Science

Rural educators often have limited access to professional development, especially in science education aligned with three-dimensional standards. This research evaluates technology-mediated lesson study (TMLS), where small groups of rural science teachers collaborate to improve instruction. Teachers responded positively to group work, using technology to observe teaching, and co-designing lessons. TMLS offers an effective, collaborative method for lesson planning and is adaptable for any group of educators aiming to enhance instructional practices.

Although most teachers recognize the importance of taking investigative, open-ended approaches to students’ learning experiences, implementing them in high school classes can be challenging for teachers.

The ECUITY project aims to develop and utilize a multi-agency partnership to design, implement, and test a research-based professional learning (PL) approach that will ensure that teachers and their students have actionable knowledge on how to protect and enhance the biodiversity in their communities.

This poster shares preliminary results from our first cohort of participants toward answering the question "How does online mentoring of student-led plant biology investigations impact high school students' views of scientists? This is just one aspect of the overall research project, which involves 1) a conceptual replication of a previous efficacy study (DIgging Deeper, NSF #2010556) on the impact of a student-teacher-scientist partnership online mentoring program (Taylor et al.

This project is designing opportunities for mathematics and science teachers to coordinate their instruction to support a more coherent approach to teaching statistical model-based inference in middle school. It is preparing teachers to help more students develop a deeper understanding of ideas and practices related to measurement, data, variability, and inference and to use these tools to generate knowledge about the natural world.

There is an urgent need for vetted Next Generation Science Standards (NGSS)–aligned, classroom-based formative assessment tasks for the early grades that incorporate language and literacy development of young students into the design.

To successfully understand and address complex and important questions in the field of environmental science, many kinds of communities’ knowledge about their local environment need to be engaged. This one-year partnership development project involves a collaboration to design an approach that would yield opportunities for K-12 students to learn about environmental science in ways that honor both traditional STEM knowledge and Native ways of knowing among the Pomo community in California.

Online STEM credit courses have become attractive to school leaders as a way to support students who fail STEM courses in face-to-face school year settings. However, there is little research about the processes involved in how schools make decisions regarding student credit recovery. This study is engaged in data collection in high schools in a diverse county including credit recovery classroom observations, interviews, and administrative data to measure and evaluate policies around credit recovery.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.

This project will develop a professional development (PD) program to support teachers in implementing a physical computing anchored transdisciplinary curriculum. The program includes summer institutes and year-long activities where teachers will be first immersed in the same transdisciplinary learning experiences their students will undergo and then co-design/revise the curriculum for the local context. We will follow teachers over time to understand what trajectories teachers follow as they strive to shift toward more transdisciplinary teaching practices.