Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)
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Despite widespread agreement about the importance of teacher professional development (PD), translating what is learned in PD to classroom practice remains challenging. Guided by Self Determination Theory, this study examines how PD facilitators, including pedagogical coaches and university faculty, support the three basic needs for autonomy, competence, and relatedness for teachers' intrinsic motivation as learners in PD focused on reform-based science instruction. Study findings include high-leverage practices that facilitators can use to support teacher motivation.
This poster describes the outcomes, dissemination, and scaling of project work from "Fraction Activities and Assessment for Conceptual Teaching (FAACT)." We describe the results of a pilot study for FAACT, free curriculum materials, and how the work has been translated to a new game based project, Model Mathematics Education (ModelME). A link to an intro video for ModelMe's game based curriculum will be shared.
Co-PI(s): Matthew Marino and Michelle Taub, University of Central Florida
This project explores how secondary mathematics teachers can design mathematically captivating learning experiences using the mathematical story framework to improve aesthetic opportunities with complex mathematical content. This study has developed and tested 28 MCLEs. By comparing captivating lessons with those that students describe as dull or boring, we have identified multiple characteristics of captivating mathematics lessons. Also, in addition to raising student interest, MCLEs positively impact teacher and student questioning.
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.