Science

Students making systems models: An accessible approach

Systems are a natural part of our world—from the smallest chemical system to the Earth's climate system. The Framework for K-12 Science Education and the Next Generation Science Standards identify systems and system models as one of the crosscutting concepts, and developing and using models as one of the science and engineering practices. However, students do not naturally engage in systems thinking or in building models to make sense of phenomena, and there are few easily accessible tools designed specifically for students to construct models.

Author/Presenter

Daniel Damelin

Joseph S. Krajcik

Cynthia McIntyre

Tom Bielik

Lead Organization(s)
Year
2017
Short Description

This article describes a new open-source systems modeling tool called SageModeler and a curricular approach designed to support students and teachers in engaging in systems modeling.

Students making systems models: An accessible approach

Systems are a natural part of our world—from the smallest chemical system to the Earth's climate system. The Framework for K-12 Science Education and the Next Generation Science Standards identify systems and system models as one of the crosscutting concepts, and developing and using models as one of the science and engineering practices. However, students do not naturally engage in systems thinking or in building models to make sense of phenomena, and there are few easily accessible tools designed specifically for students to construct models.

Author/Presenter

Daniel Damelin

Joseph S. Krajcik

Cynthia McIntyre

Tom Bielik

Lead Organization(s)
Year
2017
Short Description

This article describes a new open-source systems modeling tool called SageModeler and a curricular approach designed to support students and teachers in engaging in systems modeling.

Practice What You Teach: A Video-Based Practicum Model of Professional Development for Elementary Science Teachers

This study examines an innovative professional development program that provides teachers with an opportunity to practice pedagogical strategies in a low stakes classroom context. Elementary teachers participated in a one-week summer Institute and two-week Practicum focused on learning strategies for facilitating scientific discourse and argumentation in their classrooms. During the Practicum, teachers taught lessons in a summer program for elementary school students and engaged in daily video-based discussions to reflect on their instruction.

Author/Presenter

Eric Berson

Hilda Borko

Susan Million

Edit Khachatryan

Kerri Glennon

Year
2015
Short Description

This study examines an innovative professional development program that provides teachers with an opportunity to practice pedagogical strategies in a low stakes classroom context.

Developing coherent conceptual storylines: Two elementary challenges

The ‘conceptual storyline’ of a lesson refers to the flow and sequencing of learning activities such that science concepts align and progress in ways that are instructionally meaningful to student learning of the concepts. Research demonstrates that when teachers apply lesson design strategies to create a coherent science content storyline, student learning is positively impacted (Roth et al., 2011).

Author/Presenter

Deborah Hanuscin

Kelsey Lipsitz

Dante Cisterna-Alburquerque

Kathryn A. Arnone

Delinda van Garderen

Zandra de Araujo

Eun Ju Lee

Lead Organization(s)
Year
2016
Short Description

In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their capacity to develop a coherent conceptual storyline.

School Resources in Teaching Science to Diverse Student Groups: An Intervention’s Effect on Elementary Teachers’ Perceptions

Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year.

Author/Presenter

Okhee Lee

Lorena Llosa

Feng Jiang

Corey O’Connor

Alison Haas

Lead Organization(s)
Year
2016
Short Description

Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year. As a result of the intervention, teachers in the treatment group reported more positive perceptions of school resources than teachers in the control group.

Elementary teachers’ science knowledge and instructional practices: Impact of an intervention focused on English language learners

As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation. The P-SELL (Promoting Science Among English Language Learners) intervention comprised curriculum materials for students and teachers and teacher professional development workshops during the summer and throughout the school year.

Author/Presenter

Okhee Lee

Lorena Llosa

Feng Jiang

Alison Haas

Corey O'Connor

Christopher D. Van Booven

Lead Organization(s)
Year
2016
Short Description

As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation.

Impact of a large-scale science intervention focused on English language learners

The authors evaluated the effects of P-SELL, a science curricular and professional development intervention for fifth-grade students with a focus on English language learners (ELLs). Using a randomized controlled trial design with 33 treatment and 33 control schools across three school districts in one state, we found significant and meaningfully sized intervention effects on a researcher-developed science assessment and the state science assessment.

Author/Presenter

Lorena Llosa

Okhee Lee

Feng Jiang

Alison Haas

Corey O’Connor

Christopher D. Van Booven

Michael J. Kieffer

Lead Organization(s)
Year
2016

Learning with Sprout Pro: Reimagine what you can make

Sprout Pro was developed as a new kind of all-in-one computer that enables students to make, design, and customize the world around them. This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity. Through this handbook you will learn how Sprout Pro can enhance educational experiences; support the development of collaboration, communication, and critical thinking skills; improve digital literacy; and empower the imagination of your students.

Author/Presenter

HP Development Company

Lead Organization(s)
Year
2016
Short Description

This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity.

Can All Students Succeed at Science and Tech High Schools?

No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.

Lucadamo, K. (2016, September 6). Can All Students Succeed at Science and Tec High Schools? U.S News Report. Retrieved from http://www.usnews.com/news/articles/2016-09-26/can-all-students-succeed….

Author/Presenter

Kathleen Lucadamo

Lead Organization(s)
Year
2016
Short Description

No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.

Tool trouble: Challenges with Using Self-Report Data to Evaluate Long-Term Chemistry Teacher Professional Development

The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing beliefs.

Author/Presenter

Deborah G. Herrington

Ellen J. Yezierski

Senetta F. Bancroft

Year
2016
Short Description

The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing beliefs.