@article{unfried_rachmatullah_alexander_wiebe_2022, title={An alternative to STEBI-A: validation of the T-STEM science scale}, volume={9}, ISSN={["2196-7822"]}, url={https://doi.org/10.1186/s40594-022-00339-x}, DOI={10.1186/s40594-022-00339-x}, abstractNote={Abstract
                Background
                The Science Teaching Efficacy Belief Instrument A (STEBI-A; Riggs & Enochs, 1990 in Science Education, 74(6), 625-637) has been the dominant measurement tool of in-service science teacher self-efficacy and outcome expectancy for nearly 30 years. However, concerns about certain aspects of the STEBI-A have arisen, including the wording, validity, reliability, and dimensionality. In the present study, we revised the STEBI-A by addressing many concerns research has identified, and developed a new instrument called the T-STEM Science Scale. The T-STEM Science Scale was reviewed by expert panels and piloted first before it was administered to 727 elementary and secondary science teachers. The combination of classical test theory (CTT) and item response theory (IRT) approaches were used to validate the instrument. Multidimensional Rasch analysis and confirmatory factor analysis were run.
              
                Results
                Based on the results, the negatively worded items were found to be problematic and thus removed from the instrument. We also found that the three-dimensional model fit our data the best, in line with our theoretical conceptualization. Based on the literature review and analysis, although the personal science teaching efficacy beliefs (PTSEB) construct remained intact, the original outcome expectancy construct was renamed science teacher responsibility for learning outcomes beliefs (STRLOB) and was divided into two dimensions, above- and below-average student interest or performance. The T-STEM Science Scale had satisfactory reliability values as well.
              
                Conclusions
                Through the development and validation of the T-STEM Science Scale, we have addressed some critical concerns emergent from prior research concerning the STEBI-A. Psychometrically, the refinement of the wording, item removal, and the separation into three constructs have resulted in better reliability values compared to STEBI-A. While two distinct theoretical foundations are now used to explain the constructs of the new T-STEM instrument, prior literature and our empirical results note the important interrelationship of these constructs. The preservation of these constructs preserves a bridge, though imperfect, to the large body of legacy research using the STEBI-A.
              }, number={1}, journal={INTERNATIONAL JOURNAL OF STEM EDUCATION}, publisher={Springer Science and Business Media LLC}, author={Unfried, Alana and Rachmatullah, Arif and Alexander, Alonzo and Wiebe, Eric}, year={2022}, month={Mar} }
 @article{gilchrist_alexander_green_sanders_hooker_reif_2021, title={Development of a Pandemic Awareness STEM Outreach Curriculum: Utilizing a Computational Thinking Taxonomy Framework}, volume={11}, ISSN={["2227-7102"]}, url={https://doi.org/10.3390/educsci11030109}, DOI={10.3390/educsci11030109}, abstractNote={Computational thinking is an essential skill in the modern global workforce. The current public health crisis has highlighted the need for students and educators to have a deeper understanding of epidemiology. While existing STEM curricula has addressed these topics in the past, current events present an opportunity for new curricula that can be designed to present epidemiology, the science of public health, as a modern topic for students that embeds the problem-solving and mathematics skills of computational thinking practices authentically. Using the Computational Thinking Taxonomy within the informal education setting of a STEM outreach program, a curriculum was developed to introduce middle school students to epidemiological concepts while developing their problem-solving skills, a subset of their computational thinking and mathematical thinking practices, in a contextually rich environment. The informal education setting at a Research I Institution provides avenues to connect diverse learners to visually engaging computational thinking and data science curricula to understand emerging teaching and learning approaches. This paper documents the theory and design approach used by researchers and practitioners to create a Pandemic Awareness STEM Curriculum and future implications for teaching and learning computational thinking practices through engaging with data science.}, number={3}, journal={EDUCATION SCIENCES}, author={Gilchrist, Pamela O. and Alexander, Alonzo B. and Green, Adrian J. and Sanders, Frieda E. and Hooker, Ashley Q. and Reif, David M.}, year={2021}, month={Mar} }
 @article{gilchrist_alexander_2019, title={Optometry Outreach for Diverse Middle School Students}, volume={11143}, ISSN={["1996-756X"]}, DOI={10.1117/12.2523998}, abstractNote={A need exists to diversify the optometry field in the United States. Males reflect 50.4 percent of the profession and approximately 97% of optometrist professionals are White and Asian1. This paper will describe Imhotep Academy’s program model, implementation efforts, and preliminary findings of the “Imhotep Academy: Optics of the Eye” session designed to promote optics content, optometry careers, engagement with diverse professionals within the field, and optics hands-on experiences to ethnically and racially diverse middle school students. The paper will analyze students’ awareness and knowledge of optics, science, technology, engineering, and mathematics (STEM) fields, their proficiencies, and innovations in the optometry field that impact personal health outcomes as well as parent data. Lastly, the paper will provide findings related to students’ self-reported 21st-century learning skills, future STEM engagement in school, and career aspirations. Informal science outreach programs have been found to develop students' awareness and knowledge of STEM careers.}, journal={FIFTEENTH CONFERENCE ON EDUCATION AND TRAINING IN OPTICS AND PHOTONICS (ETOP 2019)}, author={Gilchrist, Pamela O. and Alexander, Alonzo B.}, year={2019} }
 @article{gilchrist_alexander_2017, title={Solar Cell and Photonics Outreach for Middle School Students and Teachers}, volume={10452}, ISBN={["978-1-5106-1381-2"]}, ISSN={["1996-756X"]}, DOI={10.1117/12.2265782}, abstractNote={This paper will describe the curriculum development process employed to develop a solar cell and photonics curriculum unit for students underrepresented in science, technology, engineering and mathematics fields. Information will explain how the curriculum unit was piloted with middle and high school teachers from public schools in North Carolina, high school students from underrepresented groups in an informal science program, and workshop settings. Measures used to develop the curriculum materials for middle school students will be presented along with program findings documenting students’ urban versus rural interest in STEM, career aspirations, and 21st century learning skills in informal learning settings.}, journal={14TH CONFERENCE ON EDUCATION AND TRAINING IN OPTICS AND PHOTONICS (ETOP 2017)}, author={Gilchrist, Pamela O. and Alexander, Alonzo B.}, year={2017} }