale for medical applications or super-precise manufacturing?
- How can robots be used to assist surgeons in operating rooms?
- How can robots be designed to explore space and assist astronauts?
- How can robots be used in everyday life, helping with chores or providing companionship?
- How can robots be designed by mimicking the movement and abilities of animals?
- What are the ethical considerations in the development and use of robots?
- How can robots be designed to interact with humans in a safe and user-friendly way?
- How can robots be used in agriculture to automate tasks?
- How can robots be used in educational settings to enhance learning?
- How will the rise of robots impact the workforce?
- How can robots be made more affordable and accessible?
- What exciting advancements can we expect in the future of robotics?
Experimental Research Topics for STEM StudentsHere are some great topics that can serve as your starting point. - Test how different light intensities affect plant growth rate.
- Compare the effectiveness of compost and fertilizer on plant growth.
- Experiment with different materials for water filtration and compare their efficiency.
- Does playing specific types of music affect plant growth rate?
- Test the strength of different bridge designs using readily available materials.
- Find the optimal angle for solar panels to maximize energy production.
- Compare the insulating properties of different building materials.
- Test the effectiveness of different materials (straw, feathers) in absorbing oil spills.
- Explore the impact of social media algorithms on user behavior.
- Evaluate the effectiveness of different cybersecurity awareness training methods.
- Develop and test a mobile app for learning a new language through interactive exercises.
- Experiment with different blade shapes to optimize wind turbine energy generation.
- Test different techniques to improve website loading speed.
- Build a simple air quality monitoring system using low-cost sensors.
- Investigate how different light wavelengths affect the growth rate of algae.
- Compare the effectiveness of different food preservation methods (drying, salting) on food spoilage.
- Test the antibacterial properties of common spices.
- Investigate the impact of sleep duration on learning and memory retention.
- Research the development of biodegradable packaging materials from natural resources like cellulose or mushroom mycelium.
- Compare the effectiveness of different handwashing techniques in reducing bacteria.
Qualitative Research Topics for STEM StudentsQualitative research delves into the experiences, perceptions, and opinions surrounding STEM fields. - How do stellar STEM teachers inspire students to become scientists, engineers, or math whizzes?
- As artificial intelligence advances, what are people's biggest concerns and hopes?
- What are the hurdles women in engineering face, and how can we make the field more welcoming?
- Why do some students freeze up during math tests, and how can we build their confidence?
- How do different cultures approach protecting the environment?
- What makes scientists passionate about their work, and what keeps them motivated?
- When creating new technology, what are the ethical dilemmas developers face?
- What are the best ways to explain complex scientific concepts to everyday people?
- What fuels people's fascination with exploring space and sending rockets beyond Earth?
- How are STEM jobs changing, and what skills will be crucial for the future workforce?
- Would people be comfortable with robots becoming our companions, not just machines?
- How can we create products that everyone can use, regardless of their abilities?
- What makes some people hesitant about vaccines while others readily get them?
- What motivates people to volunteer their time and contribute to scientific research?
- Does learning to code early on give kids an edge in problem-solving?
- Can games and activities make learning math less intimidating and more enjoyable?
- What are people's thoughts on the ethical implications of using new technology to change genes?
- What motivates people to adopt sustainable practices and protect the environment?
- What are people's hopes and anxieties about using technology in medicine and healthcare?
- Why do students choose to pursue careers in science, technology, engineering, or math?
Consider using our research paper writer online to create a perfectly-researched and polished paper. Quantitative Research Topics for STEM StudentsQuantitative research uses data and statistics to uncover patterns and relationships in STEM fields. - Does the type of music played affect plant growth rate?
- Investigate the relationship between light intensity and the rate of photosynthesis in plants.
- Test the impact of bridge design on its weight-bearing capacity.
- Analyze how the angle of solar panels affects their energy production.
- Quantify the impact of different website optimization techniques on loading speed.
- Explore the correlation between social media use and user engagement metrics (likes, shares).
- Test the effectiveness of various spices in inhibiting bacterial growth.
- Investigate the relationship between sleep duration and memory retention in students.
- Compare the effectiveness of different handwashing techniques in reducing bacterial count.
- Quantify the impact of play-based learning on children's problem-solving skills.
- Measure the efficiency of different materials in filtering microplastics from water samples.
- Compare the impact of compost and traditional fertilizer on plant growth yield.
- Quantify the insulating properties of various building materials for energy efficiency.
- Evaluate the effectiveness of a newly designed learning app through user performance data.
- Develop and test a low-cost sensor system to measure air quality parameters.
- Quantify the impact of different light wavelengths on the growth rate of algae cultures.
- Compare the effectiveness of different food preservation methods (drying, salting) on food spoilage rates.
- Analyze the impact of a website redesign on user engagement and retention metrics.
- Quantify the effectiveness of different cybersecurity awareness training methods through simulated hacking attempts.
- Investigate the relationship between website color schemes and user conversion rates (purchases, sign-ups).
Environmental Sciences Research Topics for STEM studentsThese environmental science topics explore the connections between our planet's ecosystems and the influence of humans. - Can we track microplastic movement (water, soil, organisms) to understand environmental accumulation?
- How can we seamlessly integrate renewable energy (solar, wind) into existing power grids?
- Green roofs, urban forests, permeable pavements: their impact on cityscapes and environmental health.
- Sustainable forest management: balancing timber production with biodiversity conservation.
- Rising CO2: impact on ocean acidity and consequences for marine ecosystems.
- Nature's clean-up crew: plants/microbes for decontaminating polluted soil and water.
- Evaluating conservation strategies (protected areas, patrols) for endangered species.
- Citizen science: potential and limitations for environmental monitoring and data collection.
- Circular economy: reducing waste, promoting product reuse/recycling in an eco-friendly framework.
- Water conservation strategies: rainwater harvesting, wastewater treatment for a sustainable future.
- Agricultural practices (organic vs. conventional): impact on soil health and water quality.
- Lab-grown meat: environmental and ethical implications of this alternative protein source.
- A potential solution for improving soil fertility and carbon sequestration.
- Mangrove restoration: effectiveness in mitigating coastal erosion and providing marine habitat.
- Air pollution control technologies: investigating efficiency in reducing emissions.
- Climate change and extreme weather events: the link between a warming planet and weather patterns.
- Responsible disposal and recycling solutions for electronic waste.
- Environmental education: effectiveness in fostering pro-environmental attitudes and behaviors.
- Sustainable fashion: exploring alternatives like organic materials and clothing recycling.
- Smart cities: using technology to improve environmental sustainability and resource management.
Check out more science research topics in our special guide! Health Sciences Research Topic Ideas for STEM StudentsIf you're curious about how the body works and how to stay healthy, these research topics are for you: - Can changing your diet affect your happiness by influencing gut bacteria?
- Can your genes help doctors create a treatment plan just for you?
- Can viruses that attack bacteria be a new way to fight infections?
- Does getting enough sleep help students remember things better?
- Can listening to music help people feel less pain during medical procedures?
- Can wearable devices warn people about health problems early?
- Can doctors use technology to treat people who live far away?
- Can meditation techniques help people feel calmer?
- Can staying active keep your brain healthy as you age?
- Can computers help doctors make better diagnoses?
- Can looking at social media make people feel bad about their bodies?
- Why are some people hesitant to get vaccinated, and how can we encourage them?
- Can scientists create materials for implants that the body won't reject?
- Can we edit genes to cure diseases caused by faulty genes?
- Does dirty air make it harder to breathe?
- Can therapy offered online be just as helpful as in-person therapy?
- Can what you eat affect your chances of getting cancer?
- Can we use 3D printing to create organs for transplant surgeries?
- Do artificial sweeteners harm the good bacteria in your gut?
- Can laughter actually be good for your body and mind?
Interdisciplinary STEM Research TopicsHere are 20 thought-provoking questions that explore the exciting intersections between different areas of science, technology, engineering, and math: - Can video games become educational tools, boosting memory and learning for all ages?
- Can artificial intelligence compose music that evokes specific emotions in listeners?
- Could robots be designed to assist surgeons in complex operations with greater precision?
- Does virtual reality therapy hold promise for treating phobias and anxiety?
- Can big data analysis predict and prevent natural disasters, saving lives?
- Is there a link between dirty air and the rise of chronic diseases in cities?
- Can we develop strong, eco-friendly building materials for a sustainable future?
- Could wearable tech monitor athletes' performance and prevent injuries?
- Will AI advancements lead to the creation of conscious machines, blurring the line between humans and technology?
- Can social media platforms be designed to promote positive interactions and reduce online bullying?
- Can personalized learning algorithms improve educational outcomes for all students?
- Could neuroimaging technologies unlock the secrets of human consciousness?
- Will advancements in gene editing allow us to eradicate inherited diseases?
- Is there a connection between gut bacteria and mental health issues like depression?
- Can drones be used for efficient and safe delivery of medical supplies in remote areas?
- Is there potential for using artificial intelligence to design life-saving new drugs?
- Could advances in 3D printing revolutionize organ transplantation procedures?
- Will vertical farming techniques offer a sustainable solution to food security concerns?
- Can we harness the power of nanotechnology to create self-cleaning and self-repairing materials?
- Will advancements in space exploration technology lead to the discovery of life on other planets?
STEM Topics for Research in TechnologyThese research topics explore how technology can solve problems, make life easier, and unlock new possibilities: - How can self-driving cars navigate busy roads safely, reducing accidents?
- In what ways can robots explore the deep ocean and unlock its mysteries?
- How might technology automate tasks in our homes, making them more efficient and comfortable?
- What advancements are possible for directly controlling computers with our thoughts using brain-computer interfaces?
- How can we develop stronger cybersecurity solutions to protect our online information and devices from hackers?
- What are the methods for harnessing natural resources like wind and sun for clean energy through renewable energy sources?
- How can wearable translators instantly translate languages, breaking down communication barriers?
- In what ways can virtual reality allow us to explore amazing places without leaving home?
- How can games and apps make learning more engaging and effective through educational tools?
- What technologies can help us reduce the amount of food that gets thrown away?
- How can online platforms tailor education to each student's needs with personalized learning systems?
- What new technologies can help us travel farther and learn more about space?
- How can desalination techniques turn saltwater into clean drinking water for everyone?
- What are the ways drones can deliver aid and supplies quickly and efficiently in emergencies?
- How can robots allow doctors to remotely examine and treat patients in distant locations?
- What possibilities exist for 3D printers to create customized medical devices and prosthetics?
- How can technology overlay information onto the real world, enhancing our learning and experiences with augmented reality tools?
- What methods can we use for secure access to devices and information with biometric security systems?
- How can AI help us develop strategies to combat climate change?
- In what ways can we ensure technology benefits everyone and is used ethically?
While you're researching these STEM topics, learn more about how to get better at math in our dedicated article. How Do You Choose a Research Topic in STEM?Choosing research topics for STEM students can be an exciting task. Here are several tips to help you find a topic that is both unique and meaningful: - Identify Your Interests: Start by considering what areas of STEM excite you the most. Do you have a passion for renewable energy, artificial intelligence, biomedical engineering, or environmental science? Your interest in the subject will keep you motivated throughout the research process.
- Review Current Research: Conduct a thorough review of existing research in your field. Read recent journal articles, attend seminars, and follow relevant news. This will help you understand what has already been studied and where there might be gaps or opportunities for new research.
- Consult with Experts: Talking to professors, advisors, or professionals in your field can provide valuable insights. They can help you identify important research questions, suggest resources, and guide you toward a feasible and impactful topic.
- Consider Real-World Problems: Think about the practical applications of your research. Focus on real-world problems that need solutions. This not only makes your research more relevant but also increases its potential impact.
- Narrow Down Your Focus: A broad topic can be overwhelming and difficult to manage. Narrow down your focus to a specific question or problem. This will make your research more manageable and allow you to delve deeper into the subject.
- Assess Feasibility: Consider the resources and time available to you. Ensure that you have access to the necessary equipment, data, and expertise to complete your research. A feasible topic will help you stay on track and complete your project successfully.
- Stay Flexible: Be open to adjusting your topic as you delve deeper into your research. Sometimes, initial ideas may need refinement based on new findings or practical constraints.
These research topics have shown us a glimpse of the exciting things happening in science, technology, engineering, and math (STEM). From understanding our planet to figuring out how the human body works, STEM fields are full of new things to learn and problems to solve. Don't be afraid to challenge ideas and work with others to find answers. The future of STEM belongs to people who think carefully, try new things, and want to make the world a better place. Remember the famous scientist Albert Einstein, who said, "It is important never to stop asking questions. Curiosity has its own reason for existing." Drowning in Data Analysis or Struggling to Craft a Strong Argument?Don't let a challenging STEM research paper derail your academics! What is STEM in Research?What are the keys to success in stem fields, what should women in stem look for in a college. is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics. Trending Topic Research: STEM . (n.d.). Www.aera.net. Retrieved July 15, 2024, from https://www.aera.net/Newsroom/Trending-Topic-Research-Files/Trending-Topic-Research-STEM .webp "research topics about stem students")  110+ Best Quantitative Research Topics for STEM StudentsExplore engaging quantitative research topics for STEM students. This guide covers the basics, popular areas, and tips for success to help you make an impact. Quantitative research uses data and numbers to uncover insights. Whether you’re into computer science, engineering, or natural sciences, it’s a powerful tool for discovery. Ready to get started? Let’s dive in! Table of Contents Quantitative Research Topics for STEM Students PDFUnderstanding quantitative research. Quantitative research uses numerical data and statistical methods to find patterns and draw conclusions. Key Characteristics- Objectivity: Minimizes personal bias.
- Numerical Data: Focuses on measurable data.
- Generalizability: Makes broad conclusions from samples.
- Structured Design: Follows a set research plan.
- Statistical Analysis: Uses statistics to analyze data.
Quantitative vs. Qualitative Research- Quantitative: Deals with numbers and statistical analysis.
- Qualitative: Explores non-numerical data like text and images.
The Research Process- Identify the Problem: Define the research question.
- Formulate Hypotheses: Create testable statements.
- Collect Data: Use surveys, experiments, or observations.
- Analyze Data: Apply statistical methods.
- Interpret Findings: Draw conclusions based on results.
These basics help in designing and conducting effective quantitative research. Popular Quantitative Research MethodsCheck out popular quantitative research methods:- - Description: Collect data via questionnaires or interviews.
- Use: Measure attitudes, opinions, or behaviors.
- Example: Assessing student satisfaction with online learning.
Experiments- Description: Manipulate variables to see effects.
- Use: Determine cause-and-effect relationships.
- Example: Testing a new drug’s effectiveness.
Correlational Studies- Description: Examine relationships between variables.
- Use: Identify patterns and trends.
- Example: Linking air pollution to respiratory issues.
Causal-Comparative Research- Description: Compare groups without random assignment.
- Use: Explore cause-and-effect when experiments aren’t possible.
- Example: Comparing student performance across socioeconomic backgrounds.
Observational Studies- Description: Observe and record behavior in natural settings.
- Use: Study behaviors not suitable for experiments.
- Example: Observing animal behavior in the wild.
Content Analysis- Description: Analyze text or visual content for data.
- Use: Study media or document content.
- Example: Analyzing trends in scientific papers.
Longitudinal Studies- Description: Collect data from the same group over time.
- Use: Track changes and developments.
- Example: Monitoring plant growth under various conditions.
These methods help researchers choose the best approach for their questions. Quantitative Research Topics for STEM StudentsCheck out quantitative research topics for STEM students:- - Friction : Compare friction on different surfaces.
- Light Diffraction : Measure light patterns through slits.
- Heat Engines : Test efficiency with different fluids.
- Magnetism : Study magnetic field strength in wires.
- Quantum : Analyze electron patterns in a slit experiment.
- Sound Absorption : Test materials for sound absorption.
- Gravity : Study forces in planetary motion.
- Fluid Flow : Measure flow rates in different conditions.
- Radioactivity : Compare decay rates of isotopes.
- Metal Expansion : Measure how metals expand when heated.
- Reaction Rates : Study catalysts’ effect on reaction speed.
- Gas Solubility : Test gas dissolving in liquids at different temps.
- Battery Efficiency : Compare power in different battery types.
- Reaction Yield : Measure product yield in reactions.
- Buffer Solutions : Test buffers’ ability to resist pH changes.
- Organic Reactions : Study reaction speed in organic compounds.
- Equilibrium : Analyze shifts in chemical equilibrium.
- Adsorption : Test adsorption on solid surfaces.
- Heat Changes : Measure energy in chemical reactions.
- Polymer Size : Compare sizes of different polymers.
- Gene Linkage : Study gene inheritance patterns.
- Antibiotics : Test bacteria growth with antibiotics.
- Invasive Species : Measure impact on native species.
- BMI vs Heart Rate : Compare BMI with heart rates.
- Blood Glucose : Measure blood sugar before/after meals.
- Photosynthesis : Test plant growth under various light.
- Reaction Times : Compare responses to visual and sound stimuli.
- Cell Growth : Measure cell growth under different nutrients.
- Vaccine Response : Test antibody production after vaccines.
- Animal Behavior : Study stress effects on animal behavior.
Environmental Science- Soil Pollution : Measure heavy metals in soil.
- Glacier Melt : Track glacier melting rates.
- Energy Use : Compare renewable energy in homes.
- Composting : Test compost methods for waste reduction.
- Water Oxygen : Measure oxygen in water bodies.
- Air Pollution : Compare urban and rural air quality.
- Species Richness : Measure species diversity in forests.
- Carbon Storage : Compare carbon storage in trees.
- Soil Erosion : Measure soil loss in farms.
- Solar Panels : Test solar efficiency in different weather.
Engineering- Material Strength : Test building materials’ strength.
- Power Loss : Measure power loss in transmission lines.
- Gear Efficiency : Compare efficiency of gear types.
- Road Surfaces : Study effects of road materials on fuel use.
- Software Bugs : Count bugs in different coding languages.
- Chemical Reactors : Test reactor yields at various temps.
- Airfoil Lift : Measure lift in different wing designs.
- Prosthetics : Compare materials used in prosthetics.
- Water Treatment : Test effectiveness of water treatment.
- Robot Accuracy : Measure precision in robotic arms.
Mathematics- Probability : Analyze outcome probabilities in experiments.
- Cooling Rates : Measure cooling rates using calculus.
- Cryptography : Study algebra in encryption methods.
- Shape Geometry : Calculate area and perimeter of shapes.
- Population Models : Model population growth rates.
- Prime Numbers : Analyze prime number distribution.
- Graphics : Test matrix operations in computer graphics.
- Combinations : Study combinations in optimization problems.
- Game Strategy : Analyze game strategies mathematically.
- Resource Allocation : Optimize resources in production.
Computer Science- Data Patterns : Analyze data clusters in large datasets.
- AI Accuracy : Test machine learning models’ precision.
- Cyber-Attacks : Measure attack frequency on networks.
- Algorithm Performance : Compare sorting algorithm speeds.
- User Interface : Test user satisfaction in different designs.
- Object Detection : Measure accuracy in computer vision.
- Sentiment Analysis : Test algorithms in sentiment detection.
- Blockchain Speed : Measure transaction speeds in blockchain.
- Encryption : Test security of different encryption methods.
- Big Data : Analyze performance in big data systems.
Medicine and Health- Disease Spread : Study disease spread in dense populations.
- Drug Dosage : Measure drug effectiveness at different doses.
- Vaccine Impact : Test vaccine success rates.
- Diet Impact : Measure diet effects on cholesterol.
- Imaging Accuracy : Compare diagnostic imaging methods.
- Heart Rate : Study heart rate variability in stress.
- Cancer Treatment : Compare effectiveness of cancer treatments.
- Surgery Recovery : Measure recovery time in joint surgeries.
- Mental Health : Study anxiety and depression rates.
- Gene Expression : Analyze gene activity in disorders.
Astronomy and Space Science- Star Brightness : Measure star brightness and distance.
- Impact Craters : Study craters and asteroid sizes.
- Universe Expansion : Analyze cosmic background radiation.
- Space Propulsion : Test deep space propulsion systems.
- Binary Stars : Study orbits in binary star systems.
- Exoplanet Detection : Measure planet detection accuracy.
- Dark Matter : Analyze dark matter in galaxies.
- Solar Radiation : Track solar radiation changes.
- Solar Flares : Study effects of solar flares on satellites.
- Space Chemistry : Measure chemicals in space clouds.
These topics are now more concise while still providing a clear focus for quantitative research. Tips for Choosing a Research TopicAfter brainstorming research topics, refine your ideas with these steps: Narrow Your Topic- Define specific research questions.
- Determine the scope and depth of your study.
- Identify key variables to measure.
Literature Review- Explore existing research to find gaps.
- Review how previous studies were done.
- Identify relevant theories to support your work.
Feasibility Assessment- Check if you have access to necessary data.
- Evaluate time and resource requirements.
- Secure any needed approvals or permissions.
Following these steps will help turn a broad idea into a focused research project. Conducting Quantitative ResearchCheck out the best tips for coducting quantitative research:- Data Collection MethodsSurveys: use questionnaires or interviews.. - Pros: Efficient for large data.
- Cons: Risk of bias, less detail.
Experiments: Change variables to see effects.- Pros: Shows cause-and-effect.
- Cons: Time-consuming, costly, ethical issues.
Observations: Record behavior systematically.- Pros: Natural data, captures unexpected behavior.
- Cons: Observer bias, time-consuming.
Data Analysis Techniques- Use: Stats analysis, hypothesis testing.
- Use: Data manipulation, visualization, machine learning.
Research Ethics and Data Privacy- Informed Consent: Ensure participants agree voluntarily.
- Data Privacy: Protect confidentiality.
- Data Integrity: Maintain accuracy and avoid misconduct.
Writing a Research Paper- Clear Writing: Use concise academic language.
- Structure: Follow standard format (intro, methods, results, discussion).
- Data Visualization: Use graphs and charts.
- Citation Style: Follow APA or MLA.
- Proofreading: Check for clarity and grammar.
These steps help ensure rigorous, ethical research and clear communication. Ethical Considerations in Quantitative ResearchEthical conduct is essential in research for protecting participants, ensuring integrity, and building trust. Importance of Ethical Research- Protects Participants: Avoids harm and privacy issues.
- Ensures Integrity: Keeps findings reliable.
- Builds Trust: Gains public confidence.
Informed Consent- Clear Info: Explain the study clearly.
- Voluntary: Participation should be free of pressure.
- Right to Withdraw: Participants can leave anytime.
Data Privacy- Confidentiality: Keep identities and data secure.
- Anonymity: Use data without personal identifiers when possible.
- Security: Protect data from unauthorized access.
Research Integrity- Honesty: Report findings accurately.
- Avoid Plagiarism: Credit sources properly.
- Manage Data: Keep records organized and complete.
Adhering to these principles ensures ethical and trustworthy research. Challenges and Opportunities in Quantitative ResearchQuantitative research has its challenges but can be highly effective with the right approach. - Data Quality: Ensure accuracy and handle errors.
- Sample Size: Find the right balance—avoid too small or too large.
- Causality: Correlation doesn’t equal causation.
- Generalizability: Ensure findings apply broadly.
Big Data and Advanced Analytics- Vast Datasets: Discover new patterns.
- Advanced Analytics: Use AI and machine learning for insights.
- Predictive Modeling: Forecast trends and guide decisions.
Interdisciplinary Collaboration- Diverse Perspectives: Gain fresh insights.
- Complementary Expertise: Combine strengths from different fields.
- Real-World Impact: Increase practical applications.
By tackling these challenges and leveraging new tools, researchers can achieve meaningful results. Overcoming Challenges in Quantitative ResearchQuantitative research can face challenges, but these strategies can help: Data Quality- Clean Data: Fix errors and inconsistencies.
- Handle Missing Data: Use statistical methods for imputation.
- Validate Data: Cross-check with other sources.
Sample Size- Power Analysis: Determine the right sample size.
- Sampling Techniques: Use probability methods.
- Combine Data: Aggregate data from various sources.
- Randomization: Randomly assign participants.
- Control Factors: Manage confounding variables.
- Longitudinal Studies: Track changes over time.
Generalizability- Representative Sample: Reflect the target population.
- Replicate Studies: Test across different settings.
- Strong Framework: Base findings on solid theory.
Big Data and Analytics- Manage Data: Efficiently store and access data.
- Mine Data: Extract valuable insights.
- Apply Machine Learning: Discover patterns and make predictions.
Using these strategies can help address challenges and improve research outcomes. Real-world Examples of Successful Quantitative Research ProjectsQuantitative research drives progress in many fields. Here are some examples: Medicine and Healthcare- Clinical Trials: Test new treatments.
- Epidemiological Studies: Find disease risk factors.
- Health Economics: Assess healthcare costs and benefits.
Business and Economics- Market Research: Study consumer behavior.
- Financial Modeling: Forecast market trends.
- Operations Research: Improve supply chains.
Social Sciences- Education Research: Evaluate teaching methods .
- Political Science: Analyze voting and public opinion.
- Sociology: Examine social trends.
Natural Sciences- Physics: Test scientific theories.
- Chemistry: Study chemical reactions.
- Biology: Research genetic patterns.
- Product Testing: Check product performance.
- Structural Analysis: Assess building strength.
- Process Optimization: Enhance manufacturing efficiency.
These examples highlight the diverse applications and impact of quantitative research. Collaborate with Other ResearchersCollaboration is crucial in research. Here’s how to do it effectively: Finding Collaborators- Shared Interests: Look for those with similar research topics.
- Different Skills: Seek out varied expertise.
- Institutional Links: Partner within or outside your institution.
- Online Networks: Use research sites and social media.
Building Collaborations- Communicate Clearly: Keep discussions open and honest.
- Set Goals: Define objectives and expectations.
- Define Roles: Outline each person’s responsibilities.
- Handle Conflicts: Plan for resolving disagreements.
- Build Trust: Foster respectful relationships.
Challenges to Address- Manage Time: Balance joint and solo work.
- Clarify Ownership: Agree on who owns the research.
- Respect Differences: Manage cultural and background differences.
- Authorship Rules: Decide on publication credit.
Tools to Use- Collaboration Software: Use Google Drive, Slack , or Teams.
- Project Management: Organize with Trello or Asana.
- Video Calls: Meet via Zoom or Skype.
Effective collaboration leads to productive research. Quantitative Research Topics for STEM Students in the PhilippinesCheck out quantitative research topics for STEM students in the Philippines Agriculture and Food Science- Climate Impact on Rice : Study how climate change affects rice yields.
- Organic vs. Soil Health : Compare soil health in organic and conventional farming.
- Extension Programs : Evaluate agricultural extension program effectiveness.
- Aquaculture Benefits : Assess economic benefits of aquaculture.
- Sustainable Farming : Develop sustainable crop management methods.
- Organic Pest Control : Test organic pest control methods.
- Water Efficiency : Study water usage in farming.
- Fertilizer Effects : Compare soil health with different fertilizers.
- Food Security : Improve food security strategies.
- Agri-Tech : Explore technology in farming.
Information and Communications Technology (ICT)- Digital Skills and Jobs : Study how digital skills affect jobs.
- Internet and Education : Analyze internet access and education.
- E-Learning Impact : Evaluate e-learning platforms.
- Digital Divide : Examine the digital divide’s effect on rural areas.
- Cybersecurity Education : Increase cybersecurity awareness.
- Social Media and Studies : Study social media’s impact on learning.
- Tech Access and Jobs : Compare tech access and job prospects.
- Learning Apps : Assess mobile learning apps.
- E-Governance : Investigate benefits of e-governance.
- Digital Training : Evaluate digital skills training.
- Deforestation and Wildlife : Study deforestation’s effect on wildlife.
- Pollution and Health : Analyze air pollution and health issues.
- Renewable Energy : Evaluate renewable energy’s effect on emissions.
- Climate and Erosion : Study climate change and coastal erosion.
- Biodiversity : Develop strategies to conserve biodiversity.
- Water Pollution : Investigate water pollution sources.
- Soil Erosion : Study land use and soil erosion.
- Plastic Waste : Analyze plastic waste impact on marine life.
- Renewable Adoption : Assess renewable energy adoption.
- Climate Adaptation : Explore climate adaptation strategies.
- Local Materials : Test local materials in earthquakes.
- Housing Efficiency : Evaluate energy efficiency in housing.
- Infrastructure Impact : Assess infrastructure’s effect on poverty.
- Energy Costs : Analyze costs of renewable energy projects.
- Building Materials : Research sustainable materials.
- Water Tech : Develop water conservation technologies.
- Smart Grids : Investigate smart grid benefits.
- Transportation Solutions : Explore urban transportation improvements.
- Disaster-Resistant Structures : Design structures for disasters.
- Green Certifications : Study green building certifications.
Medical and Health Sciences- Disease Prevalence : Study non-communicable disease rates.
- Maternal Health : Evaluate programs reducing maternal deaths.
- Malnutrition Impact : Investigate malnutrition’s effect on growth.
- Healthcare Access : Analyze access based on socioeconomic status.
- Vaccination Impact : Assess vaccination’s role in disease prevention.
- Mental Health : Improve mental health awareness.
- Chronic Disease : Study chronic disease management.
- Health Tech : Explore healthcare technology.
- Nutrition Programs : Evaluate nutritional intervention effects.
- Health Education : Study health education program effectiveness.
Quantitative research is crucial in STEM fields, offering a structured way to study complex phenomena. By choosing a focused topic, using rigorous methods, and analyzing data effectively, students can make impactful contributions. Success in quantitative research comes from curiosity, perseverance, and a drive to discover new knowledge. Embrace challenges as chances for growth and innovation. Combining theory with practical application, your research can push the boundaries of knowledge and benefit society. Related Posts 270+ Unique Cyber Security Research Topics For Students  250+ Best Cloud Computing Research Topics for students 2024Leave a comment cancel reply. Your email address will not be published. Required fields are marked * Save my name, email, and website in this browser for the next time I comment. Research-Based Practices for Engaging Students in STEM LearningInnovative and effective practices at Cleveland’s MC2 STEM High School are driving learning and higher achievement for students in a district where every student qualifies for free or reduced-price meals. The STEM School MovementScience, technology, engineering, and math (STEM) specialty schools have existed in the United States for over 100 years, fueled in the 1950s by the Cold War space race and recently reinvigorated by concern over U.S. students’ modest performance in math and science as compared to their international peers (Means et al., 2008). This is troubling because, according to the National Research Council (2011), “more than half of the tremendous growth to per capita income in the 20th century can be accounted for by U.S. advances in science and technology.” In addition, businesses in the United States have voiced concern over the supply and availability of STEM workers and experts are concerned that the demand for STEM labor will only increase with time (U.S. Department of Commerce, 2011, 2012). Thus, the primary goal of the STEM school movement is to promote a future STEM workforce and maintain the U.S. position as a leader in innovation. There is also the need for citizens and consumers to be informed and engaged in everyday decisions that involve scientific arguments -- from policy debates that will have consequences for their health and safety to the products they consume and lifestyle choices they make. One STEM school that is helping its students develop an array of skills to succeed in college and the workforce is MC 2 STEM High School (MC 2 STEM) in Cleveland, Ohio. Cleveland Metropolitan School District is one of the most economically disadvantaged school districts in the nation, with a free or reduced-price lunch rate of 100 percent. In 2011, just six out of ten students from the school district graduated high school on time. But at MC 2 STEM, which opened its doors in 2008, 95 percent of the first class graduated high school within four years. Students who have attended MC 2 STEM have not only graduated high school, they have also achieved the school’s requirements for mastery of every state standard. An integration of several research-based practices helps to promote student success and a caring environment at this small school: - interdisciplinary project-based learning with real-world application
- challenging goals with multiple opportunities to show and develop learning
- community partnerships that provide tutors, mentors, internships, and service learning experiences.
 Preliminary research on successful STEM schools indicates that cultivating partnerships with industry, higher education, nonprofits, museums, and research centers is important for engaging students in STEM learning through internships, mentorships, interdisciplinary project-based learning, and early college experiences (Means, 2008; National Research Council, 2011). MC 2 STEM is part of the Ohio STEM Learning Network , a network of ten STEM schools, developed with support from the Bill and Melinda Gates Foundation and in collaboration with the State of Ohio and various other partners. The Ohio STEM Learning Network is designed around five common principles . As a part of this network, MC 2 STEM is an inclusive STEM school that accepts students via lottery, as opposed to competitive selection, and is committed to the idea that STEM talent is something that can be developed, rather than something innate that must be identified (Means, 2008). Interdisciplinary Project-Based Learning with Real-World ApplicationProject-based learning (PBL) has been shown to improve students' understanding of science, as well as their problem-solving and collaboration skills, to a greater extent than traditional methods (Geier et al., 2008; Gordon, Rogers, Comfort, Gavula, and McGee, 2001; Kolodner et al., 2003; Lee, Buxton, Lewis, and LeRoy, 2006; Liu, Hsieh, Cho, and Schallert, 2006; Lynch, Kuipers, Pyke, and Szesze, 2005; Marx et al., 2004; Schneider, Krajcik, Marx, and Soloway, 2001). Students who learn science or technology through project-based learning also report that they find it more engaging than traditional instructional techniques (Geier et al., 2008; Yazzie-Mintz, 2010). PBL is the biggest component at MC 2 STEM and is perhaps even more engaging to students because of its interdisciplinary content. Interdisciplinary curricula have been shown by several studies to support students’ engagement and learning (Taylor and Parsons, 2011), and specifically integrating science with reading comprehension and writing lessons has been shown by several studies to improve students’ understanding in both science and English language arts (Pearson, Moje, and Greenleaf, 2010). MC 2 STEM's transdisciplinary capstone projects blend science, English language arts, social studies, fine arts, engineering, and math, and are designed to transcend in-school and out-of-school environments. Their projects more closely resemble the tasks and ambiguities inherent in real life and help to make schoolwork more relevant to students’ lives, as well as more transparently linked to the skills needed to succeed in the working world. For example, in the “Bridges" capstone (PDF) , students learn about the mathematical and engineering concepts necessary to construct bridges, as well as the symbolic meaning of bridges in literature, history, and social studies. In accord with the recommendations of PBL scholars and practitioners, capstone projects at MC 2 STEM are designed by starting with the learning objectives -- in this case, the Common Core standards (e.g., Wiggins and McTighe, 2005; Buck Institute for Education, 2012). Instructors of different subjects work together to think of a larger thematic concept that covers the state standards, and then they break down the larger thematic concept into units that address each state standard. (See a process model and planning activities for designing these types of transdisciplinary projects.) In addition to the Common Core state standards, career-readiness standards for engineering and technology are also incorporated into several of the capstone projects at MC 2 STEM. For example, all students complete a Sophomore General Electric Project (PDF) , which is designed with GE Lighting employees to address current industry needs. According to Principal Jeffrey McClellan, if instructors are having difficulty coming up with a unit for a particular benchmark, industry partners have been helpful in brainstorming and explaining how particular state standards are used in their work, which results in more realistic capstone units. (See our Resources and Downloads for PBL design documents and other resources from MC 2 STEM for transdisciplinary PBL.) Challenging Goals with Multiple Opportunities to Show and Develop LearningThe combination of high expectations and adequate supports has been shown by several meta-analyses to be one of the most impactful strategies for improving academic achievement (Hattie, 2009). In order for challenging goals to be effective, Hattie (2011) asserts that they must be presented in a situation that is structured so that students can achieve them, students must be committed to them, and students must receive frequent feedback so they can direct and evaluate their actions accordingly. (See a flow chart of the multiple opportunities that MC 2 STEM students have for mastering benchmarks.) MC 2 STEM is a challenging learning environment that holds high expectations for all students, while also providing multiple forms of support for students to show and develop learning. The MC 2 STEM graduation requirements state that in order to earn high school credit, students must achieve mastery (PDF) (greater than or equal to 90 percent in grades 9 and 10, and greater than or equal to 70 percent in grades 11 and 12) on each and every state standard. In addition, students must participate in 60 hours of community and/or STEM service and complete a GE sophomore project as well as a senior project in which they address an original research question. About half of MC 2 STEM students fulfill all mastery requirements in the first three years. If a student doesn’t master a benchmark during a specific capstone, they are not required to retake that course. Instead, the missing benchmark is noted on their grade-card and teachers work with the student to integrate those benchmarks into subsequent capstones. (The digital grade-cards (PDF) provide a real-time picture of student progress toward mastery, and the school uses the 21st Century Partnership for STEM Education’s online grade-card system, which is a proficiency-based assessment that gives access to the school’s parents and teachers.) About 40 percent of the state standards are assessed through capstone projects, and the rest of the standards are assessed through more traditional in-class methods such as quizzes and presentations. During most classes, students work in groups based on the particular benchmark activities or assessments that they are mastering, while the teacher and tutors walk around and provide assistance. Ohio’s Credit Flexibility Plan has played an important role in redesigning the high school experience at MC 2 STEM to enable in-depth learning. Schools that adopt the program can award high school course credit for fulfilling the state’s learning objectives as an alternative to seat-time. (Read more about the policy.) Credit Flexibility supports the Post Secondary Enrollment Option Program provided by MC 2 STEM, which allows students to earn college and high school credits simultaneously. Students also earn high school credit for internship experiences and typically up to two years of early college credit. Principal McClellan has a refrain at MC 2 STEM that reinforces high expectations, rather than the time students spend to achieve them: “Time is the variable. Knowledge is the constant.” Students also participate in many extended-learning activities to support their learning, including summer learning at Case Western Reserve University and tutoring and mentorship programs. Students in grade nine meet with NASA employees four school days a year at NASA Glenn Research Center, and about one-third of freshmen work with NASA tutors after school for one hour, once or twice per week. Throughout the time they are working with the school, NASA tutors work with the same students so relationships can develop. Similarly, in grade ten, GE employees tutor students once or twice per week during lunch, and each tutor works with the same student for the entire time they are in the tutoring program. In addition, all sophomores spend two lunch periods per month with a GE mentor. Students report feeling cared about and supported at the school at a level that is above the district’s average, according to the district’s 2010 Conditions for Learning Survey. The dropout-prevention research has also emphasized that “close mentoring and monitoring of students” is critical (Fairfax County Public Schools, 2011). According to McClellan, more often than not, simply asking a student why they haven’t been meeting expectations is the first step toward addressing the issue that is holding them back. MC 2 STEM is a small learning environment with approximately 300 students; however, the school’s design also incorporates frequent feedback into the curriculum and successfully increases its capacity for tutoring and mentoring through community partnerships with NASA, GE, and the Jewish Federation of Cleveland, as well as with interns and UTeach candidates from Cleveland State University. As described below, community partnerships also help to provide students with feedback from diverse stakeholders through internships and service-learning. Community Partnerships That Provide Tutors, Mentors, Internships, and Service-Learning ExperiencesProject-based learning helps to connect schoolwork with the work of professionals, and these connections are made further transparent through professional mentoring as well as internship and service-learning experiences. As MC 2 STEM students demonstrate mastery of state requirements, they earn the opportunity to participate in paid and unpaid internships (PDF) for high school credit. The principal determines internship readiness, with input from the guidance counselor and professional partners where appropriate. The potential employer interviews the student and decides if the student is hired for their internship. Currently over 50 percent of seniors and 40 percent of juniors are participating in paid internships, and about 90 percent of the class of 2012 participated in an internship prior to graduation. In addition to internships, all students are required to complete 40 hours of community service. Research supports the potential benefits of internships or apprenticeships and community service for academic achievement and student engagement when these experiences are closely connected with curricular objectives (Bell, Blair, Crawford, and Lederman, 2003; Billig, 2007). Rigorous studies from the career-academy literature have also shown that integrating academic and work experiences can have positive impacts on students’ later earnings. Graduates of career-themed high schools that emphasized the connection between school and getting a good job earned 11 percent more per year, on average, than graduates of traditional high schools eight years after graduating (Stern et al., 2010). Similarly, the dropout-prevention literature emphasizes the importance of making school relevant to students’ lives and making sure that school is engaging and challenging. In a 2006 survey of students who dropped out of high school, 81 percent said that if schools provided opportunities for real-world learning , including internships and service-learning, it would have improved their chances of graduating high school (Bridgeland, Dilulio, and Morison, 2006). The study also found that clarifying the links between school and getting a job may convince more students to stay in school (Bridgeland et al., 2006). BibliographyBell, R. L., Blair, L. M., Crawford, B. A., and Lederman, N. G. (2003). Just Do It? Impact of a Science Apprenticeship on High School Students’ Understandings of the Nature of Science and Scientific Inquiry. Journal of Research in Science Teaching, 40 (5), 487-509. Billig, S. H. (2007). Unpacking What Works in Service-Learning Promising Research-Based Practices to Improve Student Outcomes. Growing to Greatness , p. 18-28. National Youth Leadership Council. Bridgeland, J. M., Dilulio, J. J., and Morison, K. B. (2006). The Silent Epidemic: Perspectives of High School Dropouts. Buck Institute for Education. (2009). Does PBL Work? Fairfax County Public Schools. (2011). Bringing the Dropout Challenge into Focus. Fairfax County, VA: Department of Professional Learning and Accountability, Office of Program Evaluation. Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., et al. (2008). Standardized Test Outcomes for Students Engaged in Inquiry-Based Science Curricula in the Context of Urban Reform. Journal of Research in Science Teaching, 45 (8), 922–939. Gordon, P. R., Rogers, A. M., Comfort, M., Gavula, N., and McGee, B. P. (2001). A Taste of Problem-Based Learning Increases Achievement of Urban Minority Middle-School Students. Educational Horizons, 79 (4), 171-175. Hattie, J. A. C. (2009). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. New York: Routledge. Kolodner, J. L., Camp, P. J., Crismond, D., Fasse, B., Gray, J., Holbrook, J., and Puntambekar, S. (2003). Problem-Based Learning Meets Case-Based Reasoning in the Middle-School Science Classroom: Putting Learning by Design into Practice. The Journal of the Learning Sciences, 12 (4), 495-547. Lee, O., Buxton, C., Lewis, S., and LeRoy, K. (2006). Science Inquiry and Student Diversity: Enhanced Abilities and Continuing Difficulties After an Instructional Intervention. Journal of Research in Science Teaching, 43 (7), 607-636. Liu, M., Hsieh, P., Cho, Y. J., and Schallert, D. L. (2006). Middle School Students’ Self-efficacy, Attitudes, and Achievement in a Computer-Enhanced Problem-Based Learning Environment. Journal of Interactive Learning Research, 17 (3), 225-242. Lynch, S., Kuipers, J., Pyke, C., and Szesze, M. (2005). Examining the Effects of a Highly Rated Science Curriculum Unit on Diverse Students: Results from a Planning Grant. Journal of Research in Science Teaching, 42 (8), 912–946. Marx, R. W., Blumenfeld, P. C., Krajcik, J. S., Fishman, B., Soloway, E., Geier, R., et al. (2004). Inquiry-Based Science in the Middle Grades: Assessment of Learning in Urban Systemic Reform. Journal of Research in Science Teaching, 41 (10), 1063–1080. Means, B., Confrey, J., House, A., and Bhanot, R. (2008). STEM High Schools Specialized Science Technology Engineering and Mathematics Secondary Schools in the U.S. SRI Project P17858. National Research Council - Committee on Highly Successful Science Programs for K-12 Science Education, Board on Science Education and Board on Testing and Assessment, Division of Behavioral and Social Sciences and Education. (2011). Successful K-12 STEM Education: Identifying Effective Approaches in Science, Technology, Engineering, and Mathematics. Washington, DC: The National Academies Press. Pearson, P. D., Moje, E., and Greenleaf, C. (2010). Literacy and Science: Each in Service of the Other. Science , 328, 459-463. Schneider, R. M., Krajcik, J., Marx, R. W., and Soloway, E. (2002). Performance of Students in Project Based Science Classrooms on a National Measure of Science Achievement. Journal of Research in Science Teaching, 38 (7), 410-422. Stern, D., Dayton, C. and Raby, M. (2010). Career Academies: A Proven Strategy to Prepare High School Students for College and Careers. Berkeley, CA: University of California at Berkeley, Career Academy Support Network. Taylor, L. and Parsons, J. (2011). Improving Student Engagement. Current Issues in Education, 14 (1). U.S. Department of Commerce, Economics and Statistics Administration. (2011). STEM: Good Jobs Now and for the Future. (ESA Issue Brief #03-11.) U.S. Department of Commerce. (2012). The Competitiveness and Innovative Capacity of the United States. Wiggins, G. and McTighe, J. (2005). Understanding by Design. Expanded 2nd Ed. Alexandria, VA: Association for Supervision and Curriculum Development. Yazzie-Mintz, E. (2010). Charting the Path from Engagement to Achievement: A Report on the 2009 High School Survey of Student Engagement. Mc2 Stem High SchoolPer pupil expenditures, free / reduced lunch, demographics:. 12% individualized education programs 2% English-language learners What do you think about this Schools That Work story? We'd love to hear from you! Tweet your answer to @edutopia , comment below, or email us . STEM Education ResearchScience isn’t merely for scientists. Understanding science is part of being a well-rounded and informed citizen. Science, technology, engineering, and mathematics (STEM) education research is dedicated to studying the nature of learning, the impact of different science teaching strategies, and the most effective ways to recruit and retain the next generation of scientists. Center for Astrophysics | Harvard & Smithsonian STEM education researchers are engaged in a number of projects: Developing research-based tests for use in evaluating students’ knowledge of science concepts. These tests are designed to check for common differences in the way non-scientists understand a subject as compared to scientists. When offered at the beginning and end of science courses, they assess whether instruction has resulted in students' conceptual growth. The tests are freely available for education researchers and teachers, and cover the full range of elementary, secondary, and university courses in science. Misconception-Orientation Standard-Based Assessment Resources for Teachers (MOSART) Studying ways to improve students’ preparation for introductory STEM courses in college. Students arrive at college with varying pre-college educational experiences, which often influence how well they do in their first STEM classes. To keep interested students in STEM programs, researchers look at measurable factors that predict improved performance. Factors Influencing College Success in STEM (FICS) Discerning factors that strengthen students’ interest in pursuing a STEM career. Education researchers look at a whole range of pre-college experiences in and out of school that can affect students’ interest in pursuing STEM careers, in order to see both what encourages and what drives them away. Persistence in STEM (PRiSE) Examining predictors of student outcomes in MOOCs. Many universities have implemented MOOCs to provide academic resources beyond the university, but the research on how well they perform compared with ordinary classes is scant. In addition, MOOCs are frequently plagued by students dropping out. By studying actual implementations of MOOCs, SED researchers hope to gather evidence to explain why many students don’t stick with the course through the end. Massive Open Online Courses (MOOCs) Advancing Science Teaching and LearningPublic understanding of science is essential for our democratic society. At the same time, white female students and students of color are underrepresented across STEM fields, which is a problem both from equity and workforce demand perspectives. For these reasons, researchers at the Center for Astrophysics | Harvard & Smithsonian study how to improve science teaching and learning. The Science Education Department (SED) at the Center for Astrophysics is dedicated to researching how people learn, and identifying measurable ways to evaluate learning for students in STEM classes. SED researchers have developed assessment tools designed to evaluate students’ conceptual knowledge for all levels from elementary school through university. These tests are freely available for teachers and other education specialists. Experts in the program also study the educational outcomes of massive open online courses (MOOCs) , which are widely used by universities despite the current lack of evidence on their effectiveness. A current challenge of STEM education is the substantial underrepresentation of white female scientists and scientists of color across STEM fields, which limits the potential for innovation and excellence in scientific research. To address this problem, SED researchers study variables that predict persistence of students within the STEM pipeline, factors that impact achievement by students in STEM courses, and the development of science identity. In addition to pursuing fundamental STEM education research, Harvard and Smithsonian educators translate these findings into practice by developing innovative science programs, curricula, interactive media, and technology-based tools for STEM learning. These research-based resources are used by educational audiences in the United States and around the world. The significance of SED’s work has been recognized in the form of grants from the National Science Foundation, NASA, and the National Institutes of Health.  Cambridge Explores the Universe 2018, held at the Center for Astrophysics | Harvard & Smithsonian in Cambridge, MA.  A student working with a professional astronomer at the Cambridge Explores the Universe 2018, held at the Center for Astrophysics | Harvard & Smithsonian in Cambridge, MA. - How can astronomy improve life on earth?
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 VIEW LARGER COVER Undergraduate Research Experiences for STEM StudentsSuccesses, challenges, and opportunities. Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM. In light of the proposals questions have been asked about what is known about student participation in UREs, best practices in UREs design, and evidence of beneficial outcomes from UREs. Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for learning provided by a research experience. This study analyzes UREs by considering them as part of a learning system that is shaped by forces related to national policy, institutional leadership, and departmental culture, as well as by the interactions among faculty, other mentors, and students. The report provides a set of questions to be considered by those implementing UREs as well as an agenda for future research that can help answer questions about how UREs work and which aspects of the experiences are most powerful. RESOURCES AT A GLANCE- Press Release
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Suggested CitationNational Academies of Sciences, Engineering, and Medicine. 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities . Washington, DC: The National Academies Press. https://doi.org/10.17226/24622. Import this citation to: Bibtex EndNote Reference Manager Publication Info- Paperback: 978-0-309-45280-9
- Ebook: 978-0-309-45283-0
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- Center for Advanced Turbomachinery and Energy Research
- Department of Physics and Renewable Energy and Chemical Transformation (REACT) Cluster
- College of Engineering and Computer Science and the Department of Materials Science and Engineering
- Department of Biology and Coastal Cluster
- Department of Mathematics
UCF’s CRCV, led by director Mubarak Shah, has run the nation’s longest continuous REU program for 37 years. The university has maintained five or six REU programs since 2022, and UCF-based nonprofit Limbitless Solutions has been approved for next summer’s REU. Students engage in a 10-to-12-week program and participate in workshops, labs and an individual research project that they may select from topics provided by corresponding mentors. Students then present their research to their cohort at the conclusion of the REU just before the start of the fall semester. Launching Research and Accelerating Learning Isabella Llamazares, a rising junior studying mechanical engineering at Florida International University, wanted to learn more about aerospace engineering but opportunities were limited at her school. She was accepted into the HYPER REU at UCF and was excited to supplement her learning. “I always knew that I had to find other opportunities, and I knew that I wanted to come to UCF either for undergraduate or graduate studies,” Llamazares says. “This REU will help me back at my university. Although we don’t have aerospace down there, I’m part of an aviation club, and I have this as knowledge that I can build upon.” With an interest in fluid dynamics and propulsion, her project described timing detonations as part of the combustion process for rockets and how to ultimately make them safer. “I came in just having very basic knowledge from my classes,” Llamazares says. “I didn’t have the average aerospace engineering experience, but it was that dedication and really wanting to continue in this field that got me here. This REU and this project have really helped solidify that I want to pursue something related to the fluids field.” James Hippelhauser ’11 ’20MS ’23PhD, a HYPER REU mentor and postdoctoral researcher for astrodynamics and space robotics, was pleased with his students. “I’m definitely satisfied with their progress,” he says. “Astrodynamics is a topic that they don’t really get to learn from a classroom standpoint. I know they learned a lot just from a concept standpoint, but also applying it.” Hippelhauser was impressed with how well the students absorbed and applied complicated topics such as orbital mechanics. “It kind of reminded me a lot when I first started research,” he says. “It can be a challenge. Orbital mechanics isn’t a common topic especially for undergrads. They learned as much as they could and as fast as they could.” Hippelhauser encourages prospective REU students interested in hypersonics, space, propulsion and energy to explore something they may not know. “Don’t limit yourself to a topic you’re comfortable with,” he says. “Try to go for a topic that you would not have considered.” Emmelia Lichty, a junior mechanical engineering major at Oral Roberts University, was drawn to UCF’s REU because she says she’s always loved space. “My dad was an Air Force pilot and he flew fighter jets,” she says. “So, I got to see them up close and I’ve always been infatuated. I came here because everything aerospace is right here with NASA, the space coast, and UCF is so involved in aerospace research.” Lichty worked under the mentorship of Florida Space Institute (FSI) Interim Director Julie Brisset to enhance a precision cooling loop for a space-based payload. “Any fluctuations would affect the actual experiment itself,” Lichty says. “My cooling loop had to be very precise, within plus or minus point one degrees. I had to make the improvements and monitor hardware and code modifications to get the cooling loop to that precision, which I was able to do by the end of the summer.”  The ability to not just apply classroom knowledge but move beyond it was something she says was very appealing and rewarding. “Getting hands-on experience with problem-solving is a really a big part of the REU,” Lichty says. “You also get a taste of research, and it helps you make those decisions about your career, like if you want to go to grad school or not.” Brisset, who also is an associate scientist with FSI, agrees that exposure to research is crucial in understanding and navigating a STEM education. “There are two components that need to work together, both in the classroom and in the research lab,” she says. “Sometimes it can be an abstract exercise working in a classroom, but if you have a real-life application, it can be easier to make a connection.” It was rewarding seeing Lichty immerse herself fully in her research, Brissett says. “I think it was very complete,” she says. “Emmie did mechanical work, fluid mechanics, some electronics and some coding. In the end, it was a very complete lab experience. The research was a success as she achieved the cooling precision.” The competitive nature of REUs across the board has increased, as well as the quality of applicants, Brisset says. “We have undergrads who go through this program who stay in STEM and routinely end up in grad school,” she says. “We have people who are mid-career that come to us and say they discovered their love for astronomy when they did the REU program.” Getting Out and Shoring Up Rowan Wyss, a senior biology student at Eckerd College, participated in UCF’s Coastal Cluster REU, where he studied feral hog populations and their interactions with the environment and other animals at the Mosquito Lagoon. He says found the research experience gratifying and hopes to continue quantifying where and how these animal populations forage. “I was looking for an REU experience and was aware of its transformative nature — how it exposes you to grad school and different software or programs used for biology research,” Wyss says. “I got way more out of the REU than I thought. I built so many connections and I’m much more proficient in software and the tools of the trade.” In the early stages of applying and even participating in the REU, it can be easy to feel the “imposter syndrome,” or feeling like you’ve lucked into a position you’re not qualified for despite being actually qualified, Wyss says. “You’re surrounded with people extremely proficient in this field when you might have little to no research experience. But that’s just science. It’s never a competition. It’s people working together,” he says. Otis Woolfolk, a junior studying biology/marine biology track at UCF, tested the resiliency and sustainability of novel non-plastic oyster bags filled with recycled shells to restore shorelines throughout Florida. Woolfolk’s research marks the first test of the new materials in warm water restoration conditions. He learned about REUs after being encouraged to apply by his ecology professor, Melinda Donnelly, and through his volunteer work with UCF’s Coastal and Estuarine Ecology Lab. “I was asked about the ideas I had for my Ph.D., and I really want to work on microplastics and how they affect mangroves,” Wolfolk says. “So, this was close to that. Oyster bags generally use plastics, so I experimented with using more environmentally friendly materials made of potato starch or basalt that deteriorate within years.” He found the process exciting and enjoyed delving into a component of marine biology and conservation that he may not have considered had he not participated in the REU. “As a novice scientist, I learned a huge amount,” Wolfolk says. “It’s a time for you to get messy and make mistakes. You’re doing research, doing workshops and you’re learning how the science world works.” During his poster presentation, Wolfolk says he felt a newfound confidence in his ability as a novice scientist when a freshman asked him how to get involved with research. “My advice?” he says. “Volunteer as much as possible and don’t doubt yourself.”  Linda Walters, lead investigator for the Conservation, Restoration and Communication NSF REU site and Wolfolk’s REU mentor, says Wolfolk did an exemplary job in his research. “It was very rewarding to watch this journey,” she says. “Otis had the opportunity to be on the ground-floor of our cutting-edge research in marine restoration this summer. He is gifted at asking good, thought-provoking questions and communicating his science.” The program is very competitive and only 10 students were selected for the Coastal Cluster REU out of 377 applicants, says Walters, who also is a Pegasus Professor of biology. Those who participate in the REU usually continue their education through graduate school, she says. “During the 10 weeks, the students go from a very limited research background to developing their research questions, collecting data, analyzing their data and presenting their projects to the larger community,” she says. “It is a lot of work for the mentors to keep everything on track for this accelerated timeline, but the students make it worthwhile. They become confident researchers in 10 weeks.” Honing a Vision UCF’s CRCV has hosted about 370 students since it was designated as an REU site 37 years ago and continues to guide undergraduates in the evolving field of computer vision, says Niels Lobo, associate professor of computer science and CRCV REU mentor. “The nature of the REU has matured,” he says. “The field has evolved, and what students are doing now in their projects is vastly different than what people would have done 10 to 20 years ago.” Lobo came to UCF 31 years ago and was encouraged to assist with REUs within the first year. Lobo has seen the composition of student applicants and participates becoming more diverse during his time at the university. “What we’re seeing is that the student population applying for these research opportunities is exploding both in numbers and diversity,” he says. “That means that the overall experience of the cohort is going to be a little bit richer because everybody gets exposed to something different.” Computer vision is harnessing the power of technology to not just view things through a camera, but to understand them, Lobo says. Continually adapting to the constant evolution of the field while also considering computer vision’s ethical implications are two components he is teaching students. “Every two or three years, the field discovers something new,” Lobo says. “In research, there are no study guides, so you need to go out and explore. That process of discovery is only accomplished through research.” Claire Zhang, a junior studying applied mathematics-computer science at Brown University, was glad to have embarked on CRCV REU. She previously conducted remote research, but she says the program at UCF provided her with a more immersive and shared experience. “It was really nice meeting this community and coming to work together,” Zhang says. “I imagined it being very independent, but I found that it was a lot more collaborative than I originally thought even though we all had our own independent projects.” Her project involved creating segmentation masks for solar cells to show their degradation in a quantitative way rather than the qualitative way of identifying degradation by darkened glass regions of cells. Zhang created and used a model that outlines the materials and can characterize how degraded the cells are. “I have almost no experience with material science,” she says. “This project connected material science to computer science, and it was a great introduction.” Zhang gained not just expertise in a field she’s interested in, but also knowledge and momentum to continue her education and pursuit of a STEM career. “For the past semester, I had been thinking about whether I should explore different concentrations,” she says. “This summer showed me that I can continue to explore other interests while remaining in this concentration, specifically, that I could apply computer science to these other interests.” Students interested in more information about UCF’s REU program should visit: https://academicsuccess.ucf.edu/reu/programs/ . More TopicsPegasus magazine.  For a decade, UCF-based nonprofit Limbitless Solutions has transformed kids’ lives through bionic limbs.  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Find support for a specific problem in the support section of our website. Please let us know what you think of our products and services. Visit our dedicated information section to learn more about MDPI. JSmol Viewer“you didn’t go by choice”: exposing institutional barriers leading to latinx stem pushout at a hispanic-serving research institution.  1. Introduction2. literature review, 2.1. lack of racially diverse faculty in stem, 2.2. racial microaggressions in stem, 2.3. competitive stem environments, 2.4. gatekeeping courses, 2.5. traditional stem pedagogy, 2.6. stem in research-intensive universities, 3. materials and methods, 3.1. institutional context and demographics, 3.2. participants, 3.3. data collection and procedures, 3.4. data analysis, 4.1. disconnect in theory-based stem courses. Math 8, it’s a theory-based class, and since I was so used to doing computation throughout my whole education, this class was like literally proving theories. So it was just like a different direction. I didn’t know anything. I never thought that math would [involve having] to write down and prove stuff, so I freaked out. …that class was more proving theories and stuff like that and I was like, ‘Oh, the class before this was literally about finding the surface area of an integral’ so I didn’t like it and I kind of was nervous because…I was taking Math 8 in my third year. I thought, ‘Oh shoot, my fourth year’s going to look like this? ‘What am I doing? I don’t like this.’ It’s just that when I thought about math, I thought it was going to be numbers…actual numbers and this class was more about theory, which I didn’t even know math theory was a thing…So I would try to understand the problem but it wasn’t the problem that they were worried about it was more like the theory behind the problem and I couldn’t...I couldn’t understand. In my high school, we didn’t talk about theory…I think that’s what really threw me off even taking it the second time...I was like, ‘we are still talking about theory, where’s the math, where’s the numbers?’ One of the things she said was, ‘I know you want to do this, and I know you’re gonna do it for your family at this point because you don’t like the major, but don’t let that stop you from being your best. You obviously do better and like the courses that have to do with critical thinking and not math and not science and not periodic tables…that stuff, it’s not interesting to you.’ I had to tell myself, ‘this is not for me, I do not like this at all, I am miserable’…I did better in sociology, I got a B, and I took Chicano Studies, and I got a B. I was like, ‘okay, I like these courses’, I was interested in them, I connected with them, and I knew what was going on…I love to write. I like writing, and I really liked one of the books that we read in that class—I finished it in one day! I was like, ‘Why am I doing something that I know I‘m not good at?’ I wasn’t learning anything; to me, it wasn’t anything meaningful, and I think that’s the disconnect…I liked it, but it wasn’t meaningful…I started realizing that’s not what I wanted to do at all. I want to have a job where I feel I’m making more of an impact. I know you probably can still make an impact as a data analyst. 4.2. Unsupportive and Busy Research-Focused Environments4.2.1. dismissive interactions with research-focused faculty. I honestly feel like the professors here don’t really care about their students…they’re here to do their own research, and that’s pretty much it…a lot of [professors] were just like, ‘here’s your test’ that’s it, like, ‘we are not going to discuss it,’ like, ‘that’s the grade you got.’ I never went to the office hours. If they don’t care what I got on the test, what makes me think that going up to them [that they’re] going to want them to help me, so I was just like, ‘no, I am not going to go to office hours.’ They didn’t always come off as the friendliest or the ‘I want to help you’ type. They would verbally say, ‘Come into office hours if you have any questions, and we will help you,’ but it never felt…genuine or ‘I‘m here to try to help you be a better student or person,’ or whatever vibe that I got from the departments that I‘ve been in after that, and that’s just the faculty… [This university] has probably the worst math department…the vibe you get when you go [there] like nobody really reaches out to help you…I went to office hours, and sometimes [the professor] wasn’t very approachable. It was just kind of like, ‘What’s your question? Oh, that’s not really a good question.’ He said it wasn’t really a good question, ‘those are questions for like your TA, that’s not for me to answer.’ [Professors] were kind of surprised that I was even asking questions [about grad school], and I was just a little bit discouraged because I was looking to just get [insight], ‘How did you become a professor? What made you get into this route’ and they were kind of not really helpful. 4.2.2. Discouraging Interactions with Busy Graduate Students and StaffI really didn’t like a lot of my TAs…they would always underestimate people, even though they probably didn’t do it intentionally, pero, even little words hurt; whatever you say, people are going to take it the other way… I would also [go to the tutoring center], and then sometimes, they don’t mean to, like, say stuff, pero a veces se sale…Sometimes they’d be like, ‘You really don’t get this?’ and it’s just like, ‘I really don’t get this; when I say I don’t get this, I mean I don’t really get this.’ So it makes you feel bad for yourself because it might be simple to them, but it’s hard for me, and you are just underestimating my ability for saying, ‘You really don’t get this.’ In Bio, it was just like, ‘Okay, you have a question? Okay, this is how you do it, okay, figure it out; I‘m not going to do it again because all these other kids still have to ask questions,’ and I was like, ‘Oh my gosh, okay, okay,’ you know? The lady kind of discouraged me…She basically looked at the classes I’ve taken, and she was like, ‘Well, you didn’t really do as well as normally we expect students to do; you get like an A or two, but your other classes are in the B and C areas, even when you retook a math class you didn’t do much better.’ She was like, ‘Maybe math and stats is not for you; I would recommend you to get a new major.’ We were a very busy department, and that’s kind of the feel that I got from the entire department. They live in this space where they are too busy for everything…it never feels personalized…it just kinda feels like you are a nuisance to them. When I worked with the orientation program and had to meet with [representatives from the psychological and brain sciences] department, the first thing they would tell us is, ‘Tell them not to come to our office. If they want to come during the summer, tell them not to. If they want to come during their first quarter, they shouldn’t come to our office hours, tell them to email us first to make an appointment, and then we’ll get to them. I never really liked [going to my department’s advising office]. I would just go to Letters and Science… and I went to EOP…EOP, they were more, I don’t know, nicer or more like, ‘Okay, what are you doing? What are your steps you’re taking? Why do you want to do it? What are your goals?’ [In biology] they weren’t like, I don’t know… not intimate, I don’t know how to explain it. 4.3. Psychological Toll of a Stripped STEM IdentityI’m failing everything. I’m feeling horrible about myself because I’m an academic [oriented] student. I’ve always done great in high school, ‘what is wrong with me?’…it wasn’t until I realized that it was the major that was pulling me back that I decided, ‘Okay, it’s fine...it’s just not the right fit for me’, and that’s what made me really decide to switch. I was so sad. I felt like a failure…in terms of quitting, it was just a shock to me that I couldn’t do it. It was like, ‘What’s wrong with me?’ It was chemistry courses...at first it was really boring because for me I thought I liked chemistry and math because I was so good in high school. It was different; I was so good at it. I had the best grades compared to my English grades. I had As in everything, but it was like overachieving grades and so it was such a shock to me when I just didn’t get what was happening, and I would pay attention in class. I would stare at the board, stare at the professor, and try to take everything that they’re saying in, and it would just not click for me… Yeah, for sure because of, like, just the fact that you got the answer wrong, like people would know now...like you’re already singled out, you already know how many Latinos are in there, so the fact that you got a question wrong, it’s like, ‘Oh, there goes that person that got the answer wrong.’ I mean, just looking at chem lab and seeing those two other People of Color. I mean, just seeing that like it was like, ‘Fuck like I don’t belong here’ I think little portion of me went through a little bit of imposter syndrome because I was like, you know, like, ‘I don’t see anyone of my type, I don’t see anyone that looks like me that is in STEM that is making it out here.’ I really did enjoy math in high school…[here] I had a mixed feeling because I lost my scholarship, so am I really fit for this? I just kept trying; I was like, ‘Okay, I guess I’m not doing that bad’, but then I didn’t really enjoy it. Yeah, so I received my midterm back, and I did really horrible. What got me so mad or so discouraged was that [the professor] made a comment like, I can’t remember exactly what kind of comment it was, but it was kind of saying like ‘y‘all are stupid’. So then, like, that got to me, and I was like, ‘Fuck, why am I here? Damn, I feel stupid’, so then I was like, you know what this isn’t for me. This really isn’t for me. [In other majors] if you fail a course, you don’t pass it whatever, you’re still in the major, but if you fail a course [in STEM], you’re out, you know? You could work on it for four years and be out just like that. There is no, no little setback, no nothing! You’re completely pushed out! So when people ask, ‘Oh, did you get kicked out of the major?’ It’s like, no! You got pushed out of the major!’ You didn’t go by choice! 5. 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| Participant | Self-Identification | STEM Pre-Major | STEM Pushout | Non-STEM Major |
|---|
| Adriana | Mexican | Biology | Second Year | Sociology | | Alissa | Mexican | Financial Mathematics and Statistics | Third Year | English | | Cecilia | Latina | Biopsychology | Second Year | Chicana/o Studies | | Jasmin | Chicanx | Mathematics | Third Year | Chicana/o Studies | | Lisset | Mexican | Mathematics | Third Year | Sociology | | Lydia | Latina | Financial Mathematics and Statistics | First Year | Sociology and Chicana/o Studies | | Mario | Mexican | Psychological and Brain Sciences | Second Year | Spanish | | Sandra | Peruvian | Psychological and Brain Sciences | Third Year | Sociology | | The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of MDPI and/or the editor(s). MDPI and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content. |
Share and CiteFematt, V.L.; Puente, M.; Garcia, K.A.; Mireles-Rios, R. “You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution. Educ. Sci. 2024 , 14 , 979. https://doi.org/10.3390/educsci14090979 Fematt VL, Puente M, Garcia KA, Mireles-Rios R. “You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution. Education Sciences . 2024; 14(9):979. https://doi.org/10.3390/educsci14090979 Fematt, Veronica L., Mayra Puente, Katherine Arias Garcia, and Rebeca Mireles-Rios. 2024. "“You Didn’t Go by Choice!”: Exposing Institutional Barriers Leading to Latinx STEM Pushout at a Hispanic-Serving Research Institution" Education Sciences 14, no. 9: 979. https://doi.org/10.3390/educsci14090979 Article MetricsFurther information, mdpi initiatives, follow mdpi.  Subscribe to receive issue release notifications and newsletters from MDPI journals share this! September 4, 2024 This article has been reviewed according to Science X's editorial process and policies . Editors have highlighted the following attributes while ensuring the content's credibility: fact-checked trusted source STEM afterschool programs' benefits extend to friend groupsby Deann Gayman, University of Nebraska-Lincoln  Research has established that youth participation in science-focused afterschool clubs leads to a higher science identity—or seeing oneself as a science kind of person or as a scientist—and that peers exert influence over interests, even in academics, such as taking classes in the science, technology, engineering and math (STEM) fields. To help build out the future STEM workforce, science-focused afterschool clubs, camps and other programs have been launched to encourage youth to pursue STEM interests, but those efforts can't reach every child. Based on findings from research on peer influence, it's possible that tangential benefits may exist within adolescent friendship networks. A recent study led by University of Nebraska–Lincoln researchers Patricia Wonch Hill, Grace M. Kelly and Julia McQuillan is the first to demonstrate that having friends who participate in afterschool science clubs is associated with a higher science identity, even for individuals in the friend group who don't participate themselves. Additionally, the research, which surveyed 421 middle school students , provides further evidence that afterschool programming increases science identities among participants. The paper is published in the journal Research in Science Education . The study's authors suggest that future research could be done longitudinally and with larger samples to further examine how science identities develop over time, and to what extent peer associations are playing a role. "Science identity processes are complex and emergent among adolescents, and research on science identities indicates feedback loops among youth and their peers over time," the authors wrote. "Future research that follows youth over time (particularly as they add club participation and/or change friendship groups) will substantially strengthen or challenge current findings." Provided by University of Nebraska-Lincoln Explore further Feedback to editors  A space oddity—small exoplanet challenges existing theories on planet formation5 minutes ago  Adding an alternating magnetic field to layers of twisted graphene creates even more exotic properties8 minutes ago  Replacement crop treatment not safe for important pollinator, experts say33 minutes ago  Astronomers discover iron winds on an ultra-hot exoplanet36 minutes ago  First detection of cross-correlation between cosmic shear and X-ray background enhances baryonic matter understanding41 minutes ago  Research team designs efficient bioenergy crops that need less water to grow47 minutes ago  Outer solar system is more populated than previously thought, research reveals53 minutes ago  Unraveling the evolutionary secrets of how whales and dolphins adapted their backbones for aquatic life56 minutes ago  Regulatory gene influences shape recognition in medaka fish, scientists discover59 minutes ago  Physicists capture first thickness-dependent transitions in two-dimensional magnetic materialRelevant physicsforums posts, are excuses for academic parties getting thinner or is it just me. Sep 2, 2024 AAPT 2024 Summer Meeting Boston, MA (July 2024) - are you going?Rip edward "joe" redish (1942 - 2024), physics education, incandescent bulbs in teaching. Aug 21, 2024 How to explain Bell's theorem to non-scientistsAug 18, 2024 Free Abstract Algebra curriculum in Urdu and HindiAug 17, 2024 More from STEM Educators and Teaching Related Stories STEM program for middle- and high-school girls inspires brillianceAug 28, 2024  Number of sources matters for youths' COVID-19 knowledgeFeb 22, 2023 Afterschool program environments linked to academic confidence and skillsNov 6, 2017  Copy-cat? Youth with few friends conform to stay in a friend's 'good graces'Feb 7, 2023  STEM instructors who are women drive disclosure of concealable stigmatized identities to undergraduatesJul 19, 2023  Increasing trends found in suicidality and bullying across race and sexual identityJul 17, 2024 Recommended for you AI tools like ChatGPT popular among students who struggle with concentration and attention Researchers find academic equivalent of a Great Gatsby Curve in science mentorshipsAug 27, 2024  More academic freedom leads to more innovation, reports study Statistical analysis can detect when ChatGPT is used to cheat on multiple-choice chemistry examsAug 14, 2024  Larger teams in academic research worsen career prospects, study finds The 'knowledge curse': More isn't necessarily betterAug 7, 2024 Let us know if there is a problem with our contentUse this form if you have come across a typo, inaccuracy or would like to send an edit request for the content on this page. 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Projects selected for dB-SERC Course Transformation AwardsThe Discipline-Based Science Education Research Center (dB-SERC) has awarded 12 Course Transformation Awards to faculty in natural sciences. Since 2014, dB-SERC has supported natural sciences faculty members in developing projects to transform the way classes are taught by adopting evidence-based teaching practice to improve student learning outcomes. Award recipients receive funds for equipment, student support or summer salary for faculty. Two mentor-mentee awards also were given out to support classroom innovation projects conducted by students and faculty working together. Course Transformation AwardsYoung Ahn, Department of Biological Sciences: Designing a high-structure course combining frequent low-stakes assessments with inclusive teaching for a large-enrollment introductory biology class This proposal aims to test the “heads and hearts” hypothesis which suggests that both students’ cognitive (heads) and affective (hearts) learning experiences must be purposefully constructed in classroom environments. This project will investigate whether a course structure that combines frequent low-stakes assessments (heads) and inclusive teaching (hearts) can improve student performance and reduce achievement gaps in a large-enrollment introductory biology course thereby promoting retention in STEM. Anusha Balangoda, Department of Geology and Environmental Science : Use of a Collaborative Online Reading Platform for Pre-class Reading Assignments in a Large Enrollment First-Year Undergraduate Class The proposed work seeks funding to implement pre-class reading assignments through a social annotation platform allowing active reading on assigned course materials outside the class. A free social platform, Perusall, provides an interactive experience for students to engage with peers asynchronously and facilitates a space to teach and learn from peers. This collaborative social platform allows students to work on assignments outside the classroom to promote productive discussions and produce high-quality peer interactions. Seth Childers, Department of Chemistry: Development of Interdisciplinary Courses for a New Chemical Biology Major In the Department of Chemistry, the PI is proposing a chemical biology major, including two new lecture courses and one laboratory course, proposed to launch in Fall 2025 or 2026. This timeline allows them to craft a curriculum while deploying evidence-based learning practices to enhance job readiness. Based on student surveys, the program aims to accommodate approximately 48 majors annually and engage non-majors as a desirable scientific elective campus wide. Russell Clark and Aidan Payton, Department of Physics & Astronomy: Gender Equity in Introductory Physics Lab Group Roles This is a continuation of a dB-SERC award from 2020 (Development of Teacher Guides and Rubrics for Introductory Physics Labs). The original plan for that award was to develop better rubrics and other materials to help the TA graders provide more valuable feedback to the students. However, the University was forced into quarantine midway through the first semester of the project, and so the character of it changed. They know from a previous study that student groups tend to have gender bias in which men tend to work with the experimental apparatus and women are relegated to secretarial roles (recording data, writing the report, etc.). They attempted to mitigate this by asking the students to cycle through the roles week to week so that each student would get to participate in each role multiple times. Erika Fanselow, Department of Neuroscience: Incorporating digital and physical 3D brain models into interactive online and in-class activities to enhance student engagement and mastery in neuroanatomy courses The goal of this course transformation is to develop interactive, online and in-class exercises that incorporate digital and printed 3D models of nervous system structures. These 3D model-based exercises and in-class activities are intended to enhance students’ visualization and conceptualization of neuroanatomical structures. The rationale for this course transformation proposal is based on the fact that neuroanatomy students are commonly overwhelmed by the complexity of the nervous system, resulting in a condition Jozefowicz (1994) referred to as “neurophobia,” which he concluded actually keeps students from choosing fields such as neurology. Sean Garrett-Roe, Department of Chemistry: Activity redesign and mindset intervention based on growth-oriented testing in Chem-0110 General Chemistry I “Grading for Growth” is a movement to encourage students to embrace deeper intellectual engagement with their studies by revolutionizing the way that their learning is assessed. Student-focused active learning pedagogies, such as Process Oriented Guided Inquiry Learning (POGIL), are well-established; student-focused assessments, on the other hand, are a new frontier. The PIs have formulated, implemented and assessed a student-focused assessment system that they call “Growth-Oriented Testing.” As successful as the system has been, the assessment results have illuminated ways in which their in-class materials have not optimally supported students, and the student opinion surveys suggest ways in which they have not optimally framed the learning process. As a result, students may not get the full benefits of the learning environment. A long-range goal of their teaching is to help students embrace a life of growth and learning; they want the students to learn both Chemistry and the metacognitive and metaemotional skills they need to succeed beyond the Chemistry classroom. Sean Gess, Department of Biological Sciences: Supporting richer class-wide discussion and promoting the use of scientific argumentation in Foundations of Biology laboratory courses This project focuses on class-wide discussion in a guided, authentic research lab. In this course students engage in science education by performing authentic research science to address active research questions being investigated within the department. The course is designed to mimic the research process, including discussions of data to try and understand it better. These discussion-based activities often struggle to support the learning objectives due to low participation from students or students not really listening and engaging with others during the discussions. To improve these discussions, they have previously introduced an explicit framing to attempt to help students understand the norms around this activity, normalize it as a professional practice, and encourage engagement and participation. This approach to science learning has shown gains in critical thinking skills and supports epistemic learning of STEM content. Burhan Gharaibeh, Natasha Baker and Bridget Deasy, Department of Biological Sciences: Enhancing student engagement in anatomy and physiology courses through regenerative medicine primary science literature Students of anatomy and physiology in different majors often report difficulty in these courses due to the need for memorizing lists of structures and comprehending complex physiological processes. They have preliminary data demonstrating that adding discussions of current, clinically relevant therapies and biotechnology articles related to regenerative medicine studies were effective in enhancing the biology student’s engagement during anatomy lectures. More importantly, the addition of these discussions to the curriculum appeared to improve exam grades. Melanie Good and Eric Swanson, Department of Physics & Astronomy: The Use of Comprehensive PACE (Pseudoscience and Conspiracy-theory Education) in Physics and Society Phys0087: Physics and Society was a course developed by Eric Swanson to help students examine the conceptual foundations of modern science with the goal of understanding how science affects our daily lives and our impact on the environment. At the intersection of science and society lies the issue of popular belief in the claims of pseudoscience and conspiracy theories. These beliefs are fairly common and often can be difficult to dislodge with education in science alone. However, past work has shown that explicit instruction on topics related to pseudoscience and conspiracy theory beliefs may be effective in reducing endorsement of these beliefs. The PIs have seen this among their own students, based on pilot data and data from a previous dB-SERC Course Transformation Award. The success of their earlier work has captured the attention not only of our university media, but also the Lilienfeld Alliance, a group of higher education professionals across the nation that is committed to promoting critical thinking skills in the face of the claims of pseudoscience, who invited them to join their cause. With the momentum they have built, they are inspired to more comprehensively overhaul Phys0087: Physics and Society to expand upon their original transformation. Their new proposed course transformation would extend the pseudoscience module into a comprehensive PACE (Pseudoscience and Conspiracy-theory Education) curriculum in Phys0087–Physics and Society during the 2024-2025 school year. Edison Hauptman and Jeffrey Wheeler, Department of Mathematics: Contract Grading in Calculus 2 In summer 2024, Edison Hauptman’s section of Analytic Geometry & Calculus 2 (Math 0230) was taught with a different set of assignments and grading structure. The grading structure for the class resembled a contract between the instructor and their students: the instructor provided many different assignments, and for a student to earn a desired grade, they had to score enough points on various assignments of their choice to reach that grade’s point threshold. This course structure can have many variations and is called a “grading contract.” Compared to the current (default) course structure for Calculus courses at the University of Pittsburgh, a grading contract is a more equitable way to evaluate a diverse set of students, allows the instructor to be more accommodating to students without sacrificing the course’s rigor, and encourages more student buy-in. This project develops and evaluates a set of assignments offered to students in Hauptman’s Summer 2024 12-week section of Math 0230 and focuses on mathematical skills emphasized in each assignment. Zuzana Swigonova, Department of Biological Sciences: Combining computer visualizations with 3D printed models to engage students in active study of molecular structure and function All biological processes in a living system depend on proper functioning of molecules. Understanding the principles of molecular structure, the three-dimensional spatial arrangements of atoms and functional groups that allow for intra- and intermolecular interactions, is crucial for grasping the fundamentals of structure-function relationships. Despite the many benefits of physical 3D models, printing intricate biological molecules has several limitations, such as low level of atomic detail in complex structures, depiction of a single static molecular representation, and labor-intensive post-printing processing. Computer visualization allows for the development of abundant resources that complement physical models with no added material cost. They propose to develop teaching resources using computer visualization to supplement the physical 3D models. Margaret Vines, Department of Chemistry: Learning to learn chemistry The purpose of this project is to help students learn. Most students come to college with the desire to learn. They want to be successful and learn the material presented to them in their classes. Unfortunately, many of them engage in activities that do not help with their learning. The PI’s goal is to help students begin to learn how to learn. They will do this as part of their regular lecture and recitation in general Chemistry. They will educate them about learning techniques and explain why they will aid in their learning. They will then demonstrate these techniques in class, and the students will be given opportunities to use these techniques inside and outside the lecture and recitation. Finally, they will encourage their students to develop those techniques for use in their other classes. Mentor/Mentee AwardMentor: Anusha Balangoda / Mentee: Beth Ann Eberle. Department of Geology and Environmental Science: Use of Cooperative Learning Approach in Recitations to Untangle Pressing Environmental Issues in Introductory Environmental Science Class Cooperative learning is a student-centered active learning strategy in which a small group of students is responsible for their own success and that of their team by holding themselves accountable for the process and outcomes of the activities. In this project, they propose to use a cooperative learning strategy in the GEOL 0840 Introductory Environmental Science course, which is a large enrollment three-credit class, and both lectures and recitations are required. Mentor: Ben Rottman / Mentee: Rebecca McGregor. Department of Psychology; Learning Research and Development Center: Using a Consulting Model and Project-Based Learning to Teach Psychology Research Methods In the field of psychology, research methods form the foundation of students’ knowledge during the remainder of their undergraduate degree and beyond. Students in PSY 0036: Research Methods Lecture at the University of Pittsburgh have three course objectives: learn how to read, interpret and discuss research design and conclusions, learn how to critique research, and learn how to design valid research. There are currently few opportunities for students to apply this knowledge to real-world experiences, as this is an introductory course in which students have not yet developed the skills to analyze and interpret their own data. Thus, this course design through the dB-SERC would provide a semester-long collaborative assignment in which students would develop a project proposal to investigate a real-world research problem for a fictional client. |
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There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students. A study of protease inhibitor and how it operates. A study of how men's exercise impacts DNA traits passed to children. A study of the future of commercial space flight.
Here are 10 qualitative research topics for STEM students: Exploring the experiences of female STEM students in overcoming gender bias in academia. Understanding the perceptions of teachers regarding the integration of technology in STEM education. Investigating the motivations and challenges of STEM educators in underprivileged schools.
Engineering. Let's explore some quantitative research topics for stem students in engineering: 1. Investigating the efficiency of renewable energy systems in urban environments. 2. Analyzing the impact of 3D printing on manufacturing processes. 3. Studying the structural integrity of materials in aerospace engineering.
Theory: Building or refining theories. Innovation: Finding research gaps. Collaboration: Enhancing findings through teamwork. Impact: Influencing policy and practice. These points highlight the key challenges and opportunities in STEM qualitative research. Must Read: 79+ Best Research Topics in Psychology for College Students.
Scholar Launch has compiled a list of 11 compelling research ideas tailored for STEM students: . Topic 1: Artificial Intelligence (AI) AI stands at the forefront of technological innovation. Students can engage in research on AI applications in various sectors and the ethical implications of AI. This field is suitable for students with ...
Explore compelling qualitative research topics for STEM students, delving into personal narratives, ethical dilemmas, and educational impacts across science, technology, engineering, and mathematics. STEM disciplines traditionally focus on equations, experiments, and empirical evidence. Yet, the human dimension of these fields profoundly shapes ...
With the rapid increase in the number of scholarly publications on STEM education in recent years, reviews of the status and trends in STEM education research internationally support the development of the field. For this review, we conducted a systematic analysis of 798 articles in STEM education published between 2000 and the end of 2018 in 36 journals to get an overview about developments ...
260+ Experimental Research Topics for STEM Students. Experimental research is the backbone of scientific discovery and innovation. It allows us to test hypotheses, explore new ideas, and ultimately push the boundaries of human knowledge. For STEM (Science, Technology, Engineering, and Mathematics) students, engaging in experimental research can ...
Trending Topic Research File. Science, Technology Engineering, and Mathematics (STEM) is one of the most talked about topics in education, emphasizing research, problem solving, critical thinking, and creativity. The following compendium of open-access articles are inclusive of all substantive AERA journal content regarding STEM published since ...
101 Quantitative Research Topics for STEM Students Biology Research Topics. Effect of Temperature on Enzyme Activity: Investigate how different temperatures affect the efficiency of enzymes in biological reactions. The Impact of Pollution on Aquatic Ecosystems: Analyze the correlation between pollution levels and the health of aquatic ecosystems. Genetic Variability in Human Populations: Study ...
Experimental Research Topics for STEM Students About Plants. Check out experiemental research topics for STEM students about plants:-. Light Color and Growth: Test how different light colors affect plant height. Watering Frequency: Compare plant growth with daily vs. weekly watering. Soil Types: See how different soils affect plant growth.
There are several science research topics for STEM students. Below are some possible quantitative research topics for STEM students. A study of protease inhibitor and how it operates. A study of how men's exercise impacts DNA traits passed to children. A study of the future of commercial space flight.
Following are the best Quantitative Research Topics For STEM Students in mathematics and statistics. Prime Number Distribution: Investigate the distribution of prime numbers. Graph Theory Algorithms: Develop algorithms for solving graph theory problems. Statistical Analysis of Financial Markets: Analyze financial data and market trends.
Overview. The Journal for STEM Education Research is an interdisciplinary research journal that aims to promote STEM education as a distinct field. Offers a platform for interdisciplinary research on a broad spectrum of topics in STEM education. Publishes integrative reviews and syntheses of literature relevant to STEM education and research.
July 17, 2024. 10 minutes. Table of Contents. STEM stands for Science, Technology, Engineering, and Math. It is essential for learning and discovery, helping us understand the world, solve problems, and think critically. STEM research goes beyond classroom learning, allowing us to explore specific areas in greater detail.
Quantitative Research Topics for STEM Students. Check out quantitative research topics for STEM students:-Physics. Friction: Compare friction on different surfaces.; Light Diffraction: Measure light patterns through slits.; Heat Engines: Test efficiency with different fluids.; Magnetism: Study magnetic field strength in wires.; Quantum: Analyze electron patterns in a slit experiment.
Cleveland Metropolitan School District is one of the most economically disadvantaged school districts in the nation, with a free or reduced-price lunch rate of 100 percent. In 2011, just six out of ten students from the school district graduated high school on time. But at MC 2 STEM, which opened its doors in 2008, 95 percent of the first class ...
Research Sources. Science: As a premier publication in the field, Science publishes peer-reviewed research and expert-curated information. Nature: Publishes peer-reviewed articles on biology, environment, health, and physical sciences. Nature is an authoritative source for current information. If articles are difficult to read, you can search ...
Science isn't merely for scientists. Understanding science is part of being a well-rounded and informed citizen. Science, technology, engineering, and mathematics (STEM) education research is dedicated to studying the nature of learning, the impact of different science teaching strategies, and the most effective ways to recruit and retain the next generation of scientists.
This editorial initiative, led by Dr Lianghuo Fan, Specialty Chief Editor of the STEM Education section, together with Dr Sibel Erduran and Dr Subramaniam Ramanathan, is focused on new insights, novel developments, current challenges, recent advances, and future perspectives in the field of STEM education. The Research Topic solicits brief ...
Undergraduate Research Experiences for STEM Students provides a comprehensive overview of and insights about the current and rapidly evolving types of UREs, in an effort to improve understanding of the complexity of UREs in terms of their content, their surrounding context, the diversity of the student participants, and the opportunities for ...
Exploring STEM Environments that Broaden Participation. Tyrslai Williams. Renã A.S Robinson. Zakiya Wilson-Kennedy. 19,995 views. 15 articles. Part of a multidisciplinary journal that explores research-based approaches to education, this section aims to contribute to the advancement of knowledge, research and practice in STEM Education.
Explore unique experimental quantitative research topics for STEM students, focusing on cutting-edge fields like AI, nanotechnology, and bioengineering. Experimental Quantitative Research Topics For Stem Students. 1. Impact of Variable X on Y: Examine how changes in X affect Y using controlled experiments.
Students engage in a 10-to-12-week program and participate in workshops, labs and an individual research project that they may select from topics provided by corresponding mentors. Students then present their research to their cohort at the conclusion of the REU just before the start of the fall semester. Launching Research and Accelerating ...
As the Latinx student population grows in the United States, more public research-intensive institutions are becoming Hispanic-Serving Research Institutions (HSRIs). This exploratory qualitative study examines the experiences of Latinx students at an HSRI, particularly in STEM fields where they face underrepresentation and are pushed out. The objectives for this study were two-fold: (1 ...
Research has established that youth participation in science-focused afterschool clubs leads to a higher science identity—or seeing oneself as a science kind of person or as a scientist—and ...
The Discipline-Based Science Education Research Center (dB-SERC) has awarded 12 Course Transformation Awards to faculty in natural sciences. Since 2014, dB-SERC has supported natural sciences faculty members in developing projects to transform the way classes are taught by adopting evidence-based teaching practice to improve student learning outcomes. Award recipients receive funds for ...