Dazhi Yang

Reviews current AI tool categories and platforms for K‑12 teaching, organizing tools by instructional, administrative, and analytical functions. Discusses classroom applications, guidance for tool selection, and ethical considerations such as privacy and bias. Offers practical tips for teachers and directions for researchers and developers.

Qualitative interviews with five high‑school mathematics teachers examined how they used ALEKS. Teachers reported the system’s assessments, feedback, personalization, and accessible resources aided instruction and monitoring. Findings highlight perceived usefulness and practical strategies for integrating adaptive systems in math classes.

Describes design and after‑school implementation of a project‑based integrated STEM+CT curriculum. Surveys and feedback show students’ and teachers’ generally positive reactions while identifying practical challenges. Presents lessons for integrating CT and supporting teacher professional development.

Reports the design and implementation of an after‑school STEM+CT curriculum grounded in project‑based learning. Surveys and interviews showed teachers and students responded positively while also identifying implementation challenges. The paper shares lessons learned for integrating CT within authentic STEM tasks and for teacher PD.

A mixed‑methods study of graduate students in a fully online program explored their sense of community with the university. Students reported relatively low connectedness; analyses identified institutional services and practices that can strengthen belonging and support for online learners. Implications for improving student services are discussed.

Synthesizes technology‑use strategies for integrated STEM learning environments that cross disciplinary boundaries. Four strategies are detailed—authentic contexts, web‑based inquiry, immersive/interactive technologies, and moving learners from consumers to creators—along with challenges and implications for practice and research.

Examines an eight‑week, project‑based, STEM‑integrated robotics after‑school program for grades 4–6. Mixed‑methods findings show significant improvement in students’ attitudes toward mathematics and identify perceived learning in three areas: STEM content and connections, engagement/perseverance, and teamwork development. The study outlines opportunities and challenges for designing robotics curricula for upper‑elementary learners.

In an eight‑week after‑school robotics program for grades 4–6, students’ attitudes and perceived learning were measured using mixed methods. Math attitudes improved significantly; qualitative data revealed growth in STEM connections, engagement and perseverance, and teamwork skills, along with design challenges for upper‑elementary learners.

Reports a three‑year NSF REU Site in cybersecurity designed for women, minorities, and students from institutions with limited research opportunities. Participants valued authentic projects and gained research skills; recommendations are offered for structuring inclusive REU programs.

Explores relationships among learning preferences, motivation (intrinsic/extrinsic), self‑efficacy, coding achievement, and CT skills in second graders engaged in robotics activities. Path analysis indicated intrinsic/extrinsic motivation predicted self‑efficacy; self‑efficacy predicted coding achievement; coding achievement predicted CT skills. Highlights self‑efficacy’s central role in early elementary CT.

Reports an 8‑week after‑school integrated STEM robotics curriculum (grades 4–6). Mixed‑methods results showed significant improvement in attitudes toward mathematics and identified learning themes: STEM content/connection, engagement and perseverance, and teamwork development/challenges. Offers design implications for integrated STEM robotics.

Analyzes reflections and evaluations from students in a fully online introductory statistics course. Learners identified case studies, video demonstrations, instructor notes, mini‑projects, and forums as especially effective; consistent course structure and application‑focused content supported success in an online STEM context.

Presents the development and validation of a 21‑item Trust in Science and Scientists Inventory. Using faculty and undergraduate samples, the instrument shows acceptable reliability and provides a tool for studying attitudes toward science and scientists and implications for science education.

Describes web‑based learning modules grounded in research on emergent processes to help undergraduates grasp difficult thermal and transport topics (heat transfer, diffusion, microfluidics). Reports students’ perceptions and learning outcomes, offering guidance for designing online environments that target conceptual change.

Develops and validates a two‑dimensional content‑analysis framework (knowledge types and cognitive skills) to assess cognitive learning in asynchronous online discussions. Using mixed methods with 1,600+ posts, chi‑square tests and CFA provided evidence supporting the model’s structure and its use for evaluating learning in AODs.

Mixed‑methods study comparing two Siberian student groups’ perceived barriers to participation and discussion quality in an asynchronous online course. Cultural influences emerged as additional barriers beyond those widely reported; design implications for cross‑location, cross‑culture online learning are provided.