Science

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities.

Author/Presenter: 
Jonathan M. Vitale
Lauren Applebaum
Marcia C. Linn
Year: 
2019
Short Description: 
Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module

Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are not readily observable.

Author/Presenter: 
Amy Pallant
Hee-Sun Lee
Sarah Pryputniewicz
Lead Organization(s): 
Year: 
2019
Short Description: 
In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.

Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms

In this article, we turn our attention to context-based approaches to science instruction. We studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms. Contextualizing science activity is one of the key dimensions of the SSTELLA instructional framework.

Author/Presenter: 
Sara Tolbert
Corey Knox
Ivan Salinas
Lead Organization(s): 
Year: 
2019
Short Description: 
This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.

Curriculum and Instruction at Exemplar Inclusive STEM High Schools

In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school.
Author/Presenter: 
Erin Peters-Burton
Ann House
Ed Han
Sharon Lynch
Year: 
2018
Short Description: 
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.

The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation

Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation. They conducted a randomised experimental study with 90 middle school science teachers in the USA.

Author/Presenter: 
Suzanna Loper
Katherine L. McNeill
María González-Howard
Lisa M. Marco-Bujosa
Laura M. O’Dwyer
Year: 
2019
Short Description: 
Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.

Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to educative curriculum materials in an online interactive learning platform.

Author/Presenter: 
Miray Tekkumru-Kisa
Christian Schunn
Year: 
2019
Short Description: 
Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices

Author/Presenter: 
Alejandra J. Magana
Hayden W. Fennell
Camilo Vieira
Michael L. Falk
Lead Organization(s): 
Year: 
2019
Short Description: 
Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.

Exploring Students’ Experimentation Strategies in Engineering Design Using an Educational CAD Tool

Experimentation is one of the important strategies used in engineering design to understand the relationship between relevant variables so that they can be manipulated to generate optimized solution for a particular problem or design. The understanding of students’ experimentation strategies allows educators to help students improve their design experiments by providing scaffolds or guidance. The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

Author/Presenter: 
Ying Ying Seah
Alejandra J. Magana
Lead Organization(s): 
Year: 
2019
Short Description: 
The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics

In science and engineering education, the use of heuristics has been introduced as a way of understanding the world, and as a way to approach problem-solving and design. However, important consequences for the use of heuristics are that they do not always guarantee a correct solution. Learning by Design has been identified as a pedagogical strategy that can guide individuals to properly connect science learning via design challenges.

Author/Presenter: 
Alejandra J. Magana
Sindhura Elluri
Chandan Dasgupta
Ying Ying Seah
Aasakiran Madamanchi
Mireille Boutin
Lead Organization(s): 
Year: 
2019
Short Description: 
This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.

The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science

This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction. The mentor preparation program was grounded in research on effective science instruction and learning-focused mentoring.

Author/Presenter: 
Matthew Miller
Daniel Hanley
Joseph Brobst
Year: 
2019
Short Description: 
This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.

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