Science

The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning

Biology
Science
Disciplinary Content Knowledge
Pedagogical Content Knowledge
High
One of the foundational assumptions in education is that greater teacher knowledge contributes to greater gains in student knowledge, but empirical evidence in support of this assumption is scarce. Using a U.S. sample of 79 biology teachers and their 2749 high school students, we investigate whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions, after controlling for their pretest scores.
Access Link
https://www.lifescied.org/doi/10.1187/cbe.19-08-0164
Author/Presenter

Chen Chen

Gerhard Sonnert

Philip M. Sadler

Susan Sunbury

Lead Organization(s)
Harvard University
Year
2020
Short Description

This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions.

Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments

Science
Assessment
Multilingual Learners
Standards
Middle
High

Conventional assessment analysis of student results, referred to as rubric‐based assessments (RBA), has emphasized numeric scores as the primary way of communicating information to teachers about their students’ learning. In this light, rethinking and reflecting on not only how scores are generated but also what analyses are done with them to inform classroom practices is of utmost importance.

Access Link
https://doi.org/10.1002/tea.21611
Author/Presenter

Lourdes Cardozo‐Gaibisso

Seohyun Kim

Cory Buxton

Allan Cohen

Year
2019
Short Description

Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses.

Next Generation Sheltered Instruction to Support English Learners in Secondary Science Classrooms

Science
Multilingual Learners
Standards
Middle
High

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

Access Link
https://doi.org/10.1002/sce.21569
Author/Presenter

Cory Buxton

Linda Caswell

Lead Organization(s)
Oregon State University (OSU)
Year
2020
Short Description

Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.

Teaching STEM with Robotics: 10 NGSS-Plus-5E Lessons

Engineering
Mathematics
Science
Curriculum
Middle

10 NGSS-Plus-5E middle school lessons for teaching STEM with robotics.

Access Link
http://engineering.nyu.edu/mechatronics/DRK-12/lessons/NGSS-plus-5E/lesson.html
Author/Presenter

Vikram Kapila

Lead Organization(s)
New York University (NYU)
Year
2020
Short Description

10 NGSS-Plus-5E middle school lessons for teaching STEM with robotics.

Teaching STEM with Robotics: Common Core State Standards-Aligned Lessons

Engineering
Mathematics
Science
Curriculum
Middle

22 Common Core State Standards-aligned middle school lessons for teaching STEM with robotics.

Access Link
http://engineering.nyu.edu/mechatronics/DRK-12/lessons/CommonCoreStateStandards…
Author/Presenter

Vikram Kapila

Lead Organization(s)
New York University (NYU)
Year
2020
Short Description

22 Common Core State Standards-aligned middle school lessons for teaching STEM with robotics.

Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement

Engineering
Mathematics
Science
Technology
Assessment
Curriculum
Disciplinary Content Knowledge
Pedagogical Content Knowledge
Professional Development
Standards
Pre-K
Elementary

Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement. Paper presented at the Society for Research on Child Development conference [SRCD], Balitmore, MD. March 2019.

Author/Presenter

Susanna Hapgood

Peter Paprzycki

Charlene M. Czerniak

Lead Organization(s)
University of Toledo (UT)
Year
2020
Short Description

Paper presented at the Society for Research on Child Development Conference.

Resource(s)
SRCD2019.pdf

Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics

Engineering
Mathematics
Science
Technology
Assessment
Curriculum
Disciplinary Content Knowledge
Pedagogical Content Knowledge
Professional Development
Standards
Pre-K
Elementary

Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics. Paper presented at the Global Conference on Education and Research [GLOCER], Sarasota, FL. May 2019.

Author/Presenter

Charlene M. Czerniak

Peter Paprzycki

Susanna Hapgood

Joan N. Kaderavek

Lead Organization(s)
University of Toledo (UT)
Year
2019
Short Description

Paper presented at the Global Conference on Education and Research.

Resource(s)
GLOCER 05-2019.pdf

Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement

Engineering
Mathematics
Science
Technology
Assessment
Curriculum
Disciplinary Content Knowledge
Pedagogical Content Knowledge
Professional Development
Standards
Pre-K
Elementary

Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal Impact of Early Childhood Science Instruction on 5th Grade Science Achievement. Paper presented at the European Science Education Research Association [ESERA], Bologna, Italy. August 2019.

Author/Presenter

Charlene M. Czerniak

Joan N. Kaderavek

Peter Paprzycki

Susanna Hapgood

Gale Mentzer

Scott Molitor

Robert Mendenhall

Lead Organization(s)
University of Toledo (UT)
Year
2019
Short Description

Paper presented at the European Science Education Research Association.

Resource(s)
ESERA August 2019.Aug_.29.pdf

Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards

Engineering
Mathematics
Science
Technology
Assessment
Curriculum
Disciplinary Content Knowledge
Pedagogical Content Knowledge
Professional Development
Standards
Pre-K
Elementary

Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood Educators’ Declarative Knowledge of the Next Generation Science Standards. A poster to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.

Author/Presenter

Susanna Hapgood

Jeanna Heuring

Grant Wilson

Charlene M. Czerniak

Lead Organization(s)
University of Toledo (UT)
Year
2020
Short Description

A poster to be presented at the Association of Science Teacher Educators International Conference.

Resource(s)
ASTE 2020 Poster v3.1.pdf

3DLA: Three Dimensional Learning Architecture Instructional Planning Tool

Engineering
Science
Technology
Curriculum
Disciplinary Content Knowledge
Pedagogical Content Knowledge
Professional Development
Standards
Pre-K
Elementary
Hapgood, S., Wilson, G., Heuring, J. & Czerniak, C. M. (Accepted for January 2020). 3DLA: Three dimensional Learning Architecture instructional planning tool. A workshop to be presented at the Association of Science Teacher Educators [ASTE] International Conference, San Antonio, Texas.
Author/Presenter

Susanna Hapgood

Grant Wilson

Jeanna Heuring

Charlene M. Czerniak

Lead Organization(s)
University of Toledo (UT)
Year
2020
Short Description

A workshop to be presented at the Association of Science Teacher Educators International Conference.

Resource(s)
ASTE_2020 workshop.pdf
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