Science

What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning

Science
Teacher Practice
Elementary
Middle
High

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008

Author/Presenter

Ron Gray

Scott McDonald

David Stroupe

Lead Organization(s)
Michigan State University (MSU)
Year
2021
Short Description

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.

Resource(s)
Gray, McDonald, Stroupe 2021.pdf

COVID-19 Curriculum Materials

Biology
Science
Curriculum
High

This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored:

Access Link
https://epiclearning.web.unc.edu/covid/
Author/Presenter

Troy Sadler et al

Lead Organization(s)
University of North Carolina at Chapel Hill (UNC Chapel Hill)
Year
2021
Short Description

This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored:

  • How do viruses such as COVID-19 spread?
  • What is the responsibility of governments, organizations, and individuals in mitigating the spread of deadly viruses?
  • What challenges do social vulnerabilities present as a result of the COVID-19 pandemic?

Individual lessons descriptions are provided along with Teacher Guides that provide rationales for many of the design decisions made and suggestions for implementation.

Impacts of Attending an Inclusive STEM High School: Meta-analytImpacts of Attending an Inclusive STEM High School: Meta-analytic Estimates from Five Studiesic Estimates from Five Studies

Engineering
Mathematics
Science
Technology
High

Background

Access Link
https://stemeducationjournal.springeropen.com/articles/10.1186/s40594-020-00260…
Author/Presenter

Barbara Means

Haiwen Wang

Xin Wei

Viki Young

Emi Iwatani

Lead Organization(s)
Digital Promise
Year
2021
Short Description

This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

Earth Science
Environmental Science
Science
Educational Technology
Gaming/Virtual Environments
High

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Access Link
https://link.springer.com/article/10.1007/s10956-020-09889-7
Author/Presenter

Hee-Sun Lee

Gey-Hong Gweon

Trudi Lord

Noah Paessel

Amy Pallant

Sarah Pryputniewicz

Lead Organization(s)
Concord Consortium
Year
2021
Short Description

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

Earth Science
Environmental Science
Science
Educational Technology
Gaming/Virtual Environments
High

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Access Link
https://link.springer.com/article/10.1007/s10956-020-09889-7
Author/Presenter

Hee-Sun Lee

Gey-Hong Gweon

Trudi Lord

Noah Paessel

Amy Pallant

Sarah Pryputniewicz

Lead Organization(s)
Concord Consortium
Year
2021
Short Description

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Development and Validation of a High School STEM Self‐Assessment Inventory

Engineering
Mathematics
Science
Technology
Assessment
High

The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.

Access Link
https://onlinelibrary.wiley.com/doi/full/10.1111/ssm.12440
Author/Presenter

Erin Peters Burton

Tara S. Behrend

Shari Matray

Clarissa Hudson

Michael Ford

Lead Organization(s)
George Mason University (GMU)
Year
2020
Short Description

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

Biology
Science
Professional Development
High

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Access Link
https://link.springer.com/article/10.1007/s11412-020-09326-2
Author/Presenter

Susan A. Yoon

Katherine Miller

Thomas Richman

Daniel Wendel

Ilana Schoenfeld

Emma Anderson

Jooeun Shim

Lead Organization(s)
University of Pennsylvania (Penn)
Year
2020
Short Description

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

Biology
Science
Professional Development
High

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Access Link
https://link.springer.com/article/10.1007/s11412-020-09326-2
Author/Presenter

Susan A. Yoon

Katherine Miller

Thomas Richman

Daniel Wendel

Ilana Schoenfeld

Emma Anderson

Jooeun Shim

Lead Organization(s)
University of Pennsylvania (Penn)
Year
2020
Short Description

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Characterizing Science Classroom Discourse Across Scales

Science
Classroom Practice
High

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science Education.

Access Link
https://link.springer.com/article/10.1007/s11165-020-09953-7
Author/Presenter

William A. Sandoval

Jarod Kawasaki

Heather F. Clark

Lead Organization(s)
University of California, Los Angeles (UCLA)
Year
2020
Short Description

This Research in Science Education article focuses on characterizing classroom discourse in science.

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