High

Using a Three‐dimensional Thinking Graph to Support Inquiry Learning

The use of external representations has a potential to facilitate inquiry learning, especially in hypothesis generation and scientific reasoning, which are typical difficulties encountered by students. This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts and their relationships), and the hypothesizing and reasoning process involved in exploring a problem, to support inquiry learning.

Author/Presenter

Juanjuan Chen

Minhong Wang

Tina A. Grotzer

Chris Dede

Year
2018
Short Description

This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts and their relationships), and the hypothesizing and reasoning process involved in exploring a problem, to support inquiry learning.

Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms

In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift.

Author/Presenter

Angela Kolonich

Gail Richmond

Joseph Krajcik

Lead Organization(s)
Year
2018
Short Description

In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift.

The complex interplay between examples and proving: Where are we and where should we head?

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove. We have extended prior research and have developed a comprehensive analytic framework (CAPS: Criteria-Affordances-Purposes-Strategies) for characterizing and making sense of the roles and uses of examples in proving-related activities of secondary school students, undergraduate students, and mathematicians.
Author/Presenter

Orit Zaslavsky

Eric Knuth

Lead Organization(s)
Year
2018
Short Description

Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.

Improving the Preparation of Novice Secondary Science Teachers for English Learners: A Proof of Concept Study

This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students.

Author/Presenter

Edward G. Lyon

Trish Stoddart

George C. Bunch

Sara Tolbert

Ivan Salinas

Jorge Solis

Year
2018
Short Description

This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students.

Towards Meaningful Physics Recognition: What does this recognition actually look like?

In the February 2017 issue of The Physics Teacher, an article was presented that highlighted the importance of high school physics teachers in inspiring women in physics, particularly by recognizing them as being a “physics person.”1 Drawing on data from over 900 female undergraduates in physics, the article showed that the largest fraction became interested in physics careers during high school.
Author/Presenter

Zahra Hazari

Cheryl Cass

Year
2018
Short Description

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

Towards Meaningful Physics Recognition: What does this recognition actually look like?

In the February 2017 issue of The Physics Teacher, an article was presented that highlighted the importance of high school physics teachers in inspiring women in physics, particularly by recognizing them as being a “physics person.”1 Drawing on data from over 900 female undergraduates in physics, the article showed that the largest fraction became interested in physics careers during high school.
Author/Presenter

Zahra Hazari

Cheryl Cass

Year
2018
Short Description

This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?

Supporting English Learners in STEM Subjects

 

 

Author/Presenter

Committee on Supporting English Learners in STEM Subjects; David Francis and Amy Stephens (Editors)

Year
2018
Short Description

The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.

English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.

Advancing Online and Blended Professional Development Through NSF's DRK-12 Program

The STEM education landscape continuously shifts in response to factors such as changing workforce demands; new knowledge about how children and adults learn; better strategies for broadening participation in under-served and underrepresented populations; and changes in local, state, and national policy. Empowering teachers with new knowledge and approaches to navigate this changing landscape requires ongoing, high-quality opportunities for professional growth.
Author/Presenter

CADRE

Short Description

This 2018 AERA structured poster session shed light on the DR K-12 portfolio of transformative research in online and blended teacher professional development.

Teacher learning in a combined professional development intervention

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge. Most discussions pertained to student conceptions (78%), followed by pedagogy (19%). Discussion of students' prior knowledge surfaced only when talking about student conceptions or pedagogy.

Author/Presenter

Gloriana González

Lisa Skultety

Year
2018
Short Description

The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.

STEAM-Based Interventions in Computer Science: Understanding Feedback Loops in the Classroom

Many organizations are seeking to address the need for greater numbers of computer scientists in the US, and in particular, more women and underrepresented minorities. It is not uncommon to develop curriculum that relies heavily on cutting edge technology and computing tools designed to make computing more compelling. Many curriculum developers are seeking to promote creativity as a part of computing, and often do so using STEAM (science, technology, engineering, arts, and mathematics) based interventions where the arts play a prominent role in the classroom.

Author/Presenter

Roxanne Moore

Michael Helms

Michael Helms

Year
2017
Short Description

In this paper, authors present the causal loop diagrams developed to explain the relationships between the actors and attributes involved in implementing EarSketch in a particular school setting. The diagram allows us to better make decisions that ensure both an engaging but also effective STEAM-based computing curriculum.