High

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.

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.

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

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.

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.

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.

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).

This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.

The study reported in this article examined the ways in which new mathematics learning influences students’ prior ways of reasoning. Authors conceptualize this kind of influence as a form of transfer of learning called backward transfer. The focus of the study was on students’ covariational reasoning about linear functions before and after they participated in a multi-lesson instructional unit on quadratic functions.

This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.