High

Supporting secondary students in building external models to explain phenomena

Supporting Secondary Students in Building External Models is a collaborative project with Michigan State University and the Concord Consortium, funded by the National Science Foundation (NSF) to examine how to support secondary school students in constructing and revising models to explain scientific phenomena and design solutions to problems. This article describes the project and research plans.

Damelin, D., & Krajcik, J. (2016). Supporting secondary students in building external models to explain phenomena. @Concord, 20(1), 10-11.

Author/Presenter

Dan Damelin

Joe Krajcik

Lead Organization(s)
Year
2016
Short Description

Supporting Secondary Students in Building External Models is a collaborative project with Michigan State University and the Concord Consortium, funded by the National Science Foundation (NSF) to examine how to support secondary school students in constructing and revising models to explain scientific phenomena and design solutions to problems. This article describes the project and research plans.

Supporting secondary students in building external models to explain phenomena

Supporting Secondary Students in Building External Models is a collaborative project with Michigan State University and the Concord Consortium, funded by the National Science Foundation (NSF) to examine how to support secondary school students in constructing and revising models to explain scientific phenomena and design solutions to problems. This article describes the project and research plans.

Damelin, D., & Krajcik, J. (2016). Supporting secondary students in building external models to explain phenomena. @Concord, 20(1), 10-11.

Author/Presenter

Dan Damelin

Joe Krajcik

Lead Organization(s)
Year
2016
Short Description

Supporting Secondary Students in Building External Models is a collaborative project with Michigan State University and the Concord Consortium, funded by the National Science Foundation (NSF) to examine how to support secondary school students in constructing and revising models to explain scientific phenomena and design solutions to problems. This article describes the project and research plans.

Monday's lesson: Students making models

This brief article provides an overview of how to use the SageModeler systems modeling tool with an ocean acidification model as an example.

Damelin, D. (2016). Monday's lesson: Students making models. @Concord, 20(2), 7.

Author/Presenter

Dan Damelin

Lead Organization(s)
Year
2016
Short Description

This brief article provides an overview of how to use the SageModeler systems modeling tool with an ocean acidification model as an example.

Identifying multiple levels of discussion-based teaching strategies for constructing scientific models

This study sought to identify specific types of discussion-based strategies that two successful high school physics teachers using a model-based approach utilized in attempting to foster students’ construction of explanatory models for scientific concepts.

Author/Presenter

Grant Williams

John Clement

Year
2015
Short Description

This study sought to identify specific types of discussion-based strategies that two successful high school physics teachers using a model-based approach utilized in attempting to foster students’ construction of explanatory models for scientific concepts.

Use of physics simulations in whole class and small group settings: Comparative case studies

This study investigates student interactions with simulations, and teacher support of those interactions, within naturalistic high school classroom settings. Two lesson sequences were conducted, one in 11 and one in 8 physics class sections, where roughly half the sections used the simulations in a small group format and matched sections used them in a whole class format.

Author/Presenter

A. Lynn Stephens

John J. Clement

Year
2015
Short Description

This study investigates student interactions with simulations, and teacher support of those interactions, within naturalistic high school classroom settings.

Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier work or generated in the moment, the accuracy of the thinking, and the type of thinking (e.g., sense-making).

Author/Presenter

Laura R. Van Zoest

Shari L. Stockero

Keith R. Leatham

Blake E. Peterson

Napthalin A. Atanga

Mary A. Ochieng

Year
2017
Short Description

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas.

Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier work or generated in the moment, the accuracy of the thinking, and the type of thinking (e.g., sense-making).

Author/Presenter

Laura R. Van Zoest

Shari L. Stockero

Keith R. Leatham

Blake E. Peterson

Napthalin A. Atanga

Mary A. Ochieng

Year
2017
Short Description

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas.

Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas. Attributes included the form of the thinking (e.g., question vs. declarative statement), whether the thinking was based on earlier work or generated in the moment, the accuracy of the thinking, and the type of thinking (e.g., sense-making).

Author/Presenter

Laura R. Van Zoest

Shari L. Stockero

Keith R. Leatham

Blake E. Peterson

Napthalin A. Atanga

Mary A. Ochieng

Year
2017
Short Description

This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas.

The eight essential elements of inclusive STEM high schools

Background Inclusive STEM (traditionally known to stand for “Science, Technology, Engineering, and Math”) high schools are emerging across the country as a mechanism for improving STEM education and getting more and diverse students into STEM majors and careers. However, there is no consensus on what these schools are or should be, making it difficult to both evaluate their effectiveness and scale successful models. We addressed this problem by working with inclusive STEM high school leaders and stakeholders to articulate and understand their intended school models.

Author/Presenter

Melanie LaForce

Elizabeth Noble

Heather King

Jeanne Century

Courtney Blackwell

Sandra Holt

Ahmed Ibrahim

Stephanie Loo

Lead Organization(s)
Year
2016
Short Description

This framework offers a clear picture of what exactly inclusive STEM schools are and common language for both researchers and practitioners.

Resource(s)

Assessing students’ evaluations on the model-evidence link diagram

Assessing both knowledge of Earth science concepts and students’ scientific evaluations in making sense of these concepts is important to gauge understanding. In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of student evaluations when engaging in the MEL activity, specifically in the written explanations about the connections between evidence and explanations.

Author/Presenter

Elliot S. Bickel

Doug Lombardi

Lead Organization(s)
Year
2016
Short Description

In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of student evaluations when engaging in the MEL activity, specifically in the written explanations about the connections between evidence and explanations.