The Next Generation Science Standards (NGSS) emphasize the integration of scientific knowledge and the practices of science, a recognition that science classrooms are complex learning environments. Meeting this expectation requires teachers to move beyond traditional routines of practice to become adaptive experts who can adjust their teaching to maximize learning in varied classroom situations. The project will work with teachers to implement a three-year professional development program to assist teachers in the development of adaptive expertise through implementation of an argument-based inquiry approach.
This project aims to develop, pilot, and evaluate a model of instruction that advances the scientific literacy of high school students by involving them in science journalism, and to develop research tools for assessing scientific literacy and engagement. We view scientific literacy as public understanding of and engagement with science and technology, better enabling people to make informed science-related decisions in their personal lives, and participate in science-related democratic debates in public life.
This project proposes to create two books and a professional development manual about the roles and practice of writing-to-learn strategies in science classrooms. The books will emphasize the importance of purposeful writing as a learning tool. The first book will target K-6 teachers and the second will address the needs of 7-12 teachers.