Daily Do Playlists are suggested instructional sequences of two or more Daily Do lessons in which students coherently build science ideas over time.
Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.
Berson, M. J., Berson, I. R., Franklin, K. L., Fawley, V. N., Shank, P. S., Dovi, R. E., Gasca, S., Hochberg, E. D., Berstein, D. (2024). Thinking critically, coding creatively: Elevating social studies through inquiry-based learning and computer science integration. Social Education, 98-103.
Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.
In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. A new On the Same Wavelength blog post shares work from a National Science Foundation project, Boosting Data Science Teaching and Learning in STEM. The authors describe effective practices for engaging all students with data in the classroom.
Perez , L. & Lionberger, K. (2023, May 3). Opening the door to data science in STEM classrooms. NextGenScience.
In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. The authors describe effective practices for engaging all students with data in the classroom.
This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. We believe that educators’ experiences, priorities, and expertise are essential to developing professional learning that meets the needs of teachers and their students. We have a particular interest in amplifying the voices of those in historically underrepresented communities.
This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In this case study, we share and critique the practices and tools that we have employed to center educator voices, rather than those of the PL designers and researchers.
This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in science, technology, engineering, and mathematics (STEM) fields. Broadening participation is essential for creating more justice-centered STEM in our society and cannot occur without families and communities working in partnership with educators to ensure that community resources, needs, and multi-generational perspectives are centered in this work.
This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in STEM fields. We explore how our design-based work with teachers is shaping our collective efforts to enact new language and science practices for supporting students’ justice-centered STEM meaning-making.
Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that her students—who typically “walk through their day in these very isolated subject areas”—are making connections across the curriculum.
Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that her students—who typically “walk through their day in these very isolated subject areas”—are making connections across the curriculum.
The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education. In the DataPBL version of the interdisciplinary project-based module, students analyze and visualize data in CODAP. Project research is studying how students tell stories with data and how this data storytelling contributes to students’ data agency and identity.
The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education.
A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP.
Roderick, S. (July 6, 2023). A search for data offers a new friendship and answers to 8th graders’ questions. The Concord Consortium.
A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP.
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students. Each student worked on 16-22 formative assessment tasks designed to assess understanding on the ‘Algorithms and Programming’ middle school CS standards. Our study describes students’ interpretations of the CS concepts and discusses potential factors influencing student interpretations. Significance and next steps are described.
This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students.
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning targets, and use the tasks to explore student understanding of, and challenges with, the various aspects of the standard.
‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper describes an approach to decompose the broad middle-school ‘algorithms’ standard into finer grained learning targets, develop formative assessment tasks aligned with the learning targets, and use the tasks to explore student understanding of, and challenges with, the various aspects of the standard.
