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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.

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Designing Biomimetic Robots is an interdisciplinary learning curriculum that integrates science, engineering, and computing to engage students in biomimicry design challenges. 

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

Reimagining Equity and Values in Informal STEM Education (REVISE) Center

Articles include: * Staying the Course: A Commitment to Inquiry-Based Learning * Algebra in the Early Grades? * Re-Opening the Science Door, * Collaborative Inquiry Uses Data to Get Results * Children's Way with Words

Articles include: * The Double Bind in Physics Education, An exploration of inclusion in physics – An interview with author Mia Ong * Playful Engineering: Discovering the Unique Potential of Engineering with Young Children and Their Families * Making an Impact with TERC’s Open-Access MPACT (Math and Computational Thinking Through 3D Making) Curriculum * What's New at TERC

Strengthening the Cultural Relevance of the Head Start on Engineering Program for Spanish-Speaking Families

EdGE at TERC is looking for educators (grades 3-8) who are interested in using differentiated computational thinking materials as part of the INFACT research study. Their research is focused on how to scaffold students’ executive function skills and support productive persistence.