Louis S. Nadelson

TL;DR: In this paper, the authors created and implemented a professional development program to address K-5 teacher confidence for, attitudes toward, knowledge of, and efficacy for teaching inquiry-based STEM and found significant and consistent increases in pre-to-postinstitute assessments of teacher confidence, efficacy, and perceptions of STEM.

TL;DR: In this article, a mixed methods design was used to identify factors associated with motivational engagement in video gaming self-report instruments were administered to 189 video game players to assess goal orientations, affect, need for cognition, and perceptions of engagement and flow Simultaneously, a sub-set of 25 participants were interviewed and results analyzed to identify patterns that influenced their propensity for gaming.

TL;DR: It is argued that teaching and learning in the age of synthesis targets new domains of expertise: evaluating and applying seemingly disparate information, accommodating the accelerated emergence of new knowledge and sophisticated technologies, preparing for transdisciplinary careers, and merging traditional disciplines to better meet the needs of citizens in the 21st century.

TL;DR: The Trust in Science and Scientist Inventory (TISI) as discussed by the authors is an inventory of trust in science and scientists, which is based on emotions, knowledge, beliefs, and relationships.

TL;DR: The i-STEM summer institute as mentioned in this paper was designed to increase the capacity of grade 4-9 teachers to teach STEM content, and the participants' perceptions of teaching STEM, affective perspectives, and knowledge of the related content.