Chemistry

Innovator Interview: Steve Roderick

The Concord Consortium. (2021). Innovator Interview: Steve Roderick. @Concord, 25(1), 15.

Author/Presenter

The Concord Consortium

Lead Organization(s)
Year
2021
Short Description

Interview with Steve Roderick about helping teachers on the InquirySpace project bring more authentic science experiences to their classes.

InquirySpace Investigations

A set of NGSS-aligned investigations for each discipline (physics, chemistry, biology) designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental design, data collection, analysis, and explanation.

Author/Presenter

The InquirySpace Team

Lead Organization(s)
Year
2021
Short Description

A set of NGSS-aligned investigations for each discipline (physics, chemistry, biology) designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental design, data collection, analysis, and explanation. In the process of investigating their world, students generate data using traditional lab tools, sensors, and simulations, then bring their data into our Common Online Data Analysis Platform (CODAP), which was developed specifically to facilitate sensemaking with data.

Integrating Chemistry and Earth Science

Principal Investigator:

Integrating Chemistry and Earth science (ICE) has developed innovative units bringing Earth science concepts and practices into the high school chemistry curriculum to address NGSS expectations in the absence of high school Earth science courses. ICE features 3D teaching about local phenomena with student-designed investigations in the schoolyard and labs, exploration of BES datasets and conceptual modeling. ICE built a community of practice with teachers, school leaders, education researchers and scientists supporting rigorous, responsive teaching.

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Target Audience:

Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”

Even when chemistry teachers’ beliefs about assessment design align with literature-cited best practices, barriers can prevent teachers from enacting those beliefs when developing day-to-day assessments. In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined.

Author/Presenter

Adam G. L. Schafer

Victoria M. Borlanda

Ellen J. Yezierski

Lead Organization(s)
Year
2021
Short Description

In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined.

Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment

High school chemistry teachers will often establish goals that guide assessment design and interpretation of assessment results. However, little is known about how these goals and the assessment design collectively guide the interpretation of results. This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing.

Author/Presenter

Adam G. L. Schafer

Ellen J. Yezierski

Lead Organization(s)
Year
2021
Short Description

This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice.

Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity.

Author/Presenter

Adam G. L. Schafer

Ellen J. Yezierski

Lead Organization(s)
Year
2021
Short Description

Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity

American Chemical Society 2021 ACS Spring Annual Meeting - VIRTUAL

Event Date
-
Sponsoring Organization

To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings.html.

DRK-12 Presenters:

  • KatieMarie Magnone, Meng Yang Matthew Wu, and Ellen Yezierski, Miami University
Discipline/Topic
Event Type