Elementary

Pushing the Boundaries: Exploring the Potential of an Online Practice Suite to Support Elementary ScieTeachers in Learning How to Engage Students in Argumentation

Slides from a pre-conference workshop at the 2021 National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Author/Presenter

Jamie N. Mikeska

Pamela S. Lottero-Perdue

Meredith Park Rogers

Meredith Thompson

Dionne Cross Francis

Calli Shekell

Lead Organization(s)
Year
2021
Short Description

Slides from a pre-conference workshop at the 2021 National Association for Research in Science Teaching Annual Meeting, Orlando, FL.

Using Online Simulations to Promote Elementary Preservice Teachers’ Facilitation of Argumentation-Focused Discussions in Mathematics and Science

In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.

Author/Presenter

Jamie N. Mikeska

Dionne Cross Francis

Pamela Lottero-Perdue

Meredith Park Rogers

Calli Shekell

Pavneet Bharaj

Heather Howell

Adam Maltese

Meredith Thompson

Justin Reich

Lead Organization(s)
Year
2021
Short Description

In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.

“I Remember How to Do It”: Exploring Upper Elementary Students’ Collaborative Regulation While Pair Programming Using Epistemic Network Analysis

Background and Context
Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming.

Author/Presenter

Jessica Vandenberg

Collin Lynch

Kristy Elizabeth Boyer

Eric Wiebe

Year
2022
Short Description

Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. We wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming.

“I Remember How to Do It”: Exploring Upper Elementary Students’ Collaborative Regulation While Pair Programming Using Epistemic Network Analysis

Background and Context
Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming.

Author/Presenter

Jessica Vandenberg

Collin Lynch

Kristy Elizabeth Boyer

Eric Wiebe

Year
2022
Short Description

Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. We wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming.

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students

The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been conducted with adult learners, less has been done with younger learners such as elementary school students.

Author/Presenter
Yingbo Ma

Julianna Martinez Ruiz

Timothy D. Brow

Kiana-Alize Diaz

Adam M. Gaweda

Mehmet Celepkolu

Kristy Elizabeth Boyer

Collin F. Lynch

Eric Wiebe

Year
2022
Short Description

This experience report describes lessons learned from a remote after-school camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. The report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area.

It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students

The COVID-19 pandemic shifted many U.S. schools from in-person to remote instruction. While collaborative CS activities had become increasingly common in classrooms prior to the pandemic, the sudden shift to remote learning presented challenges for both teachers and students in implementing and supporting collaborative learning. Though some research on remote collaborative CS learning has been conducted with adult learners, less has been done with younger learners such as elementary school students.

Author/Presenter
Yingbo Ma

Julianna Martinez Ruiz

Timothy D. Brow

Kiana-Alize Diaz

Adam M. Gaweda

Mehmet Celepkolu

Kristy Elizabeth Boyer

Collin F. Lynch

Eric Wiebe

Year
2022
Short Description

This experience report describes lessons learned from a remote after-school camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. The report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area.

Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice. We present two key outcomes based on the findings of this work. First, we show how a formative assessment context situated outside of instruction can engage teachers in practice-based noticing.

Author/Presenter

Melissa Luna

Sarah Selmer

Lead Organization(s)
Year
2021
Short Description

In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice.

Digging into Data: Illustrating a Data Investigation Process

Lee, H.S., Mojica, G. M., & Thrasher, E. (2022). Digging into data: Illustrating an investigative process. Statistics Teacher.

Author/Presenter

Hollylynne S. Lee

Gemma F. Mojica

Emily Thrasher

Year
2022
Short Description

In this article, authors described the six-phase data investigation process for analyzing large-scale quantitative and categorical data.

Investigating Data Like a Data Scientist: Key Practices and Processes

With a call for schools to infuse data across the curriculum, many are creating curricula and examining students’ thinking in data-intensive problems. As the discipline of statistics education broadens to data science education, there is a need to examine how practices in data science can inform work in K-12. We synthesize literature about statistics investigation processes, data science as a field and practices of data scientists. Further, we provide results from an ethnographic and interview study of the work of data scientists.

Author/Presenter

Hollylynne Lee

Gemma Mojica

Emily Thrasher

Peter Baumgartner

Year
2022
Short Description

As the discipline of statistics education broadens to data science education, there is a need to examine how practices in data science can inform work in K-12. We synthesize literature about statistics investigation processes, data science as a field and practices of data scientists. Further, we provide results from an ethnographic and interview study of the work of data scientists.

360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing

This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Data were collected from both preservice and inservice teachers (n = 34) enrolled in one of three mathematics pedagogy courses. Data included participant responses after watching a 360 video of a primary grades mathematics lesson on the commutative property. Teachers described an important student action and indicated where they focused while watching the video.

Author/Presenter

Karl Wesley Kosko 

Tracy Weston

Julie Amador

Lead Organization(s)
Year
2021
Short Description

This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Results from this study suggest that referencing teacher movement and student tables or groups is associated with a higher focus on student actions and that 360 video affords opportunities for teachers to notice students’ mathematical thinking.