Science

Supporting Instructional Decision Making: The Potential of an Automatically Scored Three-Dimensional Assessment System (Collaborative Research)

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

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Supporting Instructional Decision Making: The Potential of an Automatically Scored Three-Dimensional Assessment System (Collaborative Research)

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

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Supporting Instructional Decision Making: The Potential of an Automatically Scored Three-Dimensional Assessment System (Collaborative Research)

This collaborative early-stage design and development project has three goals: (a) develop automatically generated student reports (AutoRs) for three-dimensional (3D) science assessments to assist middle-school teachers to notice, attend to, and interpret information in ongoing classroom teaching, and (b) develop effective instructional supports to improve teachers’ use of AutoRs to make effective decisions for instructional moves, and  (c) examine the effectiveness of AutoRs and instructional supports to aide teachers’ decision making and students’ 3D learning.

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Supporting Elementary Teacher Learning for Effective School-based Citizen Science (TL4CS)

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The goal of TL4CS is to generate knowledge about teacher learning that enables elementary school-based citizen science (SBCs) to support students’ engagement with authentic science content and practices. The study addresses three research questions: (1) What kinds of supports foster teacher learning for enacting SBCS? (2) How do supports for teacher learning shape the way teachers enact SBCS? and (3) What is the potential of SBCS for positively influencing student learning and student attitudes?

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Science Communities of Practice Partnership

Principal Investigator:

The Science Communities of Practice Partnership (SCOPP), a four-year $3.4 million National Science Foundation grant. The project is developing and studying a comprehensive teacher professional development model to transform science teaching and learning in elementary schools serving predominantly minoritized students.

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Professional Learning Hub for Early Science (HubES): Leveraging Technology to Develop Supports for Educators to Promote Meaningful Science Learning in Preschool

Principal Investigator:

Although science is increasingly recognized as a key dimension of early learning, findings to date indicate that young children, especially those enrolled in public preschool programs serving historically excluded communities, have limited opportunities to engage in high quality science investigations. This four-year design and development project brings together public preschool teachers, families from culturally and linguistically diverse communities, early learning and STEM researchers, and designers of media to co-design a Professional Learning Hub for Early Science.

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iPlan: A Platform for Developing Localized Simulations to Support Interactive Learning About Climate Change

Principal Investigator:

The goal of the actLocal project is to develop and test iPlan 2.0, an online platform for K–12 teachers, students, and the public to easily create localized climate change adaptation simulations for any location in the contiguous United States. These simulations will enable high school students and others to implement and evaluate strategies to address the impacts of climate change in their own communities.

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Investigating How Combining Intensive Professional Development and Modest Support Affects Rural, Elementary Teachers’ Science and Engineering Practice

Principal Investigator:

We are investigating factors that influence elementary teachers’ professional learning (PL) in science and engineering. The intervention and ongoing supports are offered at a distance to participants teaching grades 3-5 in rural school districts. Overarching research objectives include examining: (1) the impacts of online science and engineering PL; (2) the effectiveness of modest supports on the sustainability of PL outcomes; and (3) the changes to teachers’ engineering instructional practices.

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Fostering Virtual Learning of Data Science Foundations with Mathematical Logic for Rural High School Students (Collaborative Research)

Principal Investigator:

Data science is transforming science and industry, with a strong demand for skilled professionals. The LogicDataScience (LogicDS) curriculum at Florida Virtual Schools (FLVS) introduces high school students to this field and related careers, aiming to overcome educational barriers, particularly for rural students lacking access to STEM courses and qualified teachers.

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Fostering Virtual Learning of Data Science Foundations with Mathematical Logic for Rural High School Students (Collaborative Research)

Principal Investigator:

Data science is transforming science and industry, with a strong demand for skilled professionals. The LogicDataScience (LogicDS) curriculum at Florida Virtual Schools (FLVS) introduces high school students to this field and related careers, aiming to overcome educational barriers, particularly for rural students lacking access to STEM courses and qualified teachers.

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