Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Ana C Stephens

Institution: University of Wisconsin-Madison

This project aims to improve understanding of the relationships between students’ knowledge of fractions and their knowledge of algebra. Success in algebra is an important determinant of life outcomes, from high school graduation to college access and career and economic prospects. Unfortunately, a broad swath of research has documented the struggles students face learning algebra. Findings from both psychology and mathematics education research suggest that enhancing students’ fraction...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Zhe Wang

Institution: Texas A&M University

Proficiency in math is ever important in a society that increasingly relies on science and technology. Yet, a diverse range of negative emotions may develop to impede math learning. Math anxiety is such a negative math emotion that it is of great concern to researchers and educators. Students with math anxiety experience feelings of fear and apprehension in math-related activities. These students often have lower math achievement and lower participation in math-related careers compared to...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Claire W Wladis

Institution: CUNY Borough of Manhattan Community College

This project will directly investigate which factors impact student decisions to enroll and persist in mathematics majors in the two-year college context. There is a well-documented need to increase the diversity of the STEM and mathematics workforce, including increasing the number of students from marginalized groups who enroll in and complete mathematics degrees. Given the fact that half of all mathematics majors are enrolled at two-year colleges, if we hope to address long-standing issues...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigators: Kendra S Cheruvelil, Isis H Settles

Institutions: Michigan State University, Regents of the University of Michigan - Ann Arbor

Higher education has struggled to make meaningful progress in broadening the participation in STEM at all levels. Person-Environment Fit (PE Fit) research reveals that education and career outcomes are improved by having an organizational environment that is congruent with one’s needs, skills, and values. Because PE Fit is theorized at multiple organizational levels, this study will examine inclusive climate at the levels of the STEM research group, department, and academic discipline. This...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Elizabeth Bonawitz

Institution: Harvard University

The purpose of this study is to compare the results of two teaching styles: direct instruction and guided query, for early elementary students in science. Guided queries -- when teachers ask questions that engage the learner in prediction, explanation, and reflection -- have been shown to support knowledge building and motivation in brief lab settings. However, there is disagreement among scholars about how the learning outcomes of guided query teaching styles compare to those of direct...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigators: Mary Fuhs, Elizabeth A Gunderson

Institutions: University of Dayton, Temple University

Mathematical skills are essential for STEM careers, as well as crucial tools in everyday life, from financial planning to medical decision-making. Unfortunately, many students fail to reach their potential in these skills. One of the challenges that preschool-aged children face when acquiring an understanding of numbers is distinguishing between numerical magnitudes (like three elephants) and spatial magnitudes (like the size of an elephant). Prior research suggests that children often focus on...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Paulo Carvalho

Institution: Carnegie-Mellon University

Mastering material in STEM classes requires students to learn and memorize large amounts of new knowledge in a short period of time. One way that has long been argued to improve such learning is by having students practice new knowledge by spacing questions over time (spaced retrieval practice). However, the evidence for the benefits of spaced retrieval practice in STEM contexts is limited. Through multiple classroom studies involving thousands of STEM students across different US middle and...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigators: NiCole T Buchanan, Martinque K Jones, Isis H Settles

Institutions: Michigan State University, University of North Texas, Regents of the University of Michigan - Ann Arbor

The proposed project examines whether and how epistemic exclusion, a form of scholarly devaluation, is a barrier to the full inclusion and participation of women faculty and faculty of color in STEM. Epistemic exclusion occurs when disciplinary biases defining what STEM scholarship is valued are coupled with negative stereotypes about productivity and commitment of individuals based on their social identities to produce unfair evaluation processes. Because many faculty career outcomes (such as...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Julia A Leonard

Institution: Yale University

Acquiring scientific knowledge and skills requires persisting through challenges, yet it has become increasingly common for parents in the United States to step in and solve problems for their children. This type of over-engaged parenting leads preschool-age children to have lower persistence, lower executive function, and worse reading and math achievement in grade school across socioeconomic backgrounds. However, prior work leaves open major theoretical and practical questions about the...

Effective: 2023-2028

Funding Type: ECR:Core

Principal Investigator: Nora S Newcombe

Institution: Temple University

Spatial thinking is related to success in STEM disciplines. However, existing research has largely focused on small-scale spatial skills, such as mentally rotating objects. There is a critical need for research on how large-scale spatial skills, such as navigation and mapping, are related to success in STEM success, especially in the formative period of late childhood and early adolescence. This project will develop, implement, and evaluate a set of new tools and will gather new knowledge...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Andrew Katz

Institution: Virginia Polytechnic Institute and State University

The work engineers do and the designs they create have long-term, often unforeseen, impacts on people, infrastructure, and the environment. To help ensure that the results of engineering work advance human and environmental well-being, we need to first understand how engineers currently connect their technical work to these broader contexts and systems. To achieve this understanding, this project will integrate cognitive and behavioral science, social theory, and advanced computational methods...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigators: Thomas D Griffin, Allison J Jaeger, Nicole LaDue

Institutions: University of Illinois at Chicago, Mississippi State University, Northern Illinois University

Analogies pervade textbooks and other teaching materials in geology and other STEM fields. "The Earth's crust is like a multi-layered cake with many different colors of icing." This is an example of an analogy used to teach geology. Anaologies are widely thought to be effective teaching tools because they take something that students are already familiar with and relate it to a new unfamiliar concept. But this same feature could potentially lead to illusions of understanding. Students may...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Melissa R Beck

Institution: Louisiana State University

Despite the growing demand for STEM professionals, many students face challenges in completing STEM degree programs due to difficulties in mastering the content. One crucial predictor of success in STEM disciplines is spatial reasoning ability, which involves mentally manipulating and representing objects in space. However, STEM courses often neglect the purposeful development of spatial reasoning skills, and limited knowledge exists on effective training methods. This project aims to address...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigators: Naomi Jessup, Crystal A Kalinec-Craig, Jonathan Thomas

Institutions: Georgia State University Research Foundation, Inc., University of Texas at San Antonio, University of Kentucky Research Foundation

Preparing teachers to create equitable mathematics classrooms is an ongoing challenge for teacher education. This begins with helping teachers focus on children's strengths and identities as mathematics learners. Then, teachers need to be able to respond to children's experiences, knowledge, and mathematical reasoning when planning and teaching. This is particularly important for groups that have been historically marginalized in mathematics (e.g., Black, Latinx, Indigenous, Asian American...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Julie R Posselt

Institution: University of Southern California

How universities make the decisions that affect access to higher education are a root cause of racial, gender, and socioeconomic inequalities in science, technology, engineering, and mathematics (STEM). Particularly given changes to the legal landscape for considering race in admissions, it is urgent to develop tools that reduce racial bias in admissions decisions. More higher education institutions are adopting rubrics in admissions, particularly as test-optional and test-free become the new...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Min Sun

Institution: University of Washington

Planning and selecting instructional materials is one of the most complex and important components of mathematics teaching. As online instructional materials continue to proliferate, schools and educators are relying on them in addition to textbooks. While there are advantages to open educational resources that are freely available, questions about ensuring their quality and utility to teachers and students remain paramount. An important contribution of this study is identifying ways to measure...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Rachael Robnett

Institution: University of Nevada Las Vegas

Efforts to broaden and diversify the STEM workforce include programs that engage undergraduate STEM students in conducting scientific research with faculty mentors. Although there is evidence that these mentoring relationships can be beneficial, there is also evidence of variations in student outcomes from these experiences. Existing research provides limited insight into why some students thrive in these mentored research experiences while others may struggle. The proposed research will...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigators: Martha W Alibali, Florencia K Anggoro, Benjamin D Jee, Karl S Rosengren

Institutions: University of Wisconsin-Madison, College of the Holy Cross, Worcester State University, University of Rochester

Biodiversity is fundamental to understanding the way biologists study nature. There is much more variability within species than people recognize, and it is this variability that fuels development and change of species in contexts of survival and reproduction. It is important that young children understand this foundational idea. This project will test an innovative approach to promoting comparisons relevant to understanding biological variability. This approach involves modifying two popular...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Amy E Booth

Institution: Vanderbilt University

Sociodemographic disparities in science-related opportunities and achievement emerge in early childhood, and likely contribute to long-term engagement and representation in STEM fields. With these realities as a backdrop, this project aims to better understand the origins and development of scientific literacy and interests. Children's experiences at home, their early attunement to cause and effect, and the development of related cognitive skills are being evaluated longitudinally from 3 to 13...

Effective: 2023-2027

Funding Type: ECR:Core

Principal Investigator: Rebecca Campbell-Montalvo

Institution: University of Connecticut

This project follows engineering graduate students, professors, and those in industry to learn about their experiences when it comes to the climate they face in engineering and the factors that relate to their persistence. Specially, this research involves multiple explanatory angles to understand persistence, including the knowledge and beliefs engineers have, the people whom they go to for advice and resources, and the climate they experience in engineering. This advances scientific knowledge...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Jaclyn Ocumpaugh, Luc Paquette

Institutions: University of Pennsylvania, University of Illinois at Urbana-Champaign

The integration of digital games into STEM education has been an active area of research for quite some time, but details about how students' interactions with educational games may or may not reflect their interest is more difficult to obtain. This project will use a Minecraft-based simulation environment to advance understanding of how educational digital games can support the development of enduring STEM interest. Middle school students in summer and afterschool camps will experiment with a...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Joya Misra

Institution: University of Massachusetts Amherst

STEM higher education leaders play transformational roles for both faculty and students, yet we know too little about how to recruit and retain effective STEM leaders. What factors encourage STEM faculty to move into leadership? What challenges do STEM leaders face in pursuing leadership opportunities? How do opportunities and challenges differ by higher education context, region and location, or leader demographics? The goal of this project is to identify the structural barriers to, as well as...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Vanessa LoBue

Institution: Rutgers University Newark

The goal of this project is to create and test the effectiveness of a storybook intervention that focuses on increasing young children's biological knowledge of illness and contagion. The study focuses on the topic of contagion for several reasons. First, research has shown that in the absence of any explicit instruction or training in the domain of illness transmission, naive and often incorrect theories are often formed, which are difficult to remedy later. In fact, there is evidence that...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Joshua A Danish, Ravit Golan Duncan

Institutions: Indiana University, Rutgers University New Brunswick

The goal of this project is to study how secondary students come to understand better an underlying logic of natural sciences--the relation between construction of new ideas and critique of them. Science education has traditionally focused mostly on how students construct models of natural phenomena. However, critique is crucial for iterative refinement of models because in professional science, peer critique of explanatory models motivates and guides progress toward better understanding. This...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Joseph R Cimpian, Cheryl G Moran, Michelle Perry

Institutions: New York University, University of Chicago, University of Illinois at Urbana-Champaign

Elementary mathematics teachers have a growing need for professional learning opportunities. Online resources can provide essential support, especially for teachers from low-resourced schools, in which there is often limited funding for professional development. Online professional learning also allows teachers to work at their own pace and seek out the resources they find most useful. In this project, the investigators will explore different ways that elementary school teachers participate in...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Ryan Williams

Institution: American Institutes for Research in the Behavioral Sciences

This research synthesis study reviews the effects of professional learning interventions and will advance STEM educators' understanding of the critically important relationships among teacher professional learning (PL), teacher knowledge and practice, and average student effects. Understanding these relationships will allow the field to design better PL experiences for teachers that truly benefit student learning. The project leverages the availability of causal impact studies in the primary...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Erin Ottmar

Institution: Worcester Polytechnic Institute

Many students lack the necessary procedural and conceptual knowledge to progress beyond Algebra I. This limits their ability to pursue STEM interests, training, and careers. In this promising approach to giving support to learners, investigators will study the use various perceptual cues embedded in online math materials for middle school students in an effort to evaluate whether manipulating the visual perceptual cues in the materials, such as coloring and spacing, influence learning and...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: David M Sobel

Institution: Brown University

Children’s engagement and learning in STEM (science, technology, engineering, and mathematics) is fundamental to developing a more scientifically literate society. The ways parents and children interact around STEM activities sets the stage for how children might become engaged in STEM. This project will investigate the relation between the ways parents and children interact during at-home STEM activities, children’s understanding of their interaction, and children’s engagement with and...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Chun Wang

Institution: University of Washington

Cognitive diagnostic models (CDMs) are an area of psychometric research that has seen substantial growth in the past decade. These assessment tools have received more attention because a simple overall test score does not serve teaching goals as a richer evaluation of the student's skills is needed to support tailored instruction. The investigator proposes to extend existing CDM psychometric approaches to develop the diagnostic facet status model (DFSM) for formative assessment design based on...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Qi Shi

Institution: Loyola University Maryland, Inc.

Latinas’ experiences in engineering programs can be unique due to the multiple layers of challenges and assets in their science, technology, engineering, and mathematics (STEM) journey: being a woman, being Latinx, being a bilingual speaker of Spanish and English. The disparities in Latinas’ engineering access and attainment are the result of historically oppressive racist and sexist structures embedded in STEM space that perpetuate sexism and racism. However, there is limited research on...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Yibing Li

Institution: American Institutes for Research in the Behavioral Sciences

This research synthesis systematically reviews and meta-analyzes the evidence on relationships between teacher support, student engagement, and mathematics achievement in the instructional–relational model framework. The researchers rigorously examine the consistency and variability of the relationships between the domains and constructs across studies. The results of this comprehensive meta-analysis inform the research community on the status of student engagement research by identifying...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Julia S Gouvea

Institution: Tufts University

This project aims to serve the national interest by better understanding how students think about the foundational biological concept of natural selection in undergraduate biology education. Prior work has established that student thinking about natural selection can vary greatly depending on the specific features of questions students are asked, such the type of organism or the trait that is under selection. Understanding when and why this variation in student thinking arises is important for...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Jennifer Hamilton

Institution: National Opinion Research Center

The COVID-19 pandemic fundamentally changed the educational landscape of the United States, overwhelming schools and leaving high school students with fewer opportunities to learn math and science content. This was particularly true for students from historically marginalized groups including students living in poverty, students of color, students with disabilities, and students whose primary language is not English. Reduced opportunities to learn math and science content has profound...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Geetha Ramani, Meredith L Rowe

Institutions: University of Maryland, College Park, Harvard University

Having a strong foundation in early mathematical knowledge is of critical importance for children’s later mathematical achievement and moving forward in STEM fields. One context for promoting early mathematical development is the home environment. Informal activities and interactions with adults can provide children with extensive mathematical information through the communication about math that families provide to their young children. Additionally, numerous factors can influence...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: Carlton J Fong

Institution: Texas State University - San Marcos

Many college students have difficulty learning mathematics not because they are unable to learn but because they often do not believe they can perform successfully. Students’ beliefs, along with their learning-related and socially influenced needs, perceptions, goals, and strategies, often described as psychosocial factors, are key factors to their academic achievement. Because such factors are malleable, many interventions targeting psychosocial factors have been evaluated and could be...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigator: N. Sanjay Rebello

Institution: Purdue University

Problem solving is an essential 21st century STEM workforce skill, but in most undergraduate introductory STEM courses students use ineffective problem-solving strategies. The pedagogical challenge is that these courses typically have very large enrollments which prohibits instructors' providing of real-time feedback to students on their unproductive strategies, given how labor intensive providing such individualized feedback is. The investigators propose to use natural language processing...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Gili Ad-Marbach, Grant E Gardner, Kristen R Miller, Elisabeth E Schussler

Institutions: University of Maryland, College Park, Middle Tennessee State University, University of Georgia Research Foundation Inc, University of Tennessee Knoxville

The United States needs a strong scientific workforce, yet only about 50% of undergraduate students seeking a degree in Biology complete that major. One of the main reasons students leave the Biology major is their perception that instruction in introductory courses is of poor quality. In many cases, graduate students are the instructors of record, especially for discussion and laboratory sections. Despite the significant instructional role that graduate students play, there is a documented...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Juan M Cruz, Matilde L Sanchez-Pena

Institutions: Rowan University, SUNY at Buffalo

During the last decades, there have been significant investments in Broadening Participation Initiatives (BPIs) aimed to increase the participation of marginalized groups in engineering. Yet the plethora of factors that influence the success of BPIs and persistent challenges faced by BPIs complicate a strong grasp of their impact. Not understanding the aspects that make BPIs effective, limits their potential for institutional change. BPIs are often implemented within higher education...

Effective: 2023-2026

Funding Type: ECR:Core

Principal Investigators: Jeffrey A Greene, Thomason W Price

Institutions: University of North Carolina at Chapel Hill, North Carolina State University

Computer science (CS) is an increasingly important topic for undergraduate students; it is where they learn to program and develop software. However, it is also a challenging subject for many students to learn. A key determinant of students' success in modern CS classrooms is whether and how they use self-regulated learning (SRL) skills, such as planning, goal setting, and adapting their learning strategies to meet new challenges. The aim of this project is to help develop theory to explain how...

Effective: 2023-2023

Funding Type: ECR:Core

Principal Investigator: Jing Tian

Institution: Temple University

Mathematics proficiency is essential for success in STEM fields, but remains a challenge for many US students, particularly proficiency in understanding decimals and decimal arithmetic. The project aims to test whether optimizing practice problems can improve students’ competency with and understanding of decimals. Currently, students receive certain types of practice problems more frequently than other types of practice problems, an occurrence that may limit as well as interfere with...

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigator: Steven T Piantadosi

Institution: University of California-Berkeley

From counting to computing derivatives, many mathematical skills that students master rely on well-defined sequences of procedural steps, or algorithms. The acquisition of specific algorithmic skills such as counting, small number addition, and fractional reasoning have been intensely studied as cognitive achievements in their own right. However, despite the key role that algorithms play in early mathematics, very little is known about algorithmic cognition itself. It is not known, for example,...

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigator: James Heckman

Institution: University of Chicago

Scholars in personality psychology, economics, and child development report a variety of empirical relationships connecting personality traits, executive functions (EF), and economic preferences to enrollment and performance in science, technology, engineering, and math (STEM) courses in elementary and secondary education and choice of STEM majors in college. The similarities and differences in how these attributes are measured and their relationships to STEM education outcomes have not been...

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigator: Zeyu Xu

Institution: American Institutes for Research in the Behavioral Sciences

America’s community colleges play a vital role in strengthening the country’s science, technology, engineering, and mathematics (STEM) workforce. More than one-quarter of all STEM jobs are held by workers with either an associate’s degree or some other sub-baccalaureate training. Community colleges also play a central role in increasing the diversity of the STEM workforce, as they often serve students from populations underrepresented in their participation in STEM fields of study....

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigators: Abiola Akanmu, Andrea N Ofori-Boadu

Institutions: Virginia Polytechnic Institute and State University, North Carolina Agricultural & Technical State University

While universities equip students with theoretical knowledge for STEM, there can be challenges in employing those theories to solve real-life problems. This challenge has resulted in an imbalance between the preparation of graduates entering the workforce and the demands of the industry. This disconnection is persistent in the construction industry as construction practitioners continue to highlight skill shortages that have resulted in low performance and low productivity. This research...

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigator: Ariel Starr

Institution: University of Washington

Spatial skills are a key predictor of success in STEM fields throughout the lifespan. When children first begin formal schooling, large individual differences in spatial skills are already present. These early emerging differences in spatial aptitude can have long-lasting, detrimental effects on students’ engagement with and performance in STEM classes. To address these issues, this research will conduct a series of studies with children between infancy and 8-years of age as well as adults to...

Effective: 2022-2027

Funding Type: ECR:Core

Principal Investigator: David W Shaffer

Institution: University of Wisconsin-Madison

In modern classrooms, students learn science, technology, engineering, and mathematics (STEM) through interactions not only with teachers and textbooks but also with computer games and simulations, automated tutors, and online resources. Education researchers thus have access to large amounts of data about students’ STEM learning processes, from classroom or online conversations to detailed records of student activity in educational apps. Despite the potential of such rich data for curriculum...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigators: David A Barner, Sara Cordes, Lisa Feigenson, Elizabeth A Gunderson, Daniel C Hyde, Melissa M Kibbe, Melissa E Libertus, Jessica Sullivan, Kristy L VanMarle

Institutions: University of California-San Diego, Boston College, Johns Hopkins University, Temple University, University of Illinois at Urbana-Champaign, Trustees of Boston University, University of Pittsburgh, Skidmore College, University of Missouri-Columbia

Preschool numeracy is a crucial foundation for STEM learning and long-term academic success. Previous research suggests that the development of strong numeracy skills depends on a combination of perceptual, cognitive, and language skills. However, most past studies have focused on a relatively small and homogeneous groups of children in US urban areas. As a result, current understanding of early numeracy may notgeneralize to diverse groups of learners. It is likely that home language...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigator: Yvonne Kao

Institution: WestEd

Over the last decade, the Computer Science for All movement has worked to broaden participation in computer science for students in every grade band. The Computer Science for All movement popularized visual, or block-based, programming languages. These languages allow students to program through a graphical user interface, dragging and dropping blocks of code into place. Because students do not have to type or memorize syntax, block-based languages can make programming more accessible to...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigator: Ross J Benbow

Institution: University of Wisconsin-Madison

The project expands a prior study by examining the links between social support networks and persistence along STEM career pathways among “student service members/veterans,” defined as undergraduate students who are retired/discharged military veterans. Building on current surveys in the State of Wisconsin, the study extends the data collection along three dimensions. First is longitudinally along the population’s academic trajectories encompassing several data collection points over five...

Effective: 2022-2026

Funding Type: ECR:Core

Principal Investigator: Cari F Herrmann Abell

Institution: BSCS Science Learning

The Next Generation Science Standards (NGSS Lead States, 2013) organizes goals for student learning along three dimensions: (1) scientific and engineering practices such as developing and using models; (2) crosscutting concepts such as cause and effect; and (3) disciplinary core ideas which includes foundational ideas from the life, physical, and earth sciences, and engineering and technology. Students in 44 states are being or will soon be held accountable to science standards based on the...