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Curriculum documents, publications, press, and more information from and about Seeds of STEM.

Home Activities for your Preschooler

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You can solve problems with your child at home. We adapted some of the Seeds of STEM classroom activities to simple problem solving tasks that can be completed at home.
 

Solved a problem? Tweet us photos of your solutions @wpiseedsofstem

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Curriculum Documents:

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1. Framework for High Quality
Early Childhood STEM Experiences

 

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2. Curriculum overview

Conferences:

 

1) Sibuma, B., Bostwick, C. & Channoi, S. (2018, November). Priming Preschoolers to Enter

the Engineering Pipeline through Problem-Solving. Massachusetts STEM Summit, Worcester, MA. Link

2) Dubosarsky, M., Bostwick, C. & Channoi, S. (2018, November). SEEDS OF STEM: Problem-based STEM Curriculum For Early Childhood. Massachusetts Association of Science Teachers Conference, Boxborough, MA.  

3) Sibuma, B. & John, M.S. (2018, March). The impact of an integrated Pre-K STEM Curriculum on teachers’ engineering content knowledge, self-efficacy, and teaching practices. Integrated STEM Education Conference (ISEC), Princeton, NJ.  

4) Dubosarsky, M.,Bostwick, C. & Channoi, S.(2017, November).  Seeds of STEM: A research based STEM curriculum for preschool classrooms—Teaching preschoolers and their teachers how to solve problems. National Association for the Education of Young Children (NAEYC) Annual Conference, Atlanta, GA.  

5) John, M.S., Wunnava, S. & Channoi S. (2017, November). Seeds of STEM: Early Childhood Engineering Curriculum from Diversity and Collaboration Perspective. Massachusetts STEM Summit, Worcester, MA.  

6) John, M.S. & Wunnava, S. (2017, October). Diversity and Inclusion in a Problem-based Early Childhood STEM Curriculum. National STEM Education Research and Practice Summit, West Lafayette, IN.  

7) Dubosarsky, M., Bostwick, C. & Channoi, S. (2017, June).  Seeds of STEM: Problem-based Early Childhood STEM Curriculum. 2017 ASEE Workshop on PreK-12 Engineering Education, Columbus, OH.  

8) Dubosarsky, M., Cyr, M., Bostwick, C., & Grudoff, C. (2016, November). Seeds of STEM: Problem-based Early Childhood STEM Curriculum. Massachusetts STEM Summit, Worcester, MA. Link  PDF


 

Seeds of STEM in the News

 

1) Teaching science and math to the youngest of students Worcester Telegram & Gazette article about the Seeds of STEM project, August 2016  Link

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2) The Daily Herd, July 2016

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Journal and Proceeding Articles

 

1) Sibuma, B., Wunnava, S., John,M., Anggoro, F., & Dubosarsky, M. (2018, March). The impact of an integrated Pre-K STEM Curriculum on teachers’ engineering content knowledge, self-efficacy, and teaching practices. In Integrated STEM Education Conference (ISEC), 2018 IEEE (pp. 234-237). IEEE. Link

2) John, M.S., Sibuma, B., Wunnava, S., Anggoro, F. and Dubosarsky, M. (2018). An Iterative Participatory Approach to Developing an Early Childhood Problem-based STEM Curriculum. European Journal of STEM Education, 3(3), 07. Link

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Book Chapter

 

1) Dubosarsky M., John M.S., Anggoro F., Wunnava S., Celik U. (2018) Seeds of STEM: The Development of a Problem-Based STEM Curriculum for Early Childhood Classrooms. In: English L., Moore T. (eds) Early Engineering Learning. Early Mathematics Learning and Development. Springer, Singapore Link

 

Outreach

 

1) Seeds of STEM: Developing Innovative Early Childhood Curriculum. Scientia. Scientia is an online science communication newsletter that profiles projects that fall under a certain theme. URL: scientia.global (open access) Link

 

Professional Development Seminars:


12/15/2015 – What is Engineering? & Engineering Design Process Link

04/06/2016 – Diversity in Engineering Link

Join us for one of

our great events!

There's always something great happening at Seeds of STEM!

Seeds of STEM

The STEM Education Center
Worcester Polytechnic Institute
100 Institute Road Worcester, MA 01609

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General contact:
Mia Dubosarsky
Phone: +1-508-831-5617
Email: mdubosarsky@wpi.edu

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Seeds of STEM was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150571 .

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This s was supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150571 to Worcester Polytechnic Institute. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.

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