Technology

This exploratory project supports the professional development of secondary STEM teachers by providing multiyear training around three specific areas: (1) environmental sciences themed content; (2) technology integration in the classroom, and (3) classroom-based action research within action research communities. Using virtual reality to focus on wetlands and their connection to flooding brings locally relevant STEM concepts in a real-world context that is relatable to minoritized teachers and students living in these areas.

STRIDES supports teachers to customize the curriculum to address diverse students' evolving ideas and achieve the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). STRIDES catalyzes a new approach to teachers' curriculum customization. STRIDES will improve the evidence teachers have to make customization decisions by collaborating with the Educational Testing Service (ETS) to advance natural language processing (NLP) methods.

The SDLC project has developed and studied curriculum modules for non-AP high school statistics to promote interest and skills in statistical thinking and data analysis among diverse high school populations. Modules engage students with social-justice-themed data investigations using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Current study findings show growth in student interest and skills in statistical thinking and data analysis following module use.

Streams of Data is pursuing early stage research to address: How can the use of professionally collected, scientific data support the development of data literacy skills in elementary students, and what types of scaffolds are necessary to realize this potential? In the first year, baseline research examined the analytical thinking approaches children intuitively use when making meaning from different types of data with minimal scaffolding? We explored commonplace scenarios of data and conventional data representations.

Every student should have the chance to experience the exciting practice of science. But far too often, students encounter only highly structured “cookbook” labs in their science classrooms. InquirySpace combines a software environment that integrates sensors, simulations, and data exploration capabilities with instructional guidance, and helps students move from fundamental data analysis and scaffolded experiments to open experiments of their own design.

Co-PI(s): Daniel Damelin and Hee-Sun Lee, Concord Consortium; Sam Gweon, Physics Front

We share the conception, design, and some activities from a curriculum based on the use of a global climate model EzGCM in secondary geoscience classrooms. Implemented through the NSF-funded CLiMES (Climate Literacy through Modeling and Epistemology of Science) project, this curriculum facilitated in-depth understanding of climate literacy concepts through model-based reasoning.

Co-PI(s): Mark Chandler, Columbia University

This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning.

Co-PI(s): Clark Chinn, Rutgers University