Supporting K-8 Learners Through STEM Experiences: The Importance of Claim Making
Autor David Slavit, Amber Simpson, Kristin Lesseigen Limba Engleză Paperback – 27 ian 2027
Using specific examples of integrated STEM tasks including implementation strategies, support for anticipating and responding to student thinking, and lessons learned, this book covers key topics including:
- What an effective STEM learning environments look like
- The nature of student thinking in STEM-based learning environments focusing on student claim making
- The importance of integrated STEM
- Practice-based discussions of actual STEM-based learning tasks
- Evidence-based guidance for educators wishing to develop and effectively implement their own STEM-based learning activities
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Specificații
ISBN-13: 9781041250371
ISBN-10: 1041250371
Pagini: 200
Ilustrații: 80
Dimensiuni: 152 x 229 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
ISBN-10: 1041250371
Pagini: 200
Ilustrații: 80
Dimensiuni: 152 x 229 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Locul publicării:Oxford, United Kingdom
Public țintă
Professional Practice & DevelopmentCuprins
Chapter 1. STEM and STEM Education
What is STEM?
Is STEM a Content Area?
STEM Education
Common Premises of STEM Education
Formal and Nonformal Learning Spaces
Learning Environments for STEM Education
Intentionally Integrate the STEM Disciplines into the Curriculum
Make the Learning Environment more conducive to Integrated Thinking
STEM Thinking
Chapter 2. Importance of Claim Making in Learners’ Thinking about STEM Ideas
Introduction
What is a Claim?
What is a Claim Sequence?
Interdisciplinary STEM Claims
Important Attributes of Claim Making, Evidence, and Reasoning
Attributes of Claims and Claim Sequences
Attributes of Evidence
Attributes of Reasoning
Why is it Important to Attend to Learners’ Claim Making?
Chapter 3. Matching instruction to the Ways Learners Think in STEM Learning Environments
Introduction
Curriculum and instruction Should Build on what we Know about Learner Thinking
Trends in Learner Thinking in STEM-based Learning Environments
The Importance of Tentative and Challenge Claims
The Importance of In-the-moment Evidence and Tests
Conclusion
Chapter 4. Explorations for Supporting STEM Ways of Thinking in Young Learners
Overview of Explorations
Why Engineering?
Engineering Design Cycle
How to Use the Explorations
Additional Support Features
Facilitating the Experience
Connections to STEM Concepts and Practices
Explorations:
Treasure Transport: Stay Afloat
Step into the Story
Sprout Box: Engineering a Greenhouse
Paws & Claws: Extreme Weather Shelter
Make it Move: Design to Deliver
Ramp Racers
Acoustic Architects: Designing Studios that Shape Sound
Bikes, Boxes, and Breakthroughs: Designing Vaccine Coolers
Chapter 5. Moving Your Professional Work Forward
Introduction
What Makes a “Good” STEM Task?
What Does it Mean to Take a Learning Stance Toward STEM Education?
Characteristics of a Learning Stance
Taking a learning stance toward instruction
How Do You Support All Learners in STEM Explorations?
Revealing learners’ experiences and strengths
Strategies for revealing and honoring learner strengths
Centering learner thinking
Strategies to enhance professional noticing
Responding with supportive questions
Final Thoughts
What is STEM?
Is STEM a Content Area?
STEM Education
Common Premises of STEM Education
Formal and Nonformal Learning Spaces
Learning Environments for STEM Education
Intentionally Integrate the STEM Disciplines into the Curriculum
Make the Learning Environment more conducive to Integrated Thinking
STEM Thinking
Chapter 2. Importance of Claim Making in Learners’ Thinking about STEM Ideas
Introduction
What is a Claim?
What is a Claim Sequence?
Interdisciplinary STEM Claims
Important Attributes of Claim Making, Evidence, and Reasoning
Attributes of Claims and Claim Sequences
Attributes of Evidence
Attributes of Reasoning
Why is it Important to Attend to Learners’ Claim Making?
Chapter 3. Matching instruction to the Ways Learners Think in STEM Learning Environments
Introduction
Curriculum and instruction Should Build on what we Know about Learner Thinking
Trends in Learner Thinking in STEM-based Learning Environments
The Importance of Tentative and Challenge Claims
The Importance of In-the-moment Evidence and Tests
Conclusion
Chapter 4. Explorations for Supporting STEM Ways of Thinking in Young Learners
Overview of Explorations
Why Engineering?
Engineering Design Cycle
How to Use the Explorations
Additional Support Features
Facilitating the Experience
Connections to STEM Concepts and Practices
Explorations:
Treasure Transport: Stay Afloat
Step into the Story
Sprout Box: Engineering a Greenhouse
Paws & Claws: Extreme Weather Shelter
Make it Move: Design to Deliver
Ramp Racers
Acoustic Architects: Designing Studios that Shape Sound
Bikes, Boxes, and Breakthroughs: Designing Vaccine Coolers
Chapter 5. Moving Your Professional Work Forward
Introduction
What Makes a “Good” STEM Task?
What Does it Mean to Take a Learning Stance Toward STEM Education?
Characteristics of a Learning Stance
Taking a learning stance toward instruction
How Do You Support All Learners in STEM Explorations?
Revealing learners’ experiences and strengths
Strategies for revealing and honoring learner strengths
Centering learner thinking
Strategies to enhance professional noticing
Responding with supportive questions
Final Thoughts
Recenzii
“It is rare to come across a book based on solid research that also provides rich classroom ideas and activities for teachers to implement. Supporting K-8 Learners Through STEM Experiences: The Importance of Claim Making is one such book. Having read numerous publications on STEM education, I can attest to the book’s unique and much-needed contribution to the field. The book covers a myriad of topics including developing effective STEM learning environments, supporting students in their STEM activities, developing important STEM ways of thinking, and understanding and fostering claim making. How often do we consider students’ claim making in the classroom, especially in STEM-based activities? Claim making is a key skill that is increasingly needed in today’s world of misinformation and disinformation. Indeed, ideas for fostering claim making apply across disciplines, not just STEM, and thus add to the richness of this book.
Educators who might lack confidence in implementing STEM education can reliably turn to this book. It provides stimulating and thought-provoking classroom activities as well as guidance on how to implement and adjust them for different grade levels. Furthermore, the authors show how to create one’s own integrated STEM activities that promote different ways of thinking and forms of claim making. It is recommended that STEM-based activities be open-ended and afford multiple solutions and solution paths. I can strongly support this recommendation, having designed and implemented a range of STEM-based modelling across grades K though 8.
I highly recommend Supporting K-8 Learners Through STEM Experiences. It is a book that I am sure every educator—teachers, teacher educators, parents, and policymakers—will find hard to put down and return to often for STEM inspiration.”
—Lyn D. English, Emeritus Professor in the School of Education at Queensland University of Technology, Australia
“As a homeschooling parent and an art business owner who works closely with children, I value how this book emphasizes the power of connection within STEM education. Instead of treating science, math, and technology as separate subjects, it highlights how integrating them—particularly through engineering and design—encourages deeper, more creative thinking. The eight exploration projects are clearly presented and inviting. What stands out most is the focus on problem-solving, building, and testing ideas, which are essential skills for all learners, regardless of their abilities. This approach to STEM not only supports diverse learners but also strengthens critical thinking skills that extend far beyond the classroom.”
—Carol Murdie, Founder and Owner of MindMakers NY LLC and Council Member for Healthy Minds Healthy Kids
“This book supports the implementation of engineering activities aligned with Next Generation Science Standards. The projects are thoughtfully designed, offering meaningful context for rich student collaboration. The authors move STEM challenges beyond simple building tasks, positioning them as integrated learning experiences.”
—Meagan Graves, fifth-grade teacher at Vancouver Public Schools, WA
“Grounded in research and richly connected to practice, this book provides a compelling and critical vision for integrated STEM education that positions learners as active problem-solvers, designers, and knowledge-builders. The authors skillfully illustrate how engineering design challenges can create opportunities for learners to engage in explanation, argumentation, collaboration, and iterative reasoning across STEM disciplines. This text serves an important resource for educators and researchers seeking to design learning environments that support meaningful sensemaking and equitable participation in STEM.”
—Joseph Krajcik, Lappan-Phillips Professor of Science Education, University Distinguished Professor, and Director of the CREATE for STEM Institute at Michigan State University, USA
“This book’s explorations offer a great way to get kids involved with a project for a purpose. An exploration allows students to fail forward when things don’t go as planned. Students design, attempt, and pivot from their original design when it doesn’t work before trying again. Students will be challenged by the design process, excited to try different materials, and enjoy the process from start to finish.”
—Jessica Barnes, second-grade teacher at Owego Elementary School, NY
“This is the kind of resource that educators across learning environments need in order to integrate transformative STEM learning into their own practice. The balance of practical ideas, research, frameworks, and grounding in learning theory makes this book a useful tool for developing educator confidence and sparking excitement for STEM learning. When educators incorporate these practices into their learning environments, learners will have new opportunities to authentically make sense of the world around them by making their curiosities and ideas visible.”
—The Scott Family Amazeum
“If we want STEM-literate graduates, we have to start earlier—and we have to give students real opportunities to think, question, and figure things out. This book shows how. It’s practical, engaging, and grounded in the kind of learning experiences that truly build confident, curious STEM thinkers.”
— Vickei Hrdina, Director of Career Readiness & STEM Initiatives at Educational Service District 112, WA
Educators who might lack confidence in implementing STEM education can reliably turn to this book. It provides stimulating and thought-provoking classroom activities as well as guidance on how to implement and adjust them for different grade levels. Furthermore, the authors show how to create one’s own integrated STEM activities that promote different ways of thinking and forms of claim making. It is recommended that STEM-based activities be open-ended and afford multiple solutions and solution paths. I can strongly support this recommendation, having designed and implemented a range of STEM-based modelling across grades K though 8.
I highly recommend Supporting K-8 Learners Through STEM Experiences. It is a book that I am sure every educator—teachers, teacher educators, parents, and policymakers—will find hard to put down and return to often for STEM inspiration.”
—Lyn D. English, Emeritus Professor in the School of Education at Queensland University of Technology, Australia
“As a homeschooling parent and an art business owner who works closely with children, I value how this book emphasizes the power of connection within STEM education. Instead of treating science, math, and technology as separate subjects, it highlights how integrating them—particularly through engineering and design—encourages deeper, more creative thinking. The eight exploration projects are clearly presented and inviting. What stands out most is the focus on problem-solving, building, and testing ideas, which are essential skills for all learners, regardless of their abilities. This approach to STEM not only supports diverse learners but also strengthens critical thinking skills that extend far beyond the classroom.”
—Carol Murdie, Founder and Owner of MindMakers NY LLC and Council Member for Healthy Minds Healthy Kids
“This book supports the implementation of engineering activities aligned with Next Generation Science Standards. The projects are thoughtfully designed, offering meaningful context for rich student collaboration. The authors move STEM challenges beyond simple building tasks, positioning them as integrated learning experiences.”
—Meagan Graves, fifth-grade teacher at Vancouver Public Schools, WA
“Grounded in research and richly connected to practice, this book provides a compelling and critical vision for integrated STEM education that positions learners as active problem-solvers, designers, and knowledge-builders. The authors skillfully illustrate how engineering design challenges can create opportunities for learners to engage in explanation, argumentation, collaboration, and iterative reasoning across STEM disciplines. This text serves an important resource for educators and researchers seeking to design learning environments that support meaningful sensemaking and equitable participation in STEM.”
—Joseph Krajcik, Lappan-Phillips Professor of Science Education, University Distinguished Professor, and Director of the CREATE for STEM Institute at Michigan State University, USA
“This book’s explorations offer a great way to get kids involved with a project for a purpose. An exploration allows students to fail forward when things don’t go as planned. Students design, attempt, and pivot from their original design when it doesn’t work before trying again. Students will be challenged by the design process, excited to try different materials, and enjoy the process from start to finish.”
—Jessica Barnes, second-grade teacher at Owego Elementary School, NY
“This is the kind of resource that educators across learning environments need in order to integrate transformative STEM learning into their own practice. The balance of practical ideas, research, frameworks, and grounding in learning theory makes this book a useful tool for developing educator confidence and sparking excitement for STEM learning. When educators incorporate these practices into their learning environments, learners will have new opportunities to authentically make sense of the world around them by making their curiosities and ideas visible.”
—The Scott Family Amazeum
“If we want STEM-literate graduates, we have to start earlier—and we have to give students real opportunities to think, question, and figure things out. This book shows how. It’s practical, engaging, and grounded in the kind of learning experiences that truly build confident, curious STEM thinkers.”
— Vickei Hrdina, Director of Career Readiness & STEM Initiatives at Educational Service District 112, WA
Notă biografică
David Slavit is Professor of Mathematics Education and Mathematics at Washington State University Vancouver and Founding Director of the Mathematics/Science Education PhD Program. Dr. Slavit seeks to understand the ways in which students think and learn in STEM-rich educational contexts, as well as equity issues related to teacher education.
Amber Simpson is an Associate Professor of Mathematics Education who examines how families and communities engage in STEM. Dr. Simpson’s work foregrounds humanistic, interdisciplinary practices—spanning fields like archaeology and engineering—that expand what counts as STEM learning and who engages in it.
Kristin Lesseig is Professor of Mathematics Education at Washington State University Vancouver. Dr. Lesseig’s work focuses on the design and study of job-embedded professional learning, with particular attention to how educators develop their ability to notice learner thinking and support learner reasoning and sense-making.
Amber Simpson is an Associate Professor of Mathematics Education who examines how families and communities engage in STEM. Dr. Simpson’s work foregrounds humanistic, interdisciplinary practices—spanning fields like archaeology and engineering—that expand what counts as STEM learning and who engages in it.
Kristin Lesseig is Professor of Mathematics Education at Washington State University Vancouver. Dr. Lesseig’s work focuses on the design and study of job-embedded professional learning, with particular attention to how educators develop their ability to notice learner thinking and support learner reasoning and sense-making.
Descriere
This book is designed to effectively develop and implement inclusive STEM-based learning experiences in environments that support K-8 learners. With a seamless and accessible blend of theoretical and practical guidance, chapters provide key advice on supporting learners across classroom and non-formal education spaces.