Brian Reiser

Member Profile

Full Name: 
Brian Reiser
LinkedIn URL: 
http://www.linkedin.com/pub/brian-reiser/7/392/742
Professional Title: 
Professor of Learning Sciences
Organization/Institution: 

Project titlesort iconOrganizationPI first namePI last nameAward date

A Learning Progression for Scientific Modeling

Brian Reiser, Northwestern University (NU)
10/01/2006
This project will provide an empirically-supported learning progression for a key scientific practice, scientific modeling. The specific instructional materials created as part of the project can serve as a model other developers can use to design materials supporting scientific modeling and other practices. The model for educative curriculum materials as a form of teacher support can be adapted to support teacher learning about modeling or other scientific practices...

Developing the Next Generation of Middle School Science Materials--Investigating and Questioning Our World through Science and Technology (Collaborative Research: Reiser)

Brian Reiser, Northwestern University (NU)
09/01/2004
This project will design a comprehensive science curriculum for grades 6-8, in which learning performances drive the design of activities and assessments in order to specify how students should be able to use the scientific ideas and skills outlined in standards. The materials contain hands-on experiences, technology tools and reading materials that extend students' first-hand experiences of phenomena and support science literacy.

Supporting Scientific Practices in Elementary and Middle School Classrooms

Brian Reiser, Northwestern University (NU)
09/01/2010
This project will develop a learning progression that characterizes how learners integrate and interrelate scientific argumentation, explanation and scientific modeling, building ever more sophisticated versions of practice over time using the three common elements of sense-making, persuading peers and developing consensus. The learning progression is constructed through students’ understanding of scientific practice as measured by their attention to generality of explanation, clarity of communication, audience understanding, evidentiary support, and mechanistic versus descriptive accounts.