Broadening the Taxonomic Breadth of Organisms in the Bio-Inspired Design Process.

(1) Generating a range of biological analogies is a key part of the bio-inspired design process. In this research, we drew on the creativity literature to test methods for increasing the diversity of these ideas. We considered the role of the problem type, the role of individual expertise (versus learning from others), and the effect of two interventions designed to increase creativity-going outside and exploring different evolutionary and ecological "idea spaces" using online tools.

Connecting the Dots from Professional Development to Student Learning.

Following professional development (PD), implementation of contemporary topics into high school biology requires teachers to make critical decisions regarding integration of novel content into existing course scope and sequence. Often exciting topics, such as neuroscience, do not perfectly align with standards. Despite commitment to enacting what was learned in the PD, teachers must adapt novel content to their perceptions of good teaching, local context, prior knowledge of their students, and state and district expectations.

Understanding science teachers' implementations of integrated STEM curricular units through a phenomenological multiple case study.

Background: Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers' experiences in engaging in integrated STEM instruction. The purpose of this phenomenological multiple case study is to understand nine science teachers' first-time experiences in implementing integrated STEM curricular units in their middle school physical science classrooms.

Exploring teacher design team endeavors while creating an elementary-focused STEM-integrated curriculum.

Background: This study presents two teacher design teams (TDTs) during a professional development experience centered on science, technology, engineering, and mathematics (STEM)-integrated curriculum development. The main activity of the study, curriculum design, was framed as a design problem in order to better understand how teachers engaged with the complexities of integrated curriculum development. Additionally, Remillard's, (Review of Educational Research 75:211-246, 2005) teacher-curriculum "participatory relationship" provided a framework for further exploring teacher actions during the design process.