Elementary

Understanding of the Properties of Operations: A Cross-Cultural Analysis

This study examines how sampled Chinese and U.S. third and fourth grade students (NChina=167,NUS=97) understand the commutative, associative, and distributive properties. These students took both pre- and post-tests conducted at the beginning and end of a school year. Comparisons between students’ pre- and post-tests within and across countries indicate different learning patterns. Overall, Chinese students demonstrate a much better understanding than their U.S. counterparts.
Author/Presenter: 
Meixia Ding
Xiaobao Li
Ryan Hassler
Eli Barnett
Lead Organization(s): 
Year: 
2021
Short Description: 

This study examines how sampled Chinese and U.S. third and fourth grade students (NChina=167,NUS=97) understand the commutative, associative, and distributive properties.

Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

Author/Presenter: 
Meixia Ding
Lead Organization(s): 
Year: 
2021
Short Description: 

Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).

“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom

The COVID-19 induced school shutdown dramatically decreased students’ hands-on STEM learning opportunities. An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions. Zoom recordings, written reflections, and lesson slides were analyzed to describe how the virtual context shaped the lesson and influenced the preservice teacher’s experience.

Author/Presenter: 
Jennifer Kidd
Krishna Kaipa
Kristie Gutierrez
Pilar Pazos
Orlando Ayala
Stacie Ringleb
Lead Organization(s): 
Year: 
2020
Short Description: 

An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions.

It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project. PSTs delivered engineering lessons both synchronously and asynchronously to elementary school students and reported positive learning opportunities, gaining confidence and competence from their experiences.

Author/Presenter: 
Kristie S. Gutierrez
Jennifer J. Kidd
Min Jung Lee
Lead Organization(s): 
Year: 
2021
Short Description: 

This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.

Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying

In this paper, we network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying. We network these frameworks around the edges of the instructional triangle as a means to coordinate them to illustrate the observable relationships among teacher, students(s), and content.

Author/Presenter: 
Eva Thanheiser
Kathleen Melhuish
Amanda Sugimoto
Brenda Rosencrans
Ruth Heaton
Year: 
2021
Short Description: 

In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.

Growing Garden-based Learning: Mapping Practical and Theoretical Work through Design

Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight. Design can explicate and map conjectures about resources, tasks, roles, and other supports for learning and teaching then, in turn, can be teste to illuminate how these supports operate together. Design, as such, focuses holistically on examining systems of activity.

Author/Presenter: 
Steven J. Zuiker
Amanda K. Riske
Lead Organization(s): 
Year: 
2021
Short Description: 

Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight.

Resource(s): 

Student Ideas about the Small Particle Model of Matter

What ideas do students have about small particles of matter? The Two Cups of Liquid task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter. The first part of the task asks preservice teachers to articulate their own understanding about why two cups containing different volumes of liquid might have the same mass, while the second examines how elementary students might respond.

Author/Presenter: 
CKT Science Project Team
Year: 
2020
Short Description: 

What ideas do students have about small particles of matter? The Two Cups of Liquid task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter.

Scientific Modeling and the Structure of Matter

What does it mean to help students develop a small particle model of matter? The Mystery Bubble task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter, particularly the idea of empty space between the particles. The task presents a phenomenon in which combining ethanol and water results in a mixture that occupies less space than the combined volume of each.

Author/Presenter: 
CKT Science Project Team
Year: 
2020
Short Description: 

What does it mean to help students develop a small particle model of matter? The Mystery Bubble task is intended to elicit preservice teachers’ CKT related to students’ ideas about the small particle model (SPM) for matter, particularly the idea of empty space between the particles.

Scientific Explanations of Changes in Matter

What is a scientific explanation and how can we support students in explaining changes in matter? The Fizzy Antacid task is intended to elicit and develop preservice teachers’ CKT related to students’ scientific explanations of changes in matter. The first part of the task asks preservice teachers to develop their own explanations and engage in scientific argumentation, while considering how elementary students might explain the Fizzy Antacid phenomenon.

Author/Presenter: 
CKT Science Project Team
Year: 
2020
Short Description: 

What is a scientific explanation and how can we support students in explaining changes in matter? The Fizzy Antacid task is intended to elicit and develop preservice teachers’ CKT related to students’ scientific explanations of changes in matter.

Investigating Conservation of Matter

What investigations can help students best understand conservation of matter? The Investigating Matter tasks are intended to elicit preservice teachers’ CKT related to the conservation of matter. The open-ended task asks preservice teachers to identify an investigation that would provide students with evidence to support this idea, while the multiple-choice version, Selecting Investigation of Matter, provides them several alternatives to consider.

Author/Presenter: 
CKT Science Project Team
Year: 
2020
Short Description: 

What investigations can help students best understand conservation of matter? The Investigating Matter tasks are intended to elicit preservice teachers’ CKT related to the conservation of matter.

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