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Easy Global Climate Modeling (EzGCM) Toolkit

EzGCM is a climate modeling toolkit that allows students to examine climate change using the same tools and following the same scientific processes as climate scientists.

Author/Presenter: 
The EzGCM Team
Year: 
2019
Short Description: 

EzGCM is a climate modeling toolkit that allows students to examine climate change using the same tools and following the same scientific processes as climate scientists.

AiMs Modeling Curriculum

The Deep Structure Modeling (DSM) project addresses the pressing need to more effectively organize science teaching and learning around “big ideas” that run through disciplines. Big ideas are important tools for learning because they enable students to organize and link information within a consistent knowledge framework. The project includes a freely available two-week unit on teaching cellular respiration by modeling the big idea of energy.

Author/Presenter: 
The DSM Team
Year: 
2019
Short Description: 

The Deep Structure Modeling (DSM) project addresses the pressing need to more effectively organize science teaching and learning around “big ideas” that run through disciplines. Big ideas are important tools for learning because they enable students to organize and link information within a consistent knowledge framework. The project includes a freely available two-week unit on teaching cellular respiration by modeling the big idea of energy.

Energy3D

Energy3D is a simulation-based engineering tool for designing green buildings and power stations that harness renewable energy to achieve sustainable development. Users can quickly sketch up a realistic-looking structure or import one from an existing CAD file, superimpose it on a map image (e.g., Google Maps or lot maps), and then evaluate its energy performance for any given day and location. Based on computational physics and weather data, Energy3D can rapidly generate time graphs (resembling data loggers) and heat maps (resembling infrared cameras) for in-depth analyses.

Author/Presenter: 
Charles Xie
Lead Organization(s): 
Year: 
2021
Short Description: 

Energy3D is a simulation-based engineering tool for designing green buildings and power stations that harness renewable energy to achieve sustainable development. Users can quickly sketch up a realistic-looking structure or import one from an existing CAD file, superimpose it on a map image (e.g., Google Maps or lot maps), and then evaluate its energy performance for any given day and location. Based on computational physics and weather data, Energy3D can rapidly generate time graphs (resembling data loggers) and heat maps (resembling infrared cameras) for in-depth analyses. Artificial intelligence is also used to support generative design, engineering optimization, and automatic assessment. At the end of the design, Energy3D allows users to print it out, cut out the pieces, and use them to assemble a physical scale model.

InquirySpace Investigations

A set of NGSS-aligned investigations for each discipline (physics, chemistry, biology) designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental design, data collection, analysis, and explanation.

Author/Presenter: 
The InquirySpace Team
Lead Organization(s): 
Year: 
2021
Short Description: 

A set of NGSS-aligned investigations for each discipline (physics, chemistry, biology) designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental design, data collection, analysis, and explanation. In the process of investigating their world, students generate data using traditional lab tools, sensors, and simulations, then bring their data into our Common Online Data Analysis Platform (CODAP), which was developed specifically to facilitate sensemaking with data.

Connected Biology

Connected Biology provides a sequence of lessons for high school biology that fosters integrated learning of genetics and evolution. This novel curriculum is aligned with Next Generation Science Standards (NGSS) performance expectations and supports students’ development of a model of the relationships between molecules, cells, organisms, and populations. The curriculum package includes online lessons, an interactive Teacher’s Edition, and a real-time Teacher Dashboard. Additional background materials and supplemental resources are also provided.

Author/Presenter: 
The Connected Biology Team
Year: 
2018
Short Description: 

Connected Biology provides a sequence of lessons for high school biology that fosters integrated learning of genetics and evolution. This novel curriculum is aligned with Next Generation Science Standards (NGSS) performance expectations and supports students’ development of a model of the relationships between molecules, cells, organisms, and populations. The curriculum package includes online lessons, an interactive Teacher’s Edition, and a real-time Teacher Dashboard. Additional background materials and supplemental resources are also provided.

CHANGE Curriculum

CHANGE provides a website, https://climatechange.usf.edu/ which includes nine units from a marine sciences course, complete with lesson plans involving inexpensive, easy to find materials, Powerpoints, downloadable files and an interactive web-based eBook with simulation-based games.

Author/Presenter: 
The CHANGE Team
Lead Organization(s): 
Year: 
2018
Short Description: 

Nine units for high school-level Marine Science classes: (1) Ocean Exploration, (2) Marine Geology, (3) Marine Chemistry, (4) Estuaries, (5) Marine Physics, (6) Populations: Producers, (7) Populations: Invertebrates, (8) Populations: Vertebrates and (9) Capstone: Apollo Beach. All of these materials can be potentially repurposed for other high school science courses. The units include lesson plans involving inexpensive, easy to find materials, Powerpoints, downloadable files and an interactive web-based eBook with simulation-based games. Teachers can view the top level, outline of the CHANGE curriculum web-page: https://climatechange.usf.edu/. However, to access the actual materials, they will need to register to get a username, by emailing Dr. Glenn Smith: glenns@usf.edu and metinbesalti@mail.usf.edu

In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field

Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years.

Author/Presenter: 
Jessica B. Napier
Julie A. Luft
Harleen Singh
Lead Organization(s): 
Year: 
2020
Short Description: 

Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years.

The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching. The components of ePCK investigated included the knowledge and skills related to conceptual teaching strategies and student understanding of science. Seventeen newly hired teachers teaching in and outside their field of expertise participated in the study.

Author/Presenter: 
Harleen Singh
Julie A. Luft
Jessica B. Napier
Lead Organization(s): 
Year: 
2021
Short Description: 

This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching.

Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation

Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, we examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.
Author/Presenter: 
Carlos Nicolas Gomez Marchant
Hyejin Park
Yuling Zhuang
Jonathan K. Foster
AnnaMarie Conner
Year: 
2021
Short Description: 

Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.

Negotiations in Scientific Argumentation: An Interpersonal Analysis

Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific argumentation.

Author/Presenter: 
Donna Governor
Doug Lombardi
Catie Duffield
Lead Organization(s): 
Year: 
2021
Short Description: 

Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific argumentation. The present study seeks to fill this gap by exploring how a group of university science education students negotiated when evaluating the relationship between lines of evidence and alternative explanatory models of a phenomena (i.e., climate change).

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