"Content coherence"--ideas presented in a connected, sequential way--plays a big role in effective science instruction. Watch this video to find out how it works and how students benefit!
An effective curriculum helps you support students' science learning, understanding, and achievement. But what does "effective" mean? This video gives you the inside scoop on what makes a curriculum effective and flags some common pitfalls to avoid.
An effective curriculum helps you support students' science learning, understanding, and achievement. But what does "effective" mean? This video gives you the inside scoop on what makes a curriculum effective and flags some common pitfalls to avoid.
To examine the value of the electronic teacher guide (eTG) as a curriculum planning and teaching tool,
it was important to study it in the contexts of teachers’ actual planning, teaching, and reflecting.
This paper described two descriptive case studies.
The Innovative Technology in Science Inquiry (ITSI) project is a learning portal with hundreds of free, customizable science, math,
Participants engage in and provide feedback on digital interactive learning experiences that use National Renewable Energy Laboratory life cycle data and help teachers understand key energy concepts. Please bring your laptop.
Biological Sciences Curriculum Study (BSCS) and project partners are developing an online course for high school science teachers. The purpose of the course is to help teachers understand key energy concepts in alternative energy contexts. The course includes three interactive learning experiences (interactives) that use life cycle data from the National Renewable Energy Lab (NREL).
Participants engage in marine data investigations using the Ocean Tracks Web interface and analysis tools, offer feedback, and discuss possible synergies with other DR K–12 programs.
Digital, large-scale scientific data have become broadly available in recent decades, and analyzing data, identifying patterns, and extracting useful information have become gateway skills to full participation in the 21st century workforce. Yet, pre-college classrooms are falling short in preparing students for this world and are missing opportunities to harness the power of Big Data to engage students in scientific learning. To address this issue, scientists, educators, and researchers at Education Development Center, Inc.
Panelists from three projects share lessons learned in guiding game use in classroom learning, highlighting specific examples of effective resources.
The three panelists in this session are in the last one or two years of their game-based learning projects, and all have done extensive work in supporting use of their games in classroom learning. As their work has progressed, each has discovered valuable ways to support teachers as well as encountered surprises in what teachers wanted (and didn’t want), and now recognize things they wished they had learned in the beginning of their projects. Session participants leave with recommendations they can use in their current projects, including:
To learn more, visit http://www.nabt.org/websites/institution/index.php?p=12.
To learn more, visit http://www.nabt.org/websites/institution/index.php?p=10
