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Michael A. Hammond-Todd, Ph.D.
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About Us

Key Terms
  • Action Research --Action research is a process by which students are learning STEM though authentic inquiry and problem-based learning that includes action solutions to the STEM topic or problem learners are studying. 
  • Activator in STEM --Activators in STEM are introductory problems, challenges or topics that spark curiosity and the learning process.
  • Adaptation in STEM--In inclusive STEM the practice of changing or differentiating STEM learning activities for diverse populations of learners. 
  • Accommodation in STEM --In inclusive STEM the process of including curricular and learning changes and scaffolding that meets the needs of exceptional learners in STEM. 
  • Argumentation --Argumentation is how students construct, define and refine their conceptual understanding of STEM topics and concepts.
  • Blended Science Instruction --Blended science instruction and learning combines traditional learning activities with hands-on experimentation, problem-based learning, and or flipped classrooms.
  • Citizenship and Participatory Science --Citizen and participatory science describes STEM learning that includes opportunities for students to study STEM within community service and/or educational partnerships with government, scientific and businesses. Learning is based in real world rather than theoretical (traditional academic) contexts. 
  • Cognitive Dissonance in STEM --Cognitive dissonance in STEM refers to when the learner is presented with STEM experiences and phenomenon that are in conflict with his/her/their conceptions of the STEM concept or topic. 
  • Conceptions/Misconceptions in STEM - Refer to a learner's conceptual understanding or misunderstanding of STEM topics, theories, laws, and concepts within developmental and other learning contexts. 
  • Constructivism--The process by which the learner builds or construct knowledge about topics in STEM fields, nature and the cosmos. 
  • Cross Cutting Concepts--Crosscutting concepts are the organizing structures that provide a framework for assembling pieces of scientific knowledge. They reach across disciplines and demonstrate how specific ideas are united into overarching principles.
  • Dimensions in STEM --Science is composed of multiple types of knowledge and tools in three dimensions. These include the processes of doing science, the structures that help us organize and connect our understandings, and the deep explanatory pieces of knowledge that provide predictive power.
  • Disciplinary Core Ideas --Core ideas within the SEEd Standards include those most fundamental and explanatory pieces of knowledge in a discipline. They are often what we traditionally associate with science knowledge and specific subject areas within science. These core ideas are organized within physical, life, and earth sciences, but within each area further specific organization is appropriate
  • Formal & Informal Science Learning --Formal science refers to STEM learning that occurs in schools, colleges, universities and other educational institutions. Informal science refers to STEM learning that occurs in museums, Science Technology Centers (STCs) nature centers, parks and other informal learning programs related to the STEM fields. 
  • History of Science --The history of science covers the development of science from ancient times to the present. It encompasses all three major branches of science: natural, social, and formal.
  • NGSS--An an acronym for the Next Generation Science Standards which form the basis for science education curricula in many parts of the United States. 
  • NOS--Nature of science (NOS) is a critical component of scientific literacy that enhances students' understandings of science concepts and enables them to make informed decisions about scientifically-based personal and societal issues.
  • NOSTEM--Similar to NOS the NOSTEM is a critical component of STEM literacy that enhances students' understandings of science, technology, engineering and mathematical concepts and enables them to make informed decisions about STEM-based personal and societal issues.
  • NSTA - NSTA stands for the National Science Teaching Association which is the largest professional association of science and STEM educators in the United States. 
  • Outdoor Science Education--Outdoor Science Education (OSE) refers to science and STEM learning activities which primarily occur and/or are centered in outdoor and other nature based settings. 
  • Phenomenon--A phenomenon is simply an observable event. In the science classroom a carefully chosen phenomenon can drive student inquiry. Phenomena add relevance to the science classroom showing students science in their own world. A good phenomenon is observable, interesting, complex, and aligned to the appropriate standard.
  • Principals of STEM --The principals of STEM describe three main characteristics of learning that: STEM should include personal and engaging elements, include a multipurpose understanding, and acknowledge that all students are capable of of STEM learning.  
  • Problem Based Learning--Problem-based learning (PBL) is a student-centered pedagogy in which students learn about a subject through the experience of solving an open-ended problem found in trigger material. The PBL process does not focus on problem solving with a defined solution, but it allows for the development of other desirable skills and attributes. This includes knowledge acquisition, enhanced group collaboration and communication.
  • Science Literacy--Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories.
  • Science Model--Scientific models or modeling are ways to make a particular part or feature of the world easier to understand, define, quantify, visualize, or simulate by referencing it to existing and usually commonly accepted knowledge through the presentation and exploration of educational models representing STEM concepts and phenomenon. 
  • Scientific Law--Scientific laws or laws of science are statements, based on repeated experiments or observations, that describe or predict a range of natural phenomena. The term law has diverse usage in many cases across all fields of natural science. 
  • Scientific Method--The scientific method is an empirical method of acquiring knowledge that has characterized the development of science since at least the 17th century. It involves careful observation, applying rigorous skepticism about what is observed, given that cognitive assumptions can distort how one interprets the observation.
  • Scientific Theory--A scientific theory is an explanation of an aspect of the natural world and universe that has been repeatedly tested and corroborated in accordance with the scientific method, using accepted protocols of observation, measurement, and evaluation of results
  • Science, Technology & Society (STS)--STS is an earlier model of science education that included connections to technology and society. STS is still popular in many areas of science and STEM education. 
  • SEEd Standard--SEEd refers to Science and Engineering Education standards developed and used in K-12 education in the state of Utah. 
  • STEM--STEM is an acronym that includes anything related to the fields of Science, Technology, Engineering or Mathematics.  for Science, Technology, 
  • (STEM)2 - (STEM)2 is an educational lesson planning framework for educators that combines the STEM fields (Science, Technology, Engineering and Mathematics) with educational and inclusive practices (Societal connections, Transformative learning, Exceptional & Multicultural inclusion). 
  • STEAM - STEAM is an acronym for Science, Technology, Engineering, Art and Mathematics and differs only from STEM with the inclusion of an Arts connection. STEAM is quite common in elementary educational practice. 
  • Virtual/Digital Science Learning --Virtual science learning relates to any form of STEM education primarily driven through digital and virtual processes. 
  • Urban/Rural/Remote Science Education: Urban/rural and remote science education refers to the distinct nature of STEM education as it occurs in different social and geographical environments including cities, towns, villages, and/or other remote locations. 


GlossaryFor a more robust list of terms, see this STEM GlossaryLinks to an external site. from educators in New Zealand.


PracticeThe practice matching game below comes from a Quizlet study setLinks to an external site. that you are free to use.  You can also change the study mode using the dropdown menu in the bottom right corner.  

Who We Are

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Our History

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