Educational Technology

The Spectrum Laboratory: Towards Authentic Inquiry for All

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The Spectrum Laboratory is an online data visualization tool and associated set of investigations that supports students in learning about light, color, and the electromagnetic spectrum by working with authentic scientific spectral data. The research study investigates factors that hinder or promote students' reasoning about spectra; and to determine how the curriculum can help students to use spectra to explore interesting questions about the world while gaining fluency with a range of important science practices.

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Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes

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The Sensing Science through Modeling Matter: Kindergarten Students’ Development of Understanding of Matter and Its Changes project has developed and researched a technology-enriched curriculum to support learning about matter and its changes at the kindergarten level. Traditionally, particle-based worlds are introduced in upper elementary school when children already hold incorrect ideas that are difficult to change. Early learners have significant—and highly untapped—potential for understanding abstract concepts and reasoning in sophisticated ways.

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Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Riordan)

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With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations to provide targeted and individualized guidance. In this work we describe a process of human annotation of student ideas based on deconstructed holistic scoring rubrics for knowledge integration in science learning and develop new NLP methods for identifying diverse expressions of student ideas and reasoning.

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Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)

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We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based reasoning to make sense of biological phenomena and describes our use of crowdsourced adults to pilot test the tasks.

Co-PI(s): Molly Stuhlsatz, BSCS Science Learning

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Mathematical Learning via Architectural Design and Modeling Using E-Rebuild

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This poster presentation will introduce the current study findings governing the design and implementation of E-Rebuild, a 3D architecture and math game that aims to promote versatile representation and epistemic practice of mathematics for students in grades 6th-8th. Utilizing the real-time, evidence-centered in-game learning assessment and a game-level editor, E-Rebuild enables not only problem-based mathematical thinking and learning, but also adaptive learner support during gameplay and participatory design of game-based math problems.

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Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners

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This study investigates the integration of early science with mathematics and engineering and involves co-designing resources with preschool teachers and families from historically underserved communities to provide preschool children equitable STEM learning experiences. The study also explores connections between home and school learning and involves designing resources to support multilingual learners, who represent a large (and growing) proportion of the population served in public preschool programs.

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Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions

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In this project, we developed, piloted, and studied the use of a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers' ability to facilitate argumentation-focused discussions in mathematics and science. We conceptualized these simulated discussions as formative assessment opportunities, and studied how teacher educators made use of them within methods courses to support preservice teachers' learning. We also examined evidence of preservice teacher learning via pre/post measures.

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Design and Implementation of Immersive Representations of Practice

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The project examines how representations of practice facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project focuses specifically on: how single and multi-perspective 360 video affects PSTs' professional knowledge; how PSTs use technological scaffolds to engage in 360 video, and its effect on their professional knowledge; and the design of a platform for teacher educators to create their own 360 video immersive experiences

Co-PI(s): Richard E. Ferdig and C. C. Lu, Kent State University

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Building Environmental and Educational Technology Competence and Leadership Among Educators: An Exploration in Virtual Reality Professional Development

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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.

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