DRK-12 Research and Products
- Publication | In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality.
- Publication | This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
- Publication | Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students...
- Publication | This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components...
- Publication | Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
- Presentation | NSF program directors provide information on the DRK-12 program and solicitation in this webinar.
- Publication | Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive...
- Publication | This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.
- Tool | This document captures the ideas and experiences shared by DRK–12 awardees who attended a forum to explore different routes toward product sustainability. It includes notes on types of DRK-12 products, use and adoption of products, resources needed to support dissemination...
- Publication | In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.
- Tool | Sortable Excel lists of DRK-12 recent publications, upcoming presentations, and project websites for 2018-19.
- Tool | This document features issues and approaches that were discussed by a “critical friends group” in the process of providing input to a DRK-12 project on dissemination strategies. While not comprehensive, the considerations listed may serve as a reminder of what to think...
- Publication | This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
- Publication | This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for...
- Publication | In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.