Highlights from
DRK–12 projects at all stages, from early design work through completion, can benefit from an awareness and understanding of the challenges of knowledge use, so that what is designed can be suitably adapted and scaled.
Produced by a CADRE work group of NSF-supported researchers and developers, this practice brief makes a case for substantive partnerships between STEM education R&D projects and districts and schools. Despite leading a wide variety of pro
This practice brief makes a case for substantive partnerships between STEM education R&D projects and districts and schools.
Barbara Chamberlin, with the NMSU Learning Games Lab, shares the Educational Game Design model developed at NMSU. The educational development studio involves content experts and game developers in their game design process, also employing a rigorous user testing process throughout development. In this presentation, she explains the pre-development work they do in working from broad educational objectives, forming team, immersing team members in both the content and game design, and guiding questions for refining educational objectives and driving game development.
Barbara Chamberlin, with the NMSU Learning Games Lab, shares the Educational Game Design model developed at NMSU. The educational development studio involves content experts and game developers in their game design process, also employing a rigorous user testing process throughout development. In this presentation, she explains the pre-development work they do in working from broad educational objectives, forming team, immersing team members in both the content and game design, and guiding questions for refining educational objectives and driving game development.
This report is an overview of the projects in the DR K-12 portfolio.
This report is an overview of the projects in the DR K-12 portfolio.
The National Science Foundation (NSF) Division of Research on Learning in Formal and Informal Settings (DRL) maintains a portfolio of complementary programs aimed at improving science, technology, engineering, and mathematics (STEM) learning at all stages.
Professional development environments that include digital video allow for the examination of children at work, opportunities to look at students over time, and analysis of the teacher’s decision making. This observation begs the question of how best to shape mathematics education courses that build on the use of digital environments. This session examines some possibilities for developing both content and pedagogical knowledge.
Join the panelists from the plenary presentation to continue conversations about common standards in each of the STEM disciplines.
