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Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices

Author/Presenter: 
Alejandra J. Magana
Hayden W. Fennell
Camilo Vieira
Michael L. Falk
Lead Organization(s): 
Year: 
2019
Short Description: 

Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.

Exploring Students’ Experimentation Strategies in Engineering Design Using an Educational CAD Tool

Experimentation is one of the important strategies used in engineering design to understand the relationship between relevant variables so that they can be manipulated to generate optimized solution for a particular problem or design. The understanding of students’ experimentation strategies allows educators to help students improve their design experiments by providing scaffolds or guidance. The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

Author/Presenter: 
Ying Ying Seah
Alejandra J. Magana
Lead Organization(s): 
Year: 
2019
Short Description: 

The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.

The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics

In science and engineering education, the use of heuristics has been introduced as a way of understanding the world, and as a way to approach problem-solving and design. However, important consequences for the use of heuristics are that they do not always guarantee a correct solution. Learning by Design has been identified as a pedagogical strategy that can guide individuals to properly connect science learning via design challenges.

Author/Presenter: 
Alejandra J. Magana
Sindhura Elluri
Chandan Dasgupta
Ying Ying Seah
Aasakiran Madamanchi
Mireille Boutin
Lead Organization(s): 
Year: 
2019
Short Description: 

This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.

Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS

Ambitious efforts are taking place to implement a new vision for science education in the United States, in both Next Generation Science Standards (NGSS)-adopted states and those states creating their own, often related, standards. Inservice and pre-service teacher educators are involved in supporting teacher shifts in practice toward the new standards. With these efforts, it will be important to document shifts in science instruction toward the goals of NGSS and broader science education reform.

Author/Presenter: 
Kathryn N. Hayes
Christine S. Lee
Rachelle DiStefano
Dawn O’Connor
Jeffery C. Seitz
Year: 
2016
Short Description: 

This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.

Linear Algebra and Geometry

Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field. 

Author/Presenter: 
Al Cuoco
Kevin Waterman
Bowen Kerins
Elena Kaczorowski
Michelle Manes
Year: 
2019
Short Description: 

Linear Algebra and Geometry is aimed at preservice and practicing high school mathematics teachers and advanced high school students looking for an addition to or replacement for calculus. The materials are organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field.

Revised RTOP Rubric

The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.

Author/Presenter: 
Jonathan Singer
Year: 
2019
Short Description: 

The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.

Designing for Rightful Presence in STEM: The Role of Making Present Practices

Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.

Author/Presenter: 
Angela Calabrese Barton
Edna Tan
Year: 
2019
Short Description: 

In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.

Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback to students. Data were collected from 343 middle‐ and high‐school students taught by nine teachers across seven states in the United States.

Author/Presenter: 
Hee‐Sun Lee
Amy Pallant
Sarah Pryputniewicz
Trudi Lord
Matthew Mulholland
Ou Lydia Liu
Year: 
2019
Short Description: 

This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.

Addressing Misconceptions in Secondary Geometry Proof

Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).

Author/Presenter: 
Michelle Cirillo
Jenifer Hummer
Lead Organization(s): 
Year: 
2019
Short Description: 

Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.

What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a strict disciplinary structure, an irrelevant and boring curriculum, disengaged peers, and lack of respect by adults coincided with greater disengagement.

Author/Presenter: 
Jennifer A. Fredricks
Alyssa K. Parr
Jamie L. Amemiya
Ming-Te Wang
Scott Brauer
Lead Organization(s): 
Year: 
2019
Short Description: 

This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.

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