Technology

Association of Science and Technology Centers 2022 ASTC Annual Conference; Pittsburgh, PA

Event Date: 
Mon, 09/12/2022 (All day) to Thu, 09/15/2022 (All day)
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Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes

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The Sensing Science through Modeling Matter: Kindergarten Students’ Development of Understanding of Matter and Its Changes project has developed and researched a technology-enriched curriculum to support learning about matter and its changes at the kindergarten level. Traditionally, particle-based worlds are introduced in upper elementary school when children already hold incorrect ideas that are difficult to change. Early learners have significant—and highly untapped—potential for understanding abstract concepts and reasoning in sophisticated ways.

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Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Riordan)

Principal Investigator: 

With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations to provide targeted and individualized guidance. In this work we describe a process of human annotation of student ideas based on deconstructed holistic scoring rubrics for knowledge integration in science learning and develop new NLP methods for identifying diverse expressions of student ideas and reasoning.

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Strengthening STEM Teaching in Native American Serving Schools through Long-Term, Culturally Responsive Professional Development

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This is a 4-year, level II Exploratory study within the teaching strand of DRK12. The research explores the functioning and impact of a nationally-developed STEM professional development model within the Navajo Nation. Teacher participants represent the entire K-12 grade range and multiple content areas, and they all participate in an innovative STEM-content, culturally responsive, 8-month professional development fellowship. We explore the extent to which culturally responsive principles are evident in their self-authored curriculum units.

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BioGraph 2.0: Online Professional Development for High School Biology Teachers for Teaching and Learning About Complex Systems

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The purpose of this study has been to address the accessibility and efficacy of high quality professional development by modifying a successful in-person PD to be delivered on the edX platform. The PD course introduces BioGraph, a curriculum that uses computer-based simulations to teach biology concepts and complex systems ideas. The study has taken place over the last four years with teachers from across the globe, and in biology classrooms across the US and in India with teachers and students who are working with the BioGraph curriculum.

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Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)

Principal Investigator: 

We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based reasoning to make sense of biological phenomena and describes our use of crowdsourced adults to pilot test the tasks.

Co-PI(s): Molly Stuhlsatz, BSCS Science Learning

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Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions

Principal Investigator: 

In this project, we developed, piloted, and studied the use of a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers' ability to facilitate argumentation-focused discussions in mathematics and science. We conceptualized these simulated discussions as formative assessment opportunities, and studied how teacher educators made use of them within methods courses to support preservice teachers' learning. We also examined evidence of preservice teacher learning via pre/post measures.

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Design and Implementation of Immersive Representations of Practice

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The project examines how representations of practice facilitate preservice teachers' professional knowledge for teaching fractions and multiplication/division. The project focuses specifically on: how single and multi-perspective 360 video affects PSTs' professional knowledge; how PSTs use technological scaffolds to engage in 360 video, and its effect on their professional knowledge; and the design of a platform for teacher educators to create their own 360 video immersive experiences

Co-PI(s): Richard E. Ferdig and C. C. Lu, Kent State University

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CAREER: Promoting Equitable and Inclusive STEM Contexts in High School

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In this study, high school students (N = 242) completed measures of classroom inclusivity, perceived teacher discrimination, belonging, STEM classroom engagement and STEM activism orientation. Path analyses revealed direct effects of inclusion and perceived discrimination on STEM activism orientation. Further, findings demonstrated direct effects of inclusion on belonging and on belonging and both STEM classroom engagement and STEM Activism Orientation.
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Building Environmental and Educational Technology Competence and Leadership Among Educators: An Exploration in Virtual Reality Professional Development

Principal Investigator: 

This exploratory project supports the professional development of secondary STEM teachers by providing multiyear training around three specific areas: (1) environmental sciences themed content; (2) technology integration in the classroom, and (3) classroom-based action research within action research communities. Using virtual reality to focus on wetlands and their connection to flooding brings locally relevant STEM concepts in a real-world context that is relatable to minoritized teachers and students living in these areas.

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