Science

Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching

Hayes, K. (2019). Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching. In J. Settlage & A. Johnston (Eds.), Proceedings of the 2019 Science Education at the Crossroads Conference (pp. 28-29). Montgomery, AL.

Author/Presenter

Kathryn Hayes

Year
2019
Short Description

Conference proceedings from the 2019 Science Education at the Crossroads Conference.

Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools. Data sources included semi-structured interviews and survey responses from 49 teachers from 30 different rural schools.
Author/Presenter

Doron Zinger

Judith Haymore Sandholtz

Cathy Ringstaff

Year
2020
Short Description

Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter

Ramya Sivaraj

Joshua A. Ellis

Jeanna R. Wieselmann

Gillian H. Roehrig

Year
2020
Short Description

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter

Ramya Sivaraj

Joshua A. Ellis

Jeanna R. Wieselmann

Gillian H. Roehrig

Year
2020
Short Description

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Author/Presenter

Ramya Sivaraj

Joshua A. Ellis

Jeanna R. Wieselmann

Gillian H. Roehrig

Year
2020
Short Description

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Development and Pilot Testing of a Three-Dimensional, Phenomenon-based Unit that Integrates Evolution and Heredity

To realize the promise of the Next Generation Science Standards, educators require new three-dimensional, phenomenon-based curriculum materials. We describe and report on pilot test results from such a resource—Evolution: DNA and the Unity of Life. Designed for the Next Generation Science Standards, this freely available unit was developed for introductory high school biology students. It builds coherent understanding of evolution over the course of seven to 8 weeks.

Author/Presenter

Sheila A. Homburger

Dina Drits‑Esser

Molly Malone

Kevin Pompei

Kagan Breitenbach

Ryan D. Perkins

Pete C. Anderson

Nicola C. Barber

Amy J. Hawkins

Sam Katz

Max Kelly

Harmony Starr

Kristin M. Bass

Jo Ellen Roseman

Joseph Hardcastle

George DeBoer

Louisa A. Stark

Lead Organization(s)
Year
2019
Short Description

Describes development and pilot testing of a 3-dimensional, phenomenon-based unit that integrates evolution and heredity. The 8-week unit is designed for introductory-level high school biology courses. Results from a national pilot test with 944 grade nine and ten students in 16 teachers' classrooms show statistically significant gains with large effect sizes from pretest to posttest in students' conceptual understanding of evolution and heredity. Students also gained sill in identifying claims, evidence and reasoning in scientific arguments.

Building Argumentation Skills in the Biology Classroom: An Evolution Unit that Develops Students’ Capacity to Construct Arguments from Evidence

Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity of Life. The scaffold provides high school students with practice in both developing and evaluating written arguments.

Author/Presenter

Sheila A. Homburger

Dina Drits-Esser

Molly Malone

Louisa A. Stark

Lead Organization(s)
Year
2021
Short Description

Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity.

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

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)
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.

COVID-19 Curriculum Materials

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:

Author/Presenter

Troy Sadler et al

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

Background

Author/Presenter

Barbara Means

Haiwen Wang

Xin Wei

Viki Young

Emi Iwatani

Lead Organization(s)
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.