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Connected Science Learning Volume 5, 2023 - Issue 3: Social Emotional Learning and STEM
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Feature

Reflecting on STEM Classroom Experiences: The Power of an Observation Tool with an Integrated STEM/SED Lens

Virginia Andrewsa Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Research Project Manager) ,
Victoria Oliveiraa Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Research Assistant) ,
Patricia J. Allena Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Director of Research and an Instructor) ,
Drew H. Gitomerb The Rose & Nicholas DeMarzo Chair in Education at Rutgers University – Graduate School of Education in New Brunswick, New Jersey.
&
Gil G. Noama Institute for the Study of Resilience in Youth (ISRY) at McLean Hospital and Harvard Medical School in Belmont, Massachusetts.
(Director of ISRY and an Associate Professor)
Article: 12288876 | Published online: 09 Nov 2023
 
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Abstract

Read about four scenarios that illustrate how social-emotional development can be integrated in middle-school STEM classrooms.

Acknowledgments

The development of the DoS-MSSE tool is supported by the National Science Foundation (Award #2101554). The opinions, findings, and conclusions or recommendations expressed are those of the author(s) and do not necessarily reflect the views of the National Science Foundation. We thank Ashima M. Shah, PhD; Sara M. Hoots, Ed.M.; and Colleen McDermott, BS, for their careful review of this manuscript. We also thank our teacher participants and advisors for their feedback and thoughtful contributions. We appreciate our school partners and students who have participated in classroom observations throughout this project.

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