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Articles include: *Computational Thinking and Executive Function: Where Neurodiveristy Shines *Introducing the Signing Bioscience Dictionary (SBD) *Mathematical Argumentation, Open-ended Conjecturing, and Equity

In the Building systems from Scratch program, designing a game about climate change requires students to carry out multiple learning tasks in parallel, that is, (1) applying systems thinking to climate change concepts; (2) understanding and applying game design principles, and (3) systematically mapping knowledge of a science topic into a game by programming and engaging in CT practices.

Using augmented reality tools to help students with executive function issues attend to STEM related tasks.

For UniVRsal Access, EdGE is co-designing a Virtual Reality (VR) STEM mystery game with learners with autism, embedding supports for sensory, attention, and social issues, and researching how VR can be used to increase access and broaden participation in STEM learning.

In this chapter, we describe findings from a retrospective interview study with parents one to two years after they participated in HSE. Through qualitative analysis of the interviews, three distinct interest pathways emerged: (a) engineering focused, (b) prior interest focused, and (c) family values focused. The findings problematize traditional approaches to studying STEM-related interests and highlight the importance of understanding the complex ways families make sense of and engage with STEM through play and other informal learning experiences.

Adventures in Ecology is about how animals need and acquire energy considering skulls and teeth, body size, and species.

The Identify-Frame model provides researchers and educators with a new way of understanding STEM identity development for adolescent youth. See how it works in the latest research.

Bridging IV addresses the mathematical practices through PD and ongoing coaching and investigates whether and how these affect classroom discourse and student learning.

A new book by TERC researcher Jodi Asbell-Clarke, PhD, MA, MSc,  Reaching and Teaching Neurodivergent Learners in STEM, is now available for educators, administrators, and others with an interest in neurodivergent learners.