Core Ideas A project‐based learning approach involves public expression of meaningful topics. A middle school science class with a scientist–teacher partnership used this method. Students expressed more positive science attitudes and confidence than peers. Analysis of public letters on an energy project found complex argument construction. This approach may increase science engagement in science policy issues. Increasing scientific literacy through education is one way to promote awareness of current environmental challenges, and can be enhanced through project‐based learning (PBL), a pedagogical approach in which students explore authentic topics and demonstrate their learning publically. The National Science Foundation–funded GK–12 program at Iowa State University partnered doctoral‐level graduate students (fellows) with middle and high school science teachers. This study analyzed results from one such middle school partnership in Iowa, where a PBL approach was implemented. Classroom practices focused on local environmental case studies of energy development, water pollution, soil science, climate change, plant biology, and ecology. Results from a student survey (n = 101), following a year with the PBL curricula, revealed significantly more positive attitudes and greater levels of engagement and confidence in scientific material relative to GK–12 peers (n = 329). Publicly submitted student letters to a government agency responsible for approving an oil pipeline project were also analyzed for scientific themes and levels of comprehension (n = 65). Overall, 60% of students demonstrated the ability to construct arguments by citing specific data and scientific evidence in the letters, and also incorporated topics covered in previous units (4–5 themes addressed on average per letter). Results demonstrate that a PBL approach in a middle school science classroom is a method to stimulate attitudes, engagement, confidence, and comprehension in the study of environmental topics. Discussion follows about improving K–12 science education to enhance public understanding and engagement around environmental policy issues.

Although algebra often functions as a gatekeeper to higher-level mathematics courses and higher education admissions, few quality measures exist for assessing conceptual understanding. This study explored the technical adequacy of three procedural and two conceptual algebra screening measures. We administered three rounds of assessments throughout an algebra course to 2,021 secondary students of 31 teachers in three states. Assessments included procedural and conceptual screening measures and additional criterion measures: teacher ratings of students’ algebra proficiency, course grades, results of two project-specific algebra proficiency exams, and state test scores. Descriptive and correlation analyses were used to investigate measure scores, alternate-form and test–retest reliability, concurrent validity, and predictive validity. Procedural measure results indicated high levels of reliability ( r = .72–.99), and moderate concurrent and predictive validity ( r = .36–.64; .36–.58). The conceptual measures produced moderate to low levels of validity ( r = .10–.44). The procedural measure results suggest they may be suitable for use as screening measures, pending further revision and diagnostic testing, while the conceptual measures did not produce acceptable results for current implementation. The findings contributed to measure redesigns to bolster their use as mathematics proficiency assessments with algebra students.

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In 2008, Western North Dakota experienced an extraordinary energy boom, creating waves of new residents seeking employment in the lucrative oil fields. Resultantly, many communities in the area, which were almost exclusively isolated and rural, dramatically changed. The purpose of this qualitative single-case study was to investigate the experiences of school staff in two rural schools within the North Dakota oil boom region. Data were teacher and administrator interviews with 15 participants and classroom observations. The findings indicated that teachers faced three key challenges in their classrooms as a result of the population influx, including: changing educational space, student academic proficiency, and a lack of cultural competence and pedagogical knowledge to effectively educate new, diverse students. Implications for policies and teacher professional development in rural boomtown areas are discussed.

This study investigates students’ conceptions of engineering at the beginning and end of their involvement in a National Science Foundation funded Graduate STEM Fellows in K-12 Education (GK-12) program. It examines whether students involved in the program exhibited greater conceptions of engineering from beginning to end, whether differences exist among males and females, and if students’ engagement and satisfaction with their Fellows affects growth in conceptions of engineering. Pre-survey and post-survey data were collected annually over four years from 1,522 participants in grades 7 and 8 who had a GK-12 Fellow. Statistical analyses indicated students gained significantly in their conceptions of engineering during a year of GK-12 involvement. Those with a second year benefitted more, and the initial conception of engineering gap that occurred between males and females was closed by the end of students’ involvement in GK-12. The greater the degree of student engagement and satisfaction with their GK-12 Fellows, the more accurate were their conceptions of engineering. This study suggests STEM-focused partnership programs may positively affect students’ career conceptions, and there is value in value placing resident scientists who can facilitate student engagement in classrooms. Recommendations to program coordinators are provided.