Science

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter

Lama Z. Jaber

Elizabeth Hufnagel

Jennifer Radoff

Year
2019
Short Description

This article discusses supporting inquiry in an online learning environment.

Toward Youth Participatory Science: In Search of Science (Education) for the People

Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter

Alejandra Frausto

Daniel Morales-Doyle

Alanah Fitch

Shelby Hatch

Kathryn Nagy

Year
2019
Short Description

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Resource(s)

Science Curriculum from the Grassroots

Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.

Author/Presenter

Mindy Chappell

Tiffany Childress Price

Alejandra Frausto

Shelby Hatch

Daniel Morales-Doyle

Year
2019
Short Description

These slides were presented at the 2019 Annual Conference of the National Science Teachers Association, St. Louis, Missouri.

Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice

Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter

Daniel Morales-Doyle

Mindy Chappell

Tiffany Childress-Price

Alejandra Frausto

Darrin Collins

Adilene Aguilera

Karen Canales

Elizabeth Herrera

Amy Levingston

Year
2019
Short Description

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer

Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach.

Author/Presenter

Camillia Matuk

Jiayuan Zhang

Irina Uk

Marcia C. Linn

Year
2019
Short Description

This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter

Cory Buxton

Ruth Harman

Lourdes Cardozo-Gaibisso

Lei Jiang

Khanh Bui

Martha Allexsaht-Snider

Lead Organization(s)
Year
2019
Short Description

Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Author/Presenter

Susan A. Yoon

Chad Evans

Katherine Miller

Emma Anderson

Jessica Koehler

Lead Organization(s)
Year
2019
Short Description

In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities.

Author/Presenter

Jonathan M. Vitale

Lauren Applebaum

Marcia C. Linn

Year
2019
Short Description

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities.

Author/Presenter

Jonathan M. Vitale

Lauren Applebaum

Marcia C. Linn

Year
2019
Short Description

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module

Incorporating scientific uncertainty as part of science teaching means acknowledging that there may be incomplete or potentially limited scientific information when scientists draw conclusions. In the geosciences, scientists routinely make inferences about the Earth based on observations of the present, and test those observations against hypotheses about Earth’s history and processes that are not readily observable.

Author/Presenter

Amy Pallant

Hee-Sun Lee

Sarah Pryputniewicz

Lead Organization(s)
Year
2019
Short Description

In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.