Science

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

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.

Author/Presenter

Christine M. Cunningham

Cathy P. Lachapelle

Robert T. Brennan

Gregory J. Kelly

Chris San Antonio Tunis

Christine A. Gentry

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.

Socio-Ecological Scales of Time

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)
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.

Socio-Ecological Histories of Place Teaching Tool

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)
Year
2019
Short Description

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

Rhizome and Seasonal Storyline for Field-based Science

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)
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.

CRIS 7e Lesson Plan Template

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. 

Author/Presenter

CRIS Project Team

Lead Organization(s)
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.

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

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.

Author/Presenter

Jarod Kawasaki

William Sandoval

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.