Each year, NSTA offers NARST and other affiliate organizations an opportunity to provide programming at its area and national conferences. These sessions are a unique chance for researchers to interact directly with practitioners to share implications of their research for practice.

When submitting proposals to the NARST Annual International Conference, members were asked to indicate whether they were interested in presenting their sessions as a NARST-sponsored NSTA session, and to provide a practitioner-friendly abstract of up to 500 words describing how their work would address the needs and interests of NSTA members. The NARST Research Committee wishes to congratulate the members listed below whose sessions were selected for presentation at NSTA’s upcoming 2017-2018 conferences!

If you wish to be considered for the 2018-2019 conference season, don’t forget to check the box and provide an abstract when you submit your next NARST proposal. Abstracts are limited to 500 words and should be tailored to an NSTA audience, including how attendees will be engaged. Abstracts are evaluated on (1) the relevance to teaching/learning science; (2) efforts to connect research & practice; (3) attention to the needs and concerns of practitioners; (4) level of engagement with audience; and (5) provision of ideas or materials that can be adopted by practitioners in their own settings.

NARST Sponsored Sessions at NSTA 2017-2018

Milwaukee, WI (November 9 – 11, 2017)

Integrating Science and Technology in Engineering Design Challenges to Teach Nature of Science

Allison Antink-Meyer , Illinois State University

Daniel Z. Meyer, Illinois State University

Improving Computational Thinking Skills and Physics Engineering Learning by Using Makerspace Activities and Formative Assessments

Yue Yin, College of Education University of Illinois, Chicago

Roxana Hadad, Northeastern Illinois University

Xiaodan Tang, University of Illinois, Chicago

Qiao Lin, University of Illinois, Chicago

Meghan Hausman, Northeastern Illinois University

New Orleans, LA (November 30 – December 2, 2017)

Engaging Students in the Engineering Design Process Beyond Trial and Error

Augusto Z. Macalalag, Arcadia University

Katie Miller, Arcadia University

Selecting Cognitively Demanding Science Tasks Aligned with the NGSS Vision

Miray Tekkumru-Kisa, Florida State University

Hannah Hiester, Florida State University

Zahid Kisa, Florida State University

Baltimore, MD (October 27 – 29, 2017)

How to Promote Successful Teacher Enactment of Spatial Thinking- and Technology-based Inquiry: PD Research and Implications for Teachers and Administrators

Bridget K. Mulvey, Kent State University

Teachers’ Successes and Challenges in Designing and Implementing Middle School Project-based Investigations on Watersheds

Rebecca McNall Krall, University of Kentucky

Justin LeVaughn, University of Kentucky

Bharath Simpath Kumar, University of Kentucky

Jennifer A. Wilhelm, University of Kentucky

Carol Hanley, University of Kentucky

Atlanta, GA (March 30–April 2, 2018)

Understanding Conceptual Effects: How Teachers’ Conceptual Models of Integrated STEM Education Influence Curriculum Writing

Elizabeth A. Ring, University of Minnesota

Emily A. Dare, Michigan Technological University

Gillian H. Roehrig, University of Minnesota

Preethi Titu, University of Minnesota

Elizabeth A. Crotty, University of Minnesota

Development of a Concept Inventory to Measure High School Biology Students Concept Knowledge

Kathy Lea Malone, Ohio State University

Andria Stammen, Ohio State University

Lin Ding, Ohio State University

Anita Schuchardt, University of Pittsburgh

William Boone, Miami University

Zakee Sabree, The Ohio State University

Using Corn to Foster Elementary Students’ Understanding of Plant Life Cycle, Inheritance and Genetic Variation

Devarati Bhattacharya, University of Nebraska, Lincoln

Erin Ingram, University of Nebraska, Lincoln

Cory T. Forbes, University of Nebraska, Lincoln

Tyler Wolken, University of Nebraska, Lincoln

Maranda Kegley, University of Nebraska, Lincoln

Participatory Action Research Examining Use of Annotated Videos by Pre-Service Teachers to Promote Reflective Practice

Gloria J. Hardrict-Ewing, University of Missouri, Saint Louis

Using Educative Curriculum Materials to Support Integration of Engineering Design in Science and Technology Classrooms

Jonathan Singer, University of Maryland, Baltimore

Tory Williams, University of Maryland, Baltimore

Julie Ross, University of Maryland, Baltimore

Christopher Rakes, University of Maryland, Baltimore

Jacqueline Krikorian, University of Maryland, Baltimore

Expert Panel Content Validation of the Secondary-Biology Concept Inventory (S-BCI)

Andria Stammen, The Ohio State University

Deborah Lan, The Ohio State University

Anita Schuchardt, University of Pittsburgh

Lin Ding, Ohio State University

Kathy Lea Malone, Ohio State University

William Boone, Miami University

Zakee Sabree, The Ohio State University

Achievements in Science Reading Literacy: The Science Literacy and Literacy in Science Relationship

Billy Mcclune, Queen’s University

Students’ Use of Crosscutting Concepts in Explanations of Natural Phenomenon

Ann E. Rivet, Columbia University

Xiaoxin Lyu, Columbia University

Diego Rojas-Perilla, Columbia University

Enhancing K-12 Teachers’ Cultural Awareness Through Reflections of Socioscientific Issues in a STEM Education Course

Augusto Z. Macalalag, Arcadia University

Joseph A. Johnson, Mercyhurst University

Telling my Story from my Perspective: African American Girls’ Informal and Formal STEM Learning Experiences

Natalie S. King, Georgia State University

A Progression and Bundling Model for Developing Integrated, Socially-Relevant STEM Curriculum Aligned with the NGSS

Brenda G. Bergman, Michigan Tech University

Stephanie Tubman, Michigan Tech University

Emily Gochis, Michigan Technological University

Jacqueline E. Huntoon, Michigan Technological University