“You can bring yourself into your piece.” Young women’s agency in making
How can makerspaces better support young women’s agency and engagement? The AAMASE project explored how hands-on making experiences, from resin art to woodworking and laser engraving, can foster self-efficacy, personalization, connection, planning, and iteration among high-school-aged young women.
The Science Museum as a Space for Neurodivergent Community
The NeuroVivid program demonstrates how science museums can create inclusive spaces where neurodivergent youth can explore STEM, build community, and be themselves.
Assessing Machine Learning understanding in High School Healthcare AI curriculum
TERC researchers examine how a healthcare-focused AI curriculum helps high school students build foundational machine learning knowledge and skills.
Crushing It: Home Runs and Ballpark Dimensions
This baseball-themed task developed by researcher Ken Rafanan and collaborators, allows teachers to empower students as sense makers and innovative designers while simultaneously linking to learning goals and standards.
Teacher as Designers: Using Robotics to Integrate Computational Thinking and Science
TERC researchers examine how middle school teachers designed and implemented robotics-based science units that integrated computational thinking practices, positioning teachers as curriculum designers rather than curriculum consumers.
Virtually Human: An Exhibit for Public AI Education
Discover how Virtually Human, an interactive museum exhibit, helps children and families explore artificial intelligence through hands-on activities and virtual humans.
Using Existing Data to Investigate Ecosystem
This article explores how data-related reasoning naturally emerged during an ecological investigation, the strategies used to support students’ understanding, and how students navigated the challenges of integrating statistical reasoning with their scientific explanations.
Exploring the local adaptation of a multimedia program for families with young children
This study explores how a community-based organization adapted a family learning program for Spanish-speaking families, identifying key adaptations related to content selection, bilingual support, and facilitation strategies. The findings offer valuable insights into how educational programs can be tailored to meet local needs while supporting successful scaling and long-term sustainability.