Connected Biology: Three-Dimensional Learning from Molecules to Populations
Principal Investigator:
Click image to preview:
Discipline/Topic:
Target Audience:
Science
QuEST: Quality Elementary Science Teaching
Principal Investigator:
Click image to preview:
Discipline/Topic:
Target Audience:
Integrating Computational Thinking and Environmental Science: Design Based Research on Using Simulated Ecosystems to Improve Student Understanding of Complex System Behavior
Click image to preview:
Discipline/Topic:
Target Audience:
Developing Teachers' Capacity to Promote Argumentation in Secondary Science
Principal Investigator:
Click image to preview:
Discipline/Topic:
Target Audience:
Learning Physics in a Synergistic Scaffolded Programming Environment
Click image to preview:
Discipline/Topic:
Target Audience:
Using Collective Argumentation to Develop Teaching Practices Integrating Coding Within the Science and Math Curriculum
Principal Investigator:
Click image to preview:
Discipline/Topic:
Target Audience:
Research on the Utility of Abstraction as a Guiding Principle for Learning about the Nature of Models in Science Education
Principal Investigator:
Click image to preview:
Discipline/Topic:
Target Audience:
Fostering Pedagogical Argumentation: Pedagogical Reasoning With and About Student Science Ideas
Principal Investigator:
Click image to preview:
Discipline/Topic:
Focus on Energy: Preparing Elementary Teachers to Meet the NGSS Challenge
Principal Investigator:
Click image to preview:
Discipline/Topic:
Target Audience:
Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools
Science in the Learning Gardens (henceforth, SciLG) program was designed to address two well-documented, inter-related educational problems: under-representation in science of students from racial and ethnic minority groups and inadequacies of curriculum and pedagogy to address their cultural and motivational needs. Funded by the National Science Foundation, SciLG is a partnership between Portland Public Schools and Portland State University.
Lead Organization(s)
Year
2018
Short Description
This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.