Science

Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and Science

Principal Investigator:

This poster provides an overview of our three-year project where researchers are using a design-based research approach to develop, pilot, and refine a set of coordinated and complementary practice-based activities that teacher education programs can deploy to provide practice-based learning opportunities for preservice teachers. The goal is to help the preservice teachers to engage in authentic, purposeful, and scaffolded approximations of practice as they develop their ability to facilitate argumentation-focused discussions in mathematics and science.

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Misconceptions Oriented Standards-Based Assessment Resource for Teachers of High School Physical Sciences (MOSART HSPS)

Principal Investigator:

MOSART HS PS developed assessment tools based on both NRC Standards and NGSS for high school chemistry and physics. The 500 new test items were combined into instruments and validated by content experts. Comprehensive data from a nationally representative sample of 12,000 high school students and their teachers measures the content knowledge of both groups and allows the estimation of item characteristics. Pre- and post-tests associate yearly knowledge gains with teacher characteristics and pedagogies used.

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From Access to Sustainability: Investigating Ways to Foster Sustainable Use of Computational Modeling in K-12 Science Classrooms

Principal Investigator:

Our vision is to make computational modeling a sustained practice in middle school science classrooms. We are working closely with teachers to design a tool and curricula that integrate computational modeling with data practices and enables students to move towards unpacking models and their underlying assumptions. Our research questions involve investigating 1. students modeling trajectories in this environment; 2. how classrooms norms develop over time; and, 3. the interplay between computational modeling and data practices.

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Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research: Gagnon, Baker, and Metcalf)

Principal Investigator:

Aqualab is an online video game to teach scientific practices in the context of life sciences for middle school. Students use science practices of experimentation, modeling, and argumentation to investigate questions related to aquatic ecosystems. The project is developing and scaffolding layers of science practices within the gameplay, and exploring how learning progressions can be empirically derived from game data. The findings will be used to create personalized interventions to improve student learning outcomes.

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Target Audience:

Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research: Gagnon, Baker, and Metcalf)

Principal Investigator:

Aqualab is an online video game to teach scientific practices in the context of life sciences for middle school. Students use science practices of experimentation, modeling, and argumentation to investigate questions related to aquatic ecosystems. The project is developing and scaffolding layers of science practices within the gameplay, and exploring how learning progressions can be empirically derived from game data. The findings will be used to create personalized interventions to improve student learning outcomes.

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Target Audience:

Developing an Online Game to Teach Middle School Students Science Research Practices in the Life Sciences (Collaborative Research: Gagnon, Baker, and Metcalf)

Principal Investigator:

Aqualab is an online video game to teach scientific practices in the context of life sciences for middle school. Students use science practices of experimentation, modeling, and argumentation to investigate questions related to aquatic ecosystems. The project is developing and scaffolding layers of science practices within the gameplay, and exploring how learning progressions can be empirically derived from game data. The findings will be used to create personalized interventions to improve student learning outcomes.

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Target Audience:

Design Research on the Teaching and Learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical Changes

Principal Investigator:
To move from an emphasis on description of phenomena to deep understanding consistent with the NGSS, this project develops new teaching and research scholars with expertise in building conceptual understanding through the effective use of visualization to help their students build accurate molecular-level mental models to explain phenomena. VisChem Institutes employ carefully produced animations with teaching strategies informed by a cognitive learning model. Research thus far has explored early teacher chemistry and pedagogical learning.
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Anchoring High School Students in Real-Life Issues that Integrate STEM Content and Literacy

Principal Investigator:

Through the integration of STEM content and literacy, this project studies the ways teachers implement literacy practices in the STEM classroom. Teachers will facilitate instruction using scenarios that present students with STEM-related issues, presented as scenarios. After reading and engaging with math and science content, students write a source-based argument in which they state a claim, support the claim with evidence from the texts, and explain the multiple perspectives on the issue.

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An Efficacy Study of a Comprehensive Middle School Science Curriculum that Integrates Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts

Principal Investigator:

This poster presents results from a randomized controlled trial that examined the efficacy of the Amplify Science Middle School curriculum for improving seventh grade students learning in relation to NGSS performance expectations in physical science. Though the analysis is ongoing, initial findings from the 2019-20 school year demonstrate evidence of promise of the NGSS-designed curriculum materials for supporting three-dimensional teaching and learning. This poster showcases the results and considers implications for research, policy, and practice.

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The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study.

Author/Presenter

Harleen Singh

Julie A. Luft

Jessica B. Napier

Lead Organization(s)
Year
2021
Short Description

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching.