High

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 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.

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.

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.

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 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.