Multi-Strand Stand-Alone Paper Set 3

960 Broadening Participation in STEM by Engaging Students in Data Science in Puerto Rico
Steven McGee, Willow Kelleigh
Strand 2: Science Learning: Contexts, Characteristics and Interactions

This study explores the relationship between students' perceptions of a data science initiative and their expectancy-value beliefs in science. The initiative involved middle and high school students analyzing ecological data from Puerto Rico’s El Yunque rainforest using the Common Online Data Analysis Platform (CODAP). The research is based on Eccles’ Expectancy-Value, which found that expectations of success and the value they place on the field of science is correlated with their future career choices about science. The research analyzed data from 461 students and 20 teachers to examine the relationship between the perceived difficulty of the tasks and teachers’ engagement of scientific inquiry with students’ perceptions of expectancy-value. Results showed that higher student perceptions of task easiness and teachers' use of inquiry methods positively influenced students' post-initiative expectancy and value scores. These findings suggest that appropriately challenging scientific inquiry experiences can enhance students' beliefs in their ability to succeed in science and the value they place on the field, potentially promoting long-term participation in STEM fields. The study highlights the initiative’s potential to broaden participation in science among underrepresented Hispanic students in Puerto Rico, aligning with broader efforts to address STEM disparities.

49 Integrating Historical Empathy into History of Science: Promoting Socio-Emotional Competence in Pre-Service Science Teacher
María Paz Beltrán, Francesca Grez
Strand 7: Pre-service Science Teacher Education

In recent years, there has been growing interest in the development of social-emotional competencies (SEC) in education. However, various studies have revealed a worrying lack in the integration of these competencies in teacher training programs. This lack of attention highlights the need to address SEC alongside the academic aspects of the science curriculum. This research aims to reduce the gap by exploring how Historical Empathy (HE) can promote Socio-Emotional Learning (SEL) in teaching the History of Science (HOS). Within the framework of a pedagogical training program for secondary school teachers at a private university in Chile, we propose the following research question: How does the use of HE contribute to the didactic approach to the HOS and the development of social emotional learning of the pre-service teacher? The goal is to evaluate the impact of implementing a didactic proposal that incorporates HE and HOS. This research follows a qualitative paradigm, through action research and focus groups. The results reveal epistemological reflections related to the Nature of Science (NOS), epistemic affect, and socio-emotional development. Ultimately, this study underscores the transformative potential of HE in enriching science education and advancing comprehensive teacher training programs.

52 Noticings by Principals and Their Responses to Elementary Science Lessons
Melissa Pearcy, Meagan Graves, Patrick Ochieng
Strand 8: In-service Science Teacher Education

This study examines elementary principals' noticings (attending, interpreting, and responding to) of a second-grade science lesson on sound. While some research focuses on principal noticings in science and teacher candidate noticings for equitable sense-making practices, this research is at the intersection of principals’ responses and coaching toward equitable sense-making practices. Thirteen elementary principals participated in a semi-structured interview where they viewed three three-minute video clips. Principals shared events they attended to, interpreted, and responded to involving opportunities they saw or would have liked to see. This resulted in four emerging themes; principals noticed opportunities where the teacher could build on the students’ funds of knowledge, check for students’ understanding, build space for students to talk with one another, and explicitly include times to increase student agency by having students reflect on their behaviors and content knowledge. This study’s insight offers valuable implications for teacher educators, in-service teachers, administrators, and science education researchers, as it can help inform what principals may be looking and coaching for in observed lessons and promote equitable sensemaking practices.

186 Early Childhood Teachers’ Perspectives on Integrated STEM Education
Lu Wang, Alina Mihai
Strand 8: In-service Science Teacher Education

Young children are natural scientists and engage in exploring the world around them since infancy. Although early childhood classrooms abound in integrated STEM opportunities, early educators need to be intentional in fostering children’s development of STEM knowledge and skills. As such, it is important to understand teachers’ perspectives toward their everyday STEM instruction practices. This study, guided by the integrative STEM framework, examines the STEM teaching practices of 8 preschool teachers through in-depth interviews. We present themes related to teachers’ STEM instructional approaches, their observations of student learning outcomes, strategies for providing equitable and inclusive STEM experiences, and their confidence and attitudes toward teaching STEM. This research contributes to the understanding of integrated STEM teaching in preschool settings and offers insights for supporting teachers in STEM instruction.

323 Effects of lab sequence and student preferences, combining virtual and physical labs in middle school
Lu Wang, Alina Mihai
Strand 4: Science Teaching — Middle and High School (Grades 5-12): Characteristics and Strategies

This study investigates the impact of combining virtual laboratories (VLs) and physical laboratories (PLs) on 8th-grade students' understanding of electric circuits. We examine how the sequence of VL and PL experiences affects conceptual learning and explore the relationship between students' attitudes towards laboratory work and their learning outcomes. Fifty-two students were divided into three groups: VL followed by PL, PL followed by VL, and PL only (control). Conceptual understanding was assessed through pre- and post-tests, while attitudes were measured using Likert-scale surveys. Results indicate that combining VLs and PLs leads to greater conceptual gains compared to PLs alone, with the VL-first sequence showing the highest improvement. Students' self-determination towards experiments increased slightly across all groups. A negative correlation was found between preference for direct instruction and post-test scores. These findings suggest that integrating VLs before PLs may optimize students' understanding of electric circuits in middle school science education.