Science

Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital

This research investigates a design and development approach to improving science teachers’ access to effective professional development (PD) in a fully online, asynchronous environment. Working with a small number of teachers, this study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Author/Presenter: 
Susan A. Yoon
Katherine Miller
Thomas Richman
Daniel Wendel
Ilana Schoenfeld
Emma Anderson
Jooeun Shim
Lead Organization(s): 
Year: 
2020
Short Description: 

This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.

Characterizing Science Classroom Discourse Across Scales

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2020). Characterizing science classroom discourse across scales. Research in Science Education.

Author/Presenter: 
William A. Sandoval
Jarod Kawasaki
Heather F. Clark
Year: 
2020
Short Description: 

This Research in Science Education article focuses on characterizing classroom discourse in science.

Resource Type: 
Publication

“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators

There is international and widespread recognition that early childhood education must be fully inclusive and based on the language, culture, and epistemology of local Indigenous communities (Kitson, 2010). Early childhood education (ECE) programs can only deliver on the promises ofculturally responsive schooling (Castagno & Brayboy, 2008; McCarty & Lee, 2014) when “staff members understand cultural expectations, relationships, and the subtleties of communication, including non-verbalcommunication” within the community (Kitson & Bowes, 2010, p.86).

Author/Presenter: 
Angelina E. Castagno
Tiffany Tracy
Desiree Denny
Breanna Davis
Hosava Kretzmann
Lead Organization(s): 
Year: 
2020
Short Description: 

This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.

Making Critical Thinking Visible for Student Analysis and Reflection: Using Structured Documentation to Enhance Effective Reasoning and Communication

Butcher, K. R., Runburg-Larson, M., & Lane, M. (2019). Making critical thinking visible for student analysis and reflection: Using structured documentation to enhance effective reasoning and communication. Science Scope, 42(8), 44-53.

Author/Presenter: 
Kirsten R. Butcher
Madlyn Larson
McKenna Lane
Lead Organization(s): 
Year: 
2019
Short Description: 

This Science Scope article discusses how to foster critical-thinking skills in middle school science.

The Joys of Teaching Ecology in K–12 and Informal Settings

Esposito, R. M. M, Harris, C., Berkowitz, A. R., & Pregnal, M. (2019). The joys of teaching ecology in K-12 and informal settings. Frontiers in Ecology and the Environment, 17(9), 538-539. https://doi.org/10.1002/fee.2122

Author/Presenter: 
Rhea M  M Esposito
Cornelia Harris
Alan R Berkowitz
Maribel Pregnall
Year: 
2019
Short Description: 

This article describes opportunities for primary and secondary ecology education in formal and informal settings.

Improving Ecological Education through a Four‐Dimensional Framework

At its November 2018 meeting, the Ecological Society of America's Governing Board made the important decision to endorse the 4‐Dimensional Ecology Education (4DEE) framework. Developed over the past 3 years by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.

Author/Presenter: 
Kenneth Klemow
Alan Berkowitz
Carmen Cid
George Middendorf
Year: 
2019
Short Description: 

This article describes the 4‐Dimensional Ecology Education (4DEE) framework. Developed by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.

K–12 DREAMS to Teach Program at Morehouse College

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence.

Author/Presenter: 
Cynthia Trawick
Thema Monroe-White
Jigsa A. Tola
Jamie P. Clayton
J. K. Haynes
Lead Organization(s): 
Year: 
2020
Short Description: 

This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College

The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK

There is growing recognition of the prevalence of “within school churn”, a phenomenon in which teachers remain within a school but are assigned a new grade level or course. In this study we examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program. We argue grade-level reassignment is akin to out-of-field science teaching for elementary teachers, as they encounter a new set of grade-specific standards, new subject matter topics, and new curricula.

Author/Presenter: 
Deborah L. Hanuscin
Zandra de Araujo
Dante Cisterna
Kelsey Lipsitz
Delinda van Garderen
Year: 
2020
Short Description: 

In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.

SOLID Start K-2 Curriculum Materials

SOLID Start (Science Oral Language and Literacy Development from the Start of School) curricula are guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development.

Author/Presenter: 
Tanya Wright
Amelia Gotwals
Amanda Bismack
Lead Organization(s): 
Year: 
2020
Short Description: 

SOLID Start (Science Oral Language and Literacy Development from the Start of School) curricula are guided by a driving question and puzzling phenomena that engage young students and elicit their natural curiosities. The units are designed to support young students’ science learning and oral language and literacy development.

Insight from DRK-12 CAREER Awardees

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience. Twenty-four DRK-12 CAREER awardees responded to the questions:

Author/Presenter: 
CADRE
Year: 
2020
Short Description: 

This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.

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