Middle

This work-in-progress paper discusses ****, a three-year middle school Engineering and Technology course sequence that integrates foundational mathematics and science in an engineering context through challenges that introduce students to advanced manufacturing tools such as computer aided design (CAD) and 3D printing and incorporate engineering concepts such as pneumatics, aeronautics, and robotics. The paper will describe research strategies informing the initial scaling of the **** curricula following its iterative development over several years in a previous large-scale project.

In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities. We describe a plausible solution for improving alignment by integrating theories of learning in the design of classroom assessments. We discuss ways in which the specification of theories of learning as learning progressions can improve alignment between classroom assessments and instruction by focusing on the content, task design, and data generated from classroom assessments.

Design-based research is uniquely positioned to adapt instructional resources quickly to meet the needs of teachers and students. This chapter explores how researchers adapted and improved two educative tools over the course of two academic years. The educative tools were designed to support scientific argumentation through supporting students to develop task models of NGSS storyline routines. Both educative tools were developed, field-tested, and improved in the context of two different middle school science curricula in the city of Chicago.

Collaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach within ecology. This paper presents a process by which learning scientists and ecologists codesigned a science curriculum that invites students to join an ecological community of practice. In the Journey to El Yunque middle school science curriculum, students engage with simulation models generated from data gathered by Luquillo Long Term Ecological Research (LUQ LTER) scientists.

In this article, we describe our implementation of an innovative approximation of practice in teacher education: chat-based role-play. In so doing, we share our collective experiences as teacher educators about how the preservice teachers (PSTs) across our four methods courses—two elementary science courses, one elementary mathematics course, and one middle school mathematics course—practiced eliciting students’ initial arguments about a matter investigation (for science) or a fractions or ratio problem (for mathematics).

TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.

Kirkman, R. (2022, January 11). National Science Foundation-funded research facilitates STEM teaching. Towson University.

This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-based simulated discussions. Using qualitative methods, 82 teaching reflections from 28 PSTs were analyzed. Findings indicate that in most reflections (66%), the PSTs were able to support co-construction of knowledge in the Mursion® simulations.

Engaging children in argumentation-focused discussions is essential to helping them collaboratively make sense of scientific phenomena. To support this effort, teachers must listen and be responsive to students' ideas to move the discussion forward with the goal of reaching consensus. Given the complexity of this ambitious science teaching practice, in lieu of traditional field experiences, online simulated teaching experiences provide opportunities for preservice teachers to practice implementing these strategies in a low-risk, high-support environment.

Engineering design systematically identifies needs, wants, and problems and then devises solutions to address them. A central component of our work is guiding students in the engineered design of solutions to local environmental problems.

Songer, N. B. (2023). Why is engineering design important for all learners?. Open Access Government April 2023, pp.300-301. https://doi.org/10.56367/OAG-038-10193

Nancy Butler Songer, from the University of Utah, makes a call for collective action to create a new curriculum focused on the design of solutions.

Songer, N. B. (2023). Inspiring STEM education focused on solutions. Open Access Government July 2023, pp.322-323. https://doi.org/10.56367/OAG-039-10836