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Constructing Goals for Student Learning through Conversation

Learning goals differ from performance goals. We elaborate on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Hunt, J. & Stein, M. K. (2020). Constructing goals for student learning through conversation. Mathematics Teacher: Learning and Teaching PK-12, 113(11), 904-909.

Author/Presenter: 
Jessica Hunt
Mary Kay Stein
Year: 
2020
Short Description: 

Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.

Development and Pilot Testing of a Three-Dimensional, Phenomenon-based Unit that Integrates Evolution and Heredity

To realize the promise of the Next Generation Science Standards, educators require new three-dimensional, phenomenon-based curriculum materials. We describe and report on pilot test results from such a resource—Evolution: DNA and the Unity of Life. Designed for the Next Generation Science Standards, this freely available unit was developed for introductory high school biology students. It builds coherent understanding of evolution over the course of seven to 8 weeks.

Author/Presenter: 
Sheila A. Homburger
Dina Drits‑Esser
Molly Malone
Kevin Pompei
Kagan Breitenbach
Ryan D. Perkins
Pete C. Anderson
Nicola C. Barber
Amy J. Hawkins
Sam Katz
Max Kelly
Harmony Starr
Kristin M. Bass
Jo Ellen Roseman
Joseph Hardcastle
George DeBoer
Louisa A. Stark
Lead Organization(s): 
Year: 
2019
Short Description: 

Describes development and pilot testing of a 3-dimensional, phenomenon-based unit that integrates evolution and heredity. The 8-week unit is designed for introductory-level high school biology courses. Results from a national pilot test with 944 grade nine and ten students in 16 teachers' classrooms show statistically significant gains with large effect sizes from pretest to posttest in students' conceptual understanding of evolution and heredity. Students also gained sill in identifying claims, evidence and reasoning in scientific arguments.

Building Argumentation Skills in the Biology Classroom: An Evolution Unit that Develops Students’ Capacity to Construct Arguments from Evidence

Arguing from evidence is one of eight key science practices in which students should engage. It is an essential component of science, yet students have difficulties with this practice. We describe a scaffolded claimsevidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity of Life. The scaffold provides high school students with practice in both developing and evaluating written arguments.

Author/Presenter: 
Sheila A. Homburger
Dina Drits-Esser
Molly Malone
Louisa A. Stark
Lead Organization(s): 
Year: 
2021
Short Description: 

Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity.

What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years. We examined relevant studies between 2008

Author/Presenter: 
Ron Gray
Scott McDonald
David Stroupe
Lead Organization(s): 
Year: 
2021
Short Description: 

This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.

COVID-19 Curriculum Materials

This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored:

Author/Presenter: 
Troy Sadler et al
Year: 
2021
Short Description: 

This resource presents a curricular module for high school biology classes related to the COVID-19 pandemic. The module is made up of 8 lessons that will likely take about 10-15 hours of instructional time. Major themes of the module include viral transmission, media literacy, data analysis, argumentation, and modeling. The following driving questions are explored:

  • How do viruses such as COVID-19 spread?
  • What is the responsibility of governments, organizations, and individuals in mitigating the spread of deadly viruses?
  • What challenges do social vulnerabilities present as a result of the COVID-19 pandemic?

Individual lessons descriptions are provided along with Teacher Guides that provide rationales for many of the design decisions made and suggestions for implementation.

Impacts of Attending an Inclusive STEM High School: Meta-analytImpacts of Attending an Inclusive STEM High School: Meta-analytic Estimates from Five Studiesic Estimates from Five Studies

Background

Author/Presenter: 
Barbara Means
Haiwen Wang
Xin Wei
Viki Young
Emi Iwatani
Lead Organization(s): 
Year: 
2021
Short Description: 

This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.

Data Investigations to Further Social Justice Inside and Outside of STEM

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S. In this module, students examine patterns of income inequality using person-level microdata from the American Community Survey (ACS) and the U.S. decennial census.

Author/Presenter: 
Josephine Louie
Jennifer Stiles
Emily Fagan
Soma Roy
Beth Chance
Year: 
2021
Short Description: 

This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.

Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation

A design study was conducted to test a machine learning (ML)-enabled automated feedback system developed to support students’ revision of scientific arguments using data from published sources and simulations. This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Author/Presenter: 
Hee-Sun Lee
Gey-Hong Gweon
Trudi Lord
Noah Paessel
Amy Pallant
Sarah Pryputniewicz
Lead Organization(s): 
Year: 
2021
Short Description: 

This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.

Development and Validation of a High School STEM Self‐Assessment Inventory

The development of inclusive STEM high schools that have no academic admission requirements has been a national goal in the United States. However, there is no umbrella organization that gives guidance for structuring such schools. The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength. A multi‐phase methodology was employed.

Author/Presenter: 
Erin Peters Burton
Tara S. Behrend
Shari Matray
Clarissa Hudson
Michael Ford
Lead Organization(s): 
Year: 
2020
Short Description: 

The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.

Transferability of Teacher Noticing

Numerous studies have reported positive outcomes of noticing interventions on the development of prospective mathematics teachers’ (PMTs) noticing of a range of important aspects of classroom instruction. Less is known, however, about whether noticing skills that are developed during an intervention transfer to support PMTs’ in-the-moment noticing during their own teaching practice.

Author/Presenter: 
Shari L. Stockero
Lead Organization(s): 
Year: 
2020
Short Description: 

This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.

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