Technology

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

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)
Year
2020
Short Description

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

3DLA: Three Dimensional Learning Architecture Instructional Planning Tool

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)
Year
2020
Short Description

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

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.

Impact of Graph Technologies in K-12 Science and Mathematics Education

Graph technologies are now widely available in K-12 science and mathematics classrooms. These technologies have the potential to impact the learning of science and mathematics, especially by supporting student investigations. We use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years. In these studies, graphing technologies include computer software such as simulations; online tools such as graph utilities; and sensors such as temperature probes. We characterize the assessments used to measure graphing.

Author/Presenter

Dermot FrancisDonnelly-HermosilloaLibby F.GerardbMarcia C.Linn

Year
2020
Short Description

In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.

Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment

Multimedia environments provide multiple resources for expression, collaboration, and knowledge-creation. Yet there is much to be learned about the design of such environments, the forms of collegial discourse that take place, and the benefits of participation. To this end, we study the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education.

Author/Presenter

Joni Falk

Debra Bernstein

Brian Drayton

Lead Organization(s)
Year
2019
Short Description

This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.

Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools

There is a need to arm students with noncognitive, or 21st Century, skills to prepare them for a more STEM-based job market. As STEM schools are created in a response to this call to action, research is needed to better understand how exemplary STEM schools successfully accomplish this goal. This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

Author/Presenter

Stephanie M. Stehle

Erin E. Peters-Burton

Lead Organization(s)
Year
2019
Short Description

This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.

In-Game Actions to Promote Game-Based Math Learning Engagement

Game-based learning (GBL) has increasingly been used to promote students’ learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students’ meaningful learning, the existing accounts failed to capture specific evidence of how exactly students’ in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

Author/Presenter

Jewoong Moon

Fengfeng Ke

Lead Organization(s)
Year
2019
Short Description

This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).

CRIS 7e Lesson Plan Template

The CRIS “7e” lesson plan template, adapted from the Next Generation Science “5e”, centers the importance of including Elders and Environment in Indigenous STEM teaching and learning. The template is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons, and has been formative in helping team members integrate community knowledge and land-based education into science learning experiences. 

Author/Presenter

CRIS Project Team

Lead Organization(s)
Year
2019
Short Description

This lesson plan template centers the importance of including Elders and Environment in Indigenous STEM teaching and learning, and is a way for teachers to weave Traditional Ecological Knowledge (TEK) and Western Science into lessons.