Graphing Research on Inquiry with Data in Science (GRIDS) Curricular Units
Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.
Three middle school science curricular units on the topics of genetics, ocean biodiversity & discourse, and solar ovens & design critiques.
Students need basic mathematics to fully participate in and contribute to society throughout their lives; however, many of them are not developing the knowledge, skills, and confidence they need. The National Science Foundation’s DRK-12 projects are developing, implementing, and/or studying resources, models, and technologies for teacher and student learning that have the potential to expand our understanding and address some of the most compelling issues we face when challenged to improve student achievement in mathematics.
This AERA structured poster session shed light on the DRK-12 portfolio of transformative research in mathematics education.
A curriculum unit developed through a collaboration between Michigan State University, Northwestern University, the University of Michigan, Wright State University and 5th grade teachers from Kinawa 5th-6th public school that enables students to develop and revise models for how water moves (evaporation and condensation) in a solar still.
A curriculum unit developed through a collaboration between Michigan State University, Northwestern University, the University of Michigan, Wright State University and 5th grade teachers from Kinawa 5th-6th public school that enables students to develop and revise models for how water moves (evaporation and condensation) in a solar still.
A curriculum unit developed through a collaboration between Michigan State University, Northwestern University, the University of Michigan, Wright State University and 5th grade teachers from Kinawa 5th-6th public school that enables students to develop and revise models for how water moves (evaporation and condensation) in a solar still.
A curriculum unit developed through a collaboration between Michigan State University, Northwestern University, the University of Michigan, Wright State University and 5th grade teachers from Kinawa 5th-6th public school that enables students to develop and revise models for how water moves (evaporation and condensation) in a solar still.
When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions:
Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. These authors and many others contributed to the Framework’s initial vision and tested their ideas in actual science classrooms.
When it’s time for a game change, you need a guide to the new rules. Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices provides a play-by-play understanding of the practices strand of A Framework for K–12 Science Education (Framework) and the Next Generation Science Standards (NGSS). Written in clear, nontechnical language, this book provides a wealth of real-world examples to show you what’s different about practice-centered teaching and learning at all grade levels. The book addresses three important questions:
Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. These authors and many others contributed to the Framework’s initial vision and tested their ideas in actual science classrooms.
This study investigates strategies teachers use to support mental imagery during model-based science class discussions. A microanalysis of videos of classroom discussions was conducted in order to (1) identify and describe teaching strategies for supporting imagery; and (2) identify evidence that the students were engaging in the use of imagery as they constructed models and reasoned about competing models. This study starts from prior work on experts’ use of imagery, as well as from prior analyses of imagistic characteristics of concrete exemplars used successfully in a curriculum.
This study investigates strategies teachers use to support mental imagery during model-based science class discussions.
In this study we articulate a multi-level scientific Modeling Practices Framework derived from expert studies on model based teaching strategies in classrooms and examine its usefulness in an actual classroom context. In addition, we develop vocabulary and diagrams to describe a multi level model based teaching processes. We are particularly interested in examining: (1) Is there a pattern of model construction processes that occurs over a large time scale of 3-6 lessons?
In this study we articulate a multi-level scientific Modeling Practices Framework derived from expert studies on model based teaching strategies in classrooms and examine its usefulness in an actual classroom context.
This paper describes model construction practices used by scientifically trained experts.
While Science, Technology, Engineering, and Math (STEM) fields have increased in importance over the past decade, minorities have remained traditionally underrepresented in these fields. In this study we seek to better understand some of the factors that might contribute to or potentially mitigate early STEM pipeline leaks, specifically, high school graduation and college entrance leaks. Student interest formed in the early school years has an impact on future course selections and persistence in school.
In this study we seek to better understand some of the factors that might contribute to or potentially mitigate early STEM pipeline leaks, specifically, high school graduation and college entrance leaks.