This project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Grooms, J., Sampson, V., and Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching, 55(9), 1264-1286.
- Grooms, J., Enderle, P., and Sampson, V. (2015). Coordinating scientific argumentation and the Next Generation Science Standards through argument-driven inquiry. Science Educator, 24(1), 45-50.
- Grooms, J., Sampson, V., and Golden, B. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412-1433.
- Grooms, J., Fleming, K., Wolfinger, M., Berkowitz, A., and Caplan, B. (2019, April). What teacher-student tensions and synergies emerge from implementing an integrated chemistry/Earth science curriculum? Paper presented at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, ON, Canada.