We investigate in-service teachers’ scientific engagement in a blended online science inquiry course. We analyze a shift from teachers following instructions to doing science themselves, and we characterize it at two levels: first, in how teachers engaged in individual sense-making; and second, in how they oriented to the online community as a space for collaboration and collective knowledge building.
In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom. This theory is based on the heterogeneity of verbal thinking, that is, on the idea that any individual or society does not represent concepts in a single way. According to this perspective, the processes of conceptualization consist of the use of a repertoire of different socially stabilized signifiers, adjusted to the context in which they occur.
Economically disadvantaged and underrepresented high school students in many urban, rural, and small suburban communities don’t have access to Advanced Placement® (AP®) courses either because of a lack of trained teachers, limited or no AP program, or a school history of low participation. Physics is often a “gate keeper” course to entry into physical science, technology, engineering and mathematics (STEM) careers and academic programs.
Flourishing in today's global society requires citizens that are both intelligent consumers and producers of scientific understanding. Indeed, the modern world is facing ever‐more complex problems that require innovative ways of thinking about, around, and with science. As numerous educational stakeholders have suggested, such skills and abilities are not innate and must, therefore, be taught (e.g., McNeill & Krajcik, Journal of Research in Science Teaching, 45(1), 53–78. 2008).
Discuss the potential utility of CODAP and other open source tools in your work, effective cross-project partnerships, and supporting developer communities around open source materials.
Goal: Participants will explore the spectrum of “working together” from collaboration to community. Alongside participant examples, CODAP will be used as a model to explore the range of possibilities.
Objectives: That participants
Participants learn about approaches to infusing or integrating engineering concepts into secondary-level science classrooms and engage in an analysis of two projects’ products and outcomes.
The session will feature the experiences, outcomes, and materials from two engineering-oriented DR K-12 projects. The two projects, INFUSE and INSPIRES, use different approaches to teacher professional development with the goal of preparing science teachers to infuse or integrate engineering into their classrooms. They have both developed a unique set of materials designed to impact science and technology outcomes (working on a combination of curriculum development, professional development, and research).