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Resource | “Should We Build This?”: Student Reasoning in Intentionally Facilitated Socio-technical Design Talks
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
Posted: Friday, May 19
Resource | “Should We Build This?”: Student Reasoning in Intentionally Facilitated Socio-technical Design Talks
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
In pre-college engineering education contexts, detailed explorations of student discourse and teacher moves have begun to emerge. For example, recent studies have shown how particular teacher questions prompt student reasoning during particular phases of the engineering design process (Capobianco, deLisi, & Radloff, 2018) and how a teacher’s valuing of heterogeneous ideas sets the stage for…
Posted: Friday, May 19
Resource | How Do Interdisciplinary Teams Co-construct Instructional Materials Emphasising Both Science and Engineering Practices?
To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning emphasizing investigation and design, fewer…
To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. While some research studies articulate the shifts that are needed to realise classroom learning emphasizing investigation and design, fewer…
Posted: Friday, May 19
Resource | Usable STEM Knowledge for Tomorrow’s STEM Problems
We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions. Songer, N. B. (2023). Usable STEM knowledge for tomorrow’s STEM problems. Open Access Government. January 2023, pp.294-295. https://doi.org/10.56367/OAG-037-10193
We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions. Songer, N. B. (2023). Usable STEM knowledge for tomorrow’s STEM problems. Open Access Government. January 2023, pp.294-295. https://doi.org/10.56367/OAG-037-10193
Posted: Friday, May 19
Resource | Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Posted: Thursday, May 18
Resource | Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Posted: Thursday, May 18
Resource | Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions. Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.
Posted: Thursday, May 18
Resource | Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Posted: Thursday, May 18
Resource | Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching. By surveying and interviewing…
Posted: Thursday, May 18
Resource | The Potential of Digital Collaborative Environments for Problem-based Mathematics Curriculum
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching. Edson, A. J. & Phillips, E. D. (2022). The potential of digital collaborative environments for problem-based mathematics…
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching. Edson, A. J. & Phillips, E. D. (2022). The potential of digital collaborative environments for problem-based mathematics…
Posted: Thursday, May 18
Resource | Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise
Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs. Bioinformatics—a rapidly developing discipline that integrates…
Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs. Bioinformatics—a rapidly developing discipline that integrates…
Posted: Thursday, May 18
Resource | Teaching Risk and Uncertainty in a Changing World
While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded…
While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded…
Posted: Thursday, May 18
Resource | A Map that Shows Earth Rocks!
Concord Consortium’s new Earth Rocks Map displays a generalized representation of Earth’s geology, focused primarily on the distribution of the three major rock types (igneous, metamorphic, and sedimentary). What makes this map different is that it strips out information about geologic eras, highlighting the distribution of rocks found on Earth’s surface. Lord, T. & Pallant, A. (2022,…
Concord Consortium’s new Earth Rocks Map displays a generalized representation of Earth’s geology, focused primarily on the distribution of the three major rock types (igneous, metamorphic, and sedimentary). What makes this map different is that it strips out information about geologic eras, highlighting the distribution of rocks found on Earth’s surface. Lord, T. & Pallant, A. (2022,…
Posted: Thursday, May 18
Resource | Supporting a Museum-based Network of Science Teacher Leaders
In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP). The RPP model supports practitioners and researchers to engage in joint inquiry, as they work together to understand and improve designs for learning (Coburn and Penuel 2016; Farrell et al.…
In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP). The RPP model supports practitioners and researchers to engage in joint inquiry, as they work together to understand and improve designs for learning (Coburn and Penuel 2016; Farrell et al.…
Posted: Thursday, May 18
Resource | Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of Johnstone's triangle, how symbolic traditions undermine…
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of Johnstone's triangle, how symbolic traditions undermine…
Posted: Thursday, May 18
Resource | Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this discrepancy is focusing on pedagogical conceptual change, its precursors (higher self-efficacy and pedagogical discontentment), and the subtleties of its mechanisms (assimilation…
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this discrepancy is focusing on pedagogical conceptual change, its precursors (higher self-efficacy and pedagogical discontentment), and the subtleties of its mechanisms (assimilation…
Posted: Thursday, May 18
Resource | Documenting Professional Learning Focused on Implementing High-Quality Instructional Materials in Mathematics: The AIM–TRU Learning Cycle
Background: To increase teachers’ capacity to implement high-quality instructional materials with fidelity in their classrooms through a video-based professional learning cycle, the Analyzing Instruction in Mathematics Using the Teaching for Robust Understanding framework (AIM–TRU) research–practice partnership was formed. Drawing upon the design-based research paradigm, AIM–TRU created the…
Background: To increase teachers’ capacity to implement high-quality instructional materials with fidelity in their classrooms through a video-based professional learning cycle, the Analyzing Instruction in Mathematics Using the Teaching for Robust Understanding framework (AIM–TRU) research–practice partnership was formed. Drawing upon the design-based research paradigm, AIM–TRU created the…
Posted: Thursday, May 18
Resource | Promoting Meaningful Conversations Among Prospective Mathematics Teachers
Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have transitioned some teacher preparation from in person experiences to video case study analysis. Our research seeks to determine how this transition can foster development of critical…
Recent circumstances due to the COVID-19 pandemic and restrictions on entering public schools have created barriers for prospective teachers (PT) to gain valuable exposure to real classrooms. As a result, we have transitioned some teacher preparation from in person experiences to video case study analysis. Our research seeks to determine how this transition can foster development of critical…
Posted: Thursday, May 18
Resource | The Untapped Potential of Early Career Researchers in Academic Publishing: Lessons Learned from the Journal of Emerging Investigators Model
Key points: The lack of formal training in peer review can be detrimental to the publishing activities of early career researchers, including graduate students and postdoctoral fellows. Lack of recognition of the work of early career researchers (ECRs) in review means that journals cannot easily identify them as potential reviewers in the future. Participation as peer-reviewers increases…
Key points: The lack of formal training in peer review can be detrimental to the publishing activities of early career researchers, including graduate students and postdoctoral fellows. Lack of recognition of the work of early career researchers (ECRs) in review means that journals cannot easily identify them as potential reviewers in the future. Participation as peer-reviewers increases…
Posted: Thursday, May 18
Resource | Engaging Young Scholars in Science Through Publication: A Survey Analysis of Published Middle and High School Authors
Young researchers are often excluded from the scholarly processes of peer-review and publication, which are cornerstones of scholarly work. The Journal of Emerging Investigators is an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer-review and publication process of their…
Young researchers are often excluded from the scholarly processes of peer-review and publication, which are cornerstones of scholarly work. The Journal of Emerging Investigators is an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer-review and publication process of their…
Posted: Thursday, May 18
Resource | STEM Curriculum Development and Implementation
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum…
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum…
Posted: Thursday, May 18
Resource | STEM Curriculum Development and Implementation
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum…
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum…
Posted: Thursday, May 18
Resource | STEM Curriculum Development and Implementation
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum…
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum…
Posted: Thursday, May 18
Resource | Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from…
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from…
Posted: Thursday, May 18
Resource | Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from…
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from…
Posted: Thursday, May 18
Resource | Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from…
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from…
Posted: Thursday, May 18
Resource | Uncovering Core Dimensions of K-12 Integrated STEM
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol…
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol…
Posted: Thursday, May 18
Resource | Uncovering Core Dimensions of K-12 Integrated STEM
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol…
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol…
Posted: Thursday, May 18
Resource | Uncovering Core Dimensions of K-12 Integrated STEM
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol…
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol…
Posted: Thursday, May 18
Resource | Design Considerations for a Middle School Computer Science Pedagogical Content Knowledge Instrument
K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK) . We respond to this need by describing the design of a CS-PCK instrument for ‘Algorithms and Programming’ that measures three broad constructs: (a) teachers’ understanding of standards and standards-alignment, (b) teachers’ formative assessment…
K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK) . We respond to this need by describing the design of a CS-PCK instrument for ‘Algorithms and Programming’ that measures three broad constructs: (a) teachers’ understanding of standards and standards-alignment, (b) teachers’ formative assessment…
Posted: Thursday, May 18