Educational Technology

Analyzing Successful Teaching Practices in Middle School Science and Math Classrooms when using Robotics

A robotics-based curriculum offers numerous opportunities to enrich science, technology, engineering, and mathematics (STEM) education for students and enables teachers to integrate engineering and computing techniques into educational programs.

Author/Presenter: 
Veena Jayasree Krishnan
Sheila Borges Rajguru
Vikram Kapila
Lead Organization(s): 
Year: 
2019
Short Description: 

This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.

Designing NGSS-Aligned Lesson Plans During a Teacher Professional Development Program

Rapid technological advances are dominating the evolution of world’s economy and increasingly influencing our daily lives. Even as such advances have greatly improved human living condition, a majority of people either lack the understanding of technology or frequently ignore it. While post-secondary science, technology, engineering, and math (STEM) education seeks to remedy this disconnect, its reach is limited because formal education ends for many students at the secondary level.

Author/Presenter: 
Sai Prasanth Krishnamoorthy
Sheila Borges Rajguru
Vikram Kapila
Lead Organization(s): 
Year: 
2019
Short Description: 

This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.

Middle School Teacher Professional Development in Creating a NGSS-plus-5E Robotics Curriculum

The persistent lack of diversity in STEM fields remains a serious challenge for U.S. global competitiveness. STEM jobs are growing 29% faster than any other U.S. sector. Yet, today, white men hold roughly 75% of all scientists and engineering jobs, despite making up only 26% of the total workforce. The cause of this diversity gap can be traced to our educational system, where girls and most children-of-color do not receive equitable public education due to high teacher attrition rates, which in turn affects access to well-trained teachers, and lack of school resources.

Author/Presenter: 
Shramana Ghosh
Veena Jayasree Krishnan
Sheila Borges Rajguru
Vikram Kapila
Lead Organization(s): 
Year: 
2019
Short Description: 

This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.

Investigating Classroom-related Factors that Influence Student Perceptions of LEGO Robots as Educational Tools in Middle Schools

This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes. Robots are becoming increasingly ubiquitous in K-12 classroom in the United States and are used to improve student engagement, interactive learning, innovative thinking, collaboration, problem-solving skills, language learning, and achievement scores.

Author/Presenter: 
Shramana Ghosh
Sheila Borges Rajguru
Vikram Kapila
Lead Organization(s): 
Year: 
2019
Short Description: 

This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.

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.

Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking. With a focus on the design of new tools that can generate new possibilities for mathematics teaching and learning, this Learning by Design experience has PMTs exploring at the intersection of content, pedagogy, and Making.

Author/Presenter: 
Steven Greenstein
Eileen Fernández
Jessica Davidson
Lead Organization(s): 
Year: 
2019
Short Description: 

We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.

The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing

Application of new automated scoring technologies, such as natural language processing and machine learning, makes it possible to provide automated feedback on students' short written responses. Even though many studies investigated the automated feedback in the computer-mediated learning environments, most of them focused on the multiple-choice items instead of the constructed response items. This study focuses on the latter and investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

Author/Presenter: 
Mengxiao Zhu
Ou Lydia Liu
Hee-Sun Lee
Lead Organization(s): 
Year: 
2019
Short Description: 

This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.

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.

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.

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