This session presents results from four studies investigating professional development support for teachers’ use of innovative technologies in inquiry science and the impacts of support on learning.
This session presents results from four studies investigating professional development support for teachers’ use of innovative technologies in inquiry science and the impacts of support on learning.
This paper reports preliminary results from an investigation, still in progress, on the use of verbal protocols among native Spanish-speaking, English language learners (ELLs) of various proficiency levels and background characteristics. We focus on language use among ELLs during various stages of a cognitive interview designed to probe whether and how students
In this exploratory, cross-cultural study, we examined students’ interpretations of graphic devise-based illustrations used in science tests. Graphic devices are visual components (e.g., arrows, dotted lines) intended to ensure proper understanding of the scientific processes or phenomena represented by the illustrations. We address cultural differences in terms of the interaction of two factors, students’ country of origin and items’ country of origin.
Highlights from
DRK–12 projects at all stages, from early design work through completion, can benefit from an awareness and understanding of the challenges of knowledge use, so that what is designed can be suitably adapted and scaled.
The session summarizes the results of research identifying pivotal experiences of career science teachers and suggests implications and applications for professional development delivery.
Produced by a CADRE work group of NSF-supported researchers and developers, this practice brief makes a case for substantive partnerships between STEM education R&D projects and districts and schools. Despite leading a wide variety o
This practice brief makes a case for substantive partnerships between STEM education R&D projects and districts and schools.
This paper introduces a coding system used to compare the ways English language learners (ELLs) and mainstream students make sense of multiple-choice science items administered in English. Thirty-nine native Spanish-speaking ELLs and thirty-nine monolingual, mainstream students participated in cognitive interviews in which they were asked to report their thinking during and after responding to science items. The coding system was developed based on the analysis of the transcriptions invoking theories of bilingualism, sociolinguistics, and reading comprehension.
