Science

Theoretical Diversity and Inclusivity in Science and Environmental Education Research: A Way Forward

As distinct communities of practice (COP), science education research (SER) and environmental education research (EER) have both matured a great deal in recent decades, coming to include a greater diversity of theoretical perspectives, worldviews, and researcher and participant voices. In this paper, we present a view of theoretical inclusivity that promises a rich, robust research landscape for both EER and SER through the deliberate inclusion of non-Western theories.

Author/Presenter

Roberta Howard Hunter

Gail Richmond

Lead Organization(s)
Year
2022
Short Description

As distinct communities of practice (COP), science education research (SER) and environmental education research (EER) have both matured a great deal in recent decades, coming to include a greater diversity of theoretical perspectives, worldviews, and researcher and participant voices. In this paper, we present a view of theoretical inclusivity that promises a rich, robust research landscape for both EER and SER through the deliberate inclusion of non-Western theories.

Middle Science Computing Integration with Preservice Teachers

We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long
intervention. In the intervention, preservice teachers learned about CT concepts through an hour-long lecture in their methods class, practiced a computing-integration activity for

Author/Presenter

Lauren Margulieux

Aman Yadav

Year
2021
Short Description

We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long
intervention.

What's In a Wave? Using Modeling and Computational Thinking to Enhance Students' Understanding of Waves

Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength. To support students’ learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure.

Author/Presenter

Patrick Enderle

Natalie King

Lauren Margulieux

Lead Organization(s)
Year
2021
Short Description

Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength. To support students’ learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure. To enhance this experience, some teachers employ readily available simulations from trusted websites, such as PhET or Netlogo. Digital resources are valuable tools that teachers can use to support students’ science understanding through manipulating elements of digitally constructed scientific models. These approaches to teaching promote students’ engagement in the practice of designing (drawing a wave) and using scientific models (working with a simulation). To expand upon these resources, we developed a series of instructional activities that deepen students’ conceptual understanding of waves by engaging in computational thinking while developing and using scientific and mathematical models.

Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Author/Presenter

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

NARST presentation on instructional decision making to improve argumentation in science.

Towards Improving Science Discussions: A Framework to Guide Instructional Decision Making

Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional decision making [Stand-alone paper]. National Association for Research in Science Teaching conference, Orlando, FL, United States.

Author/Presenter

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

NARST presentation on instructional decision making to improve argumentation in science.

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Matthew Wilsey

Coralie Delhaye

Melissa Collins

Sara Allan

Emily Reigh

Hilda Borko

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning

Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H., & Osborne, J. (2021). Changes in elementary teachers' perceptions and facilitation of argumentation throughout year-long participation in professional learning [Stand-alone paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Matthew Wilsey

Coralie Delhaye

Melissa Collins

Sara Allan

Emily Reigh

Hilda Borko

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.

Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19

Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Coralie Delhaye

Hilda Borko

Matthew Wilsey

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA symposium presentation on accessible distance learning in science during COVID.

Building Teacher Leadership for Equitably Accessible Distance Science Learning in a School District During COVID-19

Delhaye, C., Borko, H., Wilsey, M., Reigh, E., & Osborne, J. (2021). Building teacher leadership for equitably accessible distance science learning in a school district during COVID-19 [Symposium paper]. American Educational Research Association annual meeting, Orlando, FL, United States.

Author/Presenter

Coralie Delhaye

Hilda Borko

Matthew Wilsey

Emily Reigh

Jonathan Osborne

Lead Organization(s)
Year
2021
Short Description

AERA symposium presentation on accessible distance learning in science during COVID.

Challenges and Opportunities in Teaching and Learning Data Literacy through Art

Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We explore art as an accessible and personally relevant approach to developing middle school students’ data literacy. We designed and implemented a 2-week long arts-integrated unit in a grade 7 classroom.

Author/Presenter

Camillia Matuk

Kayla Desportes

Anna Amato

Megan Silander

Ralph Vacca

Veena Vasudevan

Peter J. Woods

Year
2021
Short Description

Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We explore art as an accessible and personally relevant approach to developing middle school students’ data literacy.