CeMaST adds to the body of research and knowledge on campus through the scholarly productivity of the Director, Associate Directors and Assistant Directors, and CeMaST Fellows, and collaborations with other ISU faculty members. CeMaST also supports journal editors on campus with logistical, technical editing, and management abilities for running their journals. The following publications are related to the current state and national initiatives are housed and supported by CeMaST.
CeMaST has partnered with TPS Publishing in the United Kingdom and AlphaGraphics in Texas to promote IMaST in England, Ireland, and Scotland. There have been several teacher conferences with positive results, and pilot testing will be conducted in two academies. The IMaST curriculum is now on display at the science curriculum library in York. As part of the TPS Publishing and Alphagraphics partnership, CeMaST authors have written 18 new integrated STEM textbooks for Grades Kindergarten through Eight. These books authored and edited by Brad Christensen, William Hunter, and Sara McCubbins contain STEM project activities designed to teach and assess the new Common Core State Standards for Mathematics. Currently these books are up for adoption (along with 29 other TPS titles) by Florida, Louisiana, and California. In July, the State of Georgia adopted the series and it may now be considered for use by all schools in Georgia.
How did Kirsten K.'s body wind up at the bottom of a lake—and what do wedding cake ingredients, soil samples, radioactive decay, bone age, blood stains, bullet matching, and drug lab evidence reveal about whodunit? These mysteries are at the core of this teacher resource book, which meets the unique needs of high school chemistry classes in a highly memorable way. The book makes forensic evidence the foundation of a series of hands-on, week-long labs. As you weave the labs throughout the year and students solve the case, the narrative provides vivid lessons in why chemistry concepts are relevant and how they connect. Using Forensics in Chemistry as your guide, you will gain the confidence to use inquiry-based strategies and performance-based assessments with a complex chemistry curriculum. Your students may gain an interest in chemistry that rivals their fascination with Bones and CSI.
This comprehensive resource for STEM teachers and students, outlines the various stages of large-scale research projects, enabling teachers to coach their students through the research process. This handbook provides enough detail to embolden all teachers—even those who have never designed an experiment on their own—to support student-researchers through the entire process of conducting experiments. Early chapters—research design, background research, hypothesis writing, and proposal writing—help students design and implement their research projects. Later chapters on descriptive and inferential statistics, as well as graphical representations, help them correctly interpret their data. Finally, the last chapters enable students to effectively communicate their results by writing and documenting a STEM research paper, as well as by preparing for oral and poster presentations. Included are student handouts, checklists, presentation observation sheets, and sample assessment rubrics.
The Journal of Physics Teacher Education Online (JPTEO) is a journal dedicated to investigating and documenting significant issues and challenges in the education of physics teacher candidates. With a focus on the scholarship of teaching, the journal seeks to generate discussion and promulgate sustainable, long-term changes in educational research, policy and practice. Journal articles will foster deep, significant, lasting learning for physics teacher educators and improve their ability to develop teacher candidates' and inservice teachers' understanding, skills, and dispositions.
The Journal of STEM Teacher Education promotes excellence in science, technology, engineering, and mathematics teacher education issues from early childhood through the university level education. All manuscripts accepted for publication will address the integration of at least two STEM disciplines, but may focus on issues about which STEM teachers (at any K-20 level) should know or upon issues of how to better educate integrated STEM teachers (at any K-20 level). The Journal of STEM Teacher Education is an open access journal with a vigorous peer-review process and high standards for publication. All manuscripts which report data or participation by human subjects must include appropriate oversight by Institutional Review Boards.
The Journal of Technology Education provides a forum for scholarly discussion on topics relating to technology education, focusing on technology education research, philosophy, and theory. The Journal of Technology Education is published twice annually (Fall and Spring issues). The publisher, The International Technology and Engineering Educators Association (ITEEA) is a non-profit educational association concerned with advancing technological literacy.
The Illinois Journal of Technology Education is a publication of the Technology Education Association of Illinois that is published biannually. The journal contains articles and other pertinent information about current practices in Technology Education specific to our state.
CeMaST also assists with the support and production of the Journal of Research in Mathematics Education