Other

Developing Science Problem-solving Skills and Engagement Through Intelligent Game-based Learning Environments

The project draws upon intelligent tutoring and narrative-centered learning technologies to produce a suite of intelligent game-based learning environments for upper elementary school science students. The games explicitly model student knowledge and problem solving and dynamically customize feedback, advice, and explanation as appropriate. Unlike its predecessor, the platform is multi-user so it can support collaboration; offer dynamically generated feedback, advice, and explanation; and provide a pedagogical dashboard that generates student progress reports.

Project Email: 
Partner Organization(s): 
Award Number: 
0822200
Funding Period: 
Fri, 08/01/2008 to Tue, 07/31/2012
Project Evaluator: 
SERVE Center of North Carolina
Full Description: 

Recent years have seen a growing recognition of the transformative potential of game-based learning technologies for STEM education.  The proposed project addresses the DR-K12 Frontier Challenge of assuring that all students have the opportunity to learn significant STEM content by investigating the following research question: How can intelligent game-based environments promote problem solving and engagement in STEM learning for upper elementary students?  The proposed research on intelligent game-based learning environments investigates problem solving, engagement, and STEM learning by targeting the following three objectives:

1. Design a suite of intelligent game-based learning environment technologies for elementary science education.  To promote effective science learning, we will create intelligent game-based learning environment technologies that leverage the rich interactive 3D game environments provided by commercial game engines and the inferential capabilities of intelligent tutoring systems.  Building on our experience in these two areas, we will create an engaging intelligent game-based learning environment for 5th grade science.  

2. Implement an empirically-based research program to provide a comprehensive account of elementary students’ problem-solving processes and engagement with STEM content as they interact with intelligent game-based learning environments.  To understand the cognitive mechanisms by which learning occurs, we will take a mixed method approach to investigating science learning with an intelligent game-based learning environment for 5th grade science.  These studies will investigate the central issues of problem solving (strategy use, divergent thinking, and collaboration), and engagement (motivation, situational interest, presence) with respect to achievement as measured by both science content knowledge and transfer.  With diverse student populations drawn from both urban and rural settings, the studies will determine precisely which technologies and conditions contribute most effectively to learning processes and outcomes.

3. Evaluate the design and implementation phases of the research in order to assure high quality processes and results.  To ensure the success of the project, an external evaluator will provide formative and summative feedback to the project team.  

It is expected that the proposed work will have a significant impact on the theory and practice of science education.  By taking advantage of the high degree of interactivity offered by intelligent game-based learning environments, the project holds significant potential for creating compelling learning experiences for STEM content.  Because the research will be conducted with a highly diverse student population in both urban and rural settings, and because of the synergistic interaction of the technology and learning science research, the project offers significant potential for creating compelling learning experiences that lead to higher achievement for all students.

Mathematics Instruction Using Decision Science and Engineering Tools

A collaboration among educators, engineers, and mathematicians in three universities, this project is creating, implementing, and evaluating a one-year curriculum for teaching a non-calculus, fourth-year high school mathematics course and accompanied assessment instruments. The curriculum will draw on decision-making tools that include but go well beyond linear programming, to enhance student mathematical competence (particularly solving multi-step problems), improve students' attitudes toward mathematics, and promote states' adoption of the curriculum (initially NC and MI).

Project Email: 
Award Number: 
0733137
Funding Period: 
Sat, 09/15/2007 to Tue, 08/31/2010
Project Evaluator: 
Dr. Shlomo S. Sawilowsky
Full Description: 

Mathematics INstruction using Decision Science and Engineering Tools (MINDSET) is a collaboration among educators, engineers, and mathematicians at three universities to create, implement, and evaluate a new curriculum and textbook to teach standard mathematics concepts using math-based decision-making tools for a non-calculus fourth-year mathematics curriculum that several states now require and others may require in the near future. MINDSET has three goals: (1) enhancement of students’ mathematical ability, especially their ability to formulate and solve multi-step problems and interpret results; (2) improvement in students’ attitude toward mathematics, especially those from underrepresented groups, thereby motivating them to study mathematics; and (3) adoption of the curriculum initially in North Carolina and Michigan, then in other states.

Using decision-making tools from Operations Research and Industrial Engineering, we will develop a fourthyear high school curriculum in mathematics and support materials to teach standard content. Through a multi-state, multi-school district assessment, we will determine if a statistically significant improvement in students’ mathematical ability—particularly in multi-step problem solving and interpretation of results—and in motivation and attitude toward mathematics has occurred. Participating teachers will receive professional training, help to create a knowledge-based online community for support, and in-person and online technical assistance. Through extensive data collection and analysis, we will determine if this infrastructure is sustainable and sufficiently flexible to be reproduced and used by others.

Identifying Critical Characteristics of Effective Feedback Practices in Science and Mathematics Education

This project will define and synthesize effective feedback strategies that can be linked to specific features of daily classroom assessment practices. It will develop a framework, including a conceptual strand (will conceptualize feedback practice considering intrinsic and contextual dimensions) and a methodological strand (used to describe and evaluate the feedback studies and findings to be synthesized). The framework will provide a shared language within and across multiple forms of research in various disciplines.

Award Number: 
0822373
Funding Period: 
Thu, 01/01/2009 to Fri, 12/31/2010
Project Evaluator: 
Advisory board members
Full Description: 

 

Project BEST: Better Education for Science Teachers

This project studies the influence of a professional development program on teachers' PCK and the related impact of PCK on student learning .The proposal team will design and deliver a professional development program for science teachers that is based on the use of curriculum materials, professional development, integrates efforts to improve secondary science teachers' content knowledge, pedagogical knowledge and skill, and helps them to apply this knowledge to the context of their own classroom.

Lead Organization(s): 
Award Number: 
0455846
Funding Period: 
Sun, 05/01/2005 to Sat, 04/30/2011
Full Description: 

    

Universal Design of Inquiry-based Middle and High School Science Curricula (Collaborative Research: Rose)

CAST, the University of Michigan, and EDC are collaborating to create heuristics for universally designed middle and high school science materials; to build an open-source UDL Inquiry Science System (ISS) that enables science curricula to be transformed into digitally supported versions that incorporate UDL features, to use the ISS to produce four UDL exemplars from tested instructional materials, and to evaluate the benefits of these exemplars for grades-5–12 students with and without learning disabilities.

Award Number: 
0730260
Funding Period: 
Sat, 09/15/2007 to Tue, 08/31/2010
Project Evaluator: 
Dan Zalles, SRI

Pages

Subscribe to Other