Science

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Access Link:

https://www.sciencedirect.com/science/article/pii/S0360131519302210#ack0010

Author/Presenter:

Mengxiao Zhu

Ou Lydia Liu

Hee-Sun Lee

Lead Organization(s):

Educational Testing Service (ETS)

Year:

2019

Short Description:

This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

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The Impact of Engineering Curriculum Design Principles on Elementary Students’ Engineering and Science Learning

Engineering

Science

Curriculum

The Framework for K‐12 Science Education and the Next Generation Science Standards propose that students learn core ideas and practices related to engineering as well as science. To do so, students will need high‐quality curricular materials designed to meet these goals. We report an efficacy study of an elementary engineering curriculum, Engineering is Elementary (EiE) that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.

Access Link:

https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21601

Author/Presenter:

Christine M. Cunningham

Cathy P. Lachapelle

Robert T. Brennan

Gregory J. Kelly

Chris San Antonio Tunis

Christine A. Gentry

Lead Organization(s):

Pennsylvania State University (Penn State)

Year:

2019

Short Description:

This article reports an efficacy study of an elementary engineering curriculum, Engineering is Elementary, that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.

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Socio-Ecological Scales of Time

Biology

Earth Science

Science

This graphic is designed to support students, teachers, and families in thinking across timescales to understand socio-ecological relationships to place across time.

Author/Presenter:

Learning in Places

Lead Organization(s):

University of Washington (UW)

Year:

2019

Short Description:

This graphic is designed to support students, teachers, and families in thinking across timescales to understand socio-ecological relationships to place across time.

Resource(s):

Socio-ecological Scales of Time.pdf

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Socio-Ecological Histories of Place Teaching Tool

Biology

Earth Science

Science

This resource serves as a guide for how to use Histories of Place in planning and instruction.

Author/Presenter:

Learning in Places

Lead Organization(s):

University of Washington (UW)

Year:

2019

Short Description:

A guide for how to use Histories of Place in planning and instruction.

Resource(s):

Socio-Ecological Histories of Place Teaching Tool.pdf

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Rhizome and Seasonal Storyline for Field-based Science

Biology

Earth Science

Science

Broadening Participation

This tool, Rhizome, contains three foundational pillars: complex socio-ecological systems, nature-culture relations, and field-based science learning, with student learning and sense making made central. The Seasonal Storyline engages learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

Author/Presenter:

Learning in Places

Lead Organization(s):

University of Washington (UW)

Year:

2019

Short Description:

This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

Resource(s):

Rhizome and Seasonal Storyline for Field-based Science.pdf

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CRIS 7e Lesson Plan Template

Earth Science

Environmental Science

Science

Technology

Broadening Participation

Curriculum

Equity

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences.

Access Link:

Author/Presenter:

CRIS Project Team

Lead Organization(s):

Washington State University

Year:

2019

Short Description:

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.

Resource(s):

CADRE_NSF CRIS 7E Model Unit Planning Template.pdf

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The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching

Science

Professional Development

Standards

We report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development (PD) project around the NGSS. Designing coherent storylines demands that teachers create opportunities for students to meaningfully engage in science practices in order to develop their knowledge over time.

Access Link:

https://www.tandfonline.com/doi/full/10.1080/1046560X.2019.1657765

Author/Presenter:

Jarod Kawasaki

William Sandoval

Lead Organization(s):

California State University, Dominguez Hills (CSUDH)

University of California, Los Angeles (UCLA)

Year:

2019

Short Description:

In this Journal of Science Teacher Education article, Jarod Kawasaki and William Sandoval report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development project around the NGSS.