Congratulations to another Oregon Coast STEM Hub partner who has received funds to provide STEM education experiences for students living on the Oregon Coast. From the Oregon Coast Daily News:
Siletz Tribal Grant will Help Students Go To Earthquake Camp:
The Central Oregon Coast NOW Foundation is excited to announce that it was awarded a grant from the Siletz Tribal Charitable Fund of $1661.00 to be used by the Central Oregon Coast Chapter of the National Organization for Women (NOW) STEM (Science, Technology, Engineering & Math) Committee for its planned summer 2016 Earthquake Camp for girls.
Central Oregon Coast Chapter of NOW has an active STEM Committee, and its members are involved in a variety of activities throughout the year:
In addition to the Engineering Camp, the STEM committee also hopes to conduct a “Starry Night” astronomy camp for girls during the summer of 2016. Central Oregon Coast NOW has helped sponsor two girls robotics teams, and also the 2015 GEMS (Girls in Engineering and Marine Science) Camp. Some of the STEM committee members have served as mentors for the Newport Science Fair students, and as judges for the MATE ROV robotics competitions.
Read full article
As details about STEM summer camps and events becomes available they will be shared on the Oregon Coast STEM Hub website.
Central Oregon Coast National Organization for Women is a partner in the Oregon Coast STEM Hub.
Hatfield Marine Science Center’s Dr. Su Sponaugle shares how “girly” skills she learned years ago have played a part in shaping her science practices today.
Today I applied what I learned in elementary school. The blanket stitch. I have a Ph.D., but the skill I used today came from something I learned at age 8.
Read more at http://hmsc.oregonstate.edu/feature-story/blankets-and-nets
Samantha Stainburn published an article in Education Week today describing an Afterschool Alliance report which examined the impact of STEM-focused after-school programs on students who participate in them.
“The report’s authors find that engaging in activities like hands-on science experiments, computer modeling, and citizen science projects outside the school day increases students’ interest and engagement in science, knowledge of STEM careers, and for some, test scores in math and science.”
Read the full report
Media release from the Education Commission of the States:
Report: Want to improve your third-grade literacy rate? Teach science
DENVER, June 17, 2014 – Recent research suggests early math, science and social studies knowledge may boost achievement for the nation’s youngest students and provides a better chance at future reading success – more so even than early reading skills.
The Progress of Education Reform: Science in the Early Years, published today by the Education Commission of the States, looks at the benefits associated with science education in early learning and includes recommendations for state policymakers. One key finding: Teachers report being uncomfortable teaching science.
The report outlines the case for including strong science curriculum and instructional supports in the early years by outlining the basic skills and knowledge that young children possess, describing ways that science supports learning in other subject areas and presenting evidence that supporting science instruction in the early years leads to future success in the classroom.
“Math, literacy, social studies and art can all be linked to science,” said Bruce Atchison, director of the Early Learning Institute at ECS and a former preschool teacher and administrator. “It is time to make the paradigm shift so that teachers are given the instructional opportunities to be comfortable with teaching science and how children learn science.”
Among the findings:
- Children entering kindergarten are ready to engage in science exploration, but most early learning programs do not do enough to build on those abilities.
- Science learning experiences provide rich contexts for language and literacy development.
- While all children benefit from science lessons, the most at-risk students need science the most.
The report’s author is Kimberly Brenneman, an assistant research professor at the National Institute for Early Education Research at Rutgers University, where she directs the Early Childhood STEM Lab. Among her recommendations are improved teacher preparation and professional development, since she notes teacher preparation programs do not typically emphasize science content.
Recommendations for research, policy and practice:
- Research-based curriculum and instruction. Policymakers should support rich, connected, evidence-based science learning experiences.
- Stronger professional preparation. Requirements in teacher preparation programs should be changed to include strong coursework that strengthens knowledge of science content.
- Better professional development. Engaging teachers with strategies for creating specific science curriculum has the potential to support more effective education in the preschool classroom.
This is the second report ECS has released on research describing the impact math and science instruction can have on young children. The report Math in the Early Years was issued in October.
The Education Commission of the States was created by states, for states, in 1965. We track policy, translate research, provide unbiased advice and create opportunities for state policymakers to learn from one another.