Biology

Socio-Ecological Scales of Time

This graphic is designed to support students, teachers, and families in thinking across timescales to understand socio-ecological relationships to place across time.

Author/Presenter: 
Learning in Places
Lead Organization(s): 
Year: 
2019
Short Description: 
This graphic is designed to support students, teachers, and families in thinking across timescales to understand socio-ecological relationships to place across time.

Rhizome and Seasonal Storyline for Field-based Science

This tool, Rhizome, contains three foundational pillars: complex socio-ecological systems, nature-culture relations, and field-based science learning, with student learning and sense making made central. The Seasonal Storyline engages learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

Author/Presenter: 
Learning in Places
Lead Organization(s): 
Year: 
2019
Short Description: 
This resource focuses on engaging learners and their families in field-based science that connects family knowledge and place-based, student-led investigations.

National Association of Biology Teachers 2020 NABT Professional Development Conference; Baltimore, MD

Event Date: 
Thu, 11/05/2020 (All day) to Sun, 11/08/2020 (All day)
Associated Dates and Deadlines: 
Event Type: 
Discipline / Topic: 

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer

Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach.

Author/Presenter: 
Camillia Matuk
Jiayuan Zhang
Irina Uk
Marcia C. Linn
Year: 
2019
Short Description: 
This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Author/Presenter: 
Susan A. Yoon
Chad Evans
Katherine Miller
Emma Anderson
Jessica Koehler
Lead Organization(s): 
Year: 
2019
Short Description: 
In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool

Implementation of reform curricula requires teachers to adopt new approaches to teaching. Research has provided promising results about the influence of educative curriculum on teachers’ learning and instruction. However, this approach generally focuses on teachers as isolated learners. Using a design-based research approach, the authors developed a web-based tool, iPlan, which provides access to educative curriculum materials in an online interactive learning platform.

Author/Presenter: 
Miray Tekkumru-Kisa
Christian Schunn
Year: 
2019
Short Description: 
Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.

Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms

The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum. The Next Generation Science Standards (NGSS) calls for the integration of science and engineering through inquiry-based pedagogy that shifts the burden of thinking from the teacher to the student. This call is especially challenging for teachers untrained in inquiry teaching and engineering or science concepts.

Author/Presenter: 
Tory Williams
Jonathan Singer
Jacqueline Krikorian
Christopher Rakes
Julia Ross
Year: 
2018
Short Description: 
The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum.

National Association of Biology Teachers 2019 Professional Development Conference; Chicago, IL

Event Date: 
Thu, 11/14/2019 (All day) to Sun, 11/17/2019 (All day)
Associated Dates and Deadlines: 
Event Type: 
Discipline / Topic: 

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