Learning Mathematics of the City in the City
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Technology
SimScientists Assessments: Physical Science Links
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Cyber-Enabled Learning: Digital Natives in Integrated Scientific Inquiry Classrooms (Collaborative Research: Campbell)
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Electronic Teacher Guide: Its Development and Use in Supporting Educative Curricula
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Multiple Instrumental Case Studies of Inclusive STEM-Focused High Schools: Opportunity Structures for Preparation and Inspiration (OSPrl)
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Activate Computational Thinking (ACT)
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Using Immersive Virtual Worlds to Support Learning of Ecosystems Science and Complex Causality
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Wed
This session seeks feedback on hands-on experiences for learning causal dynamics through collaborative inquiry activities in an immersive virtual ecosystem, including exploring potential opportunities for expanding the curriculum.
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2014 Session Types
Feedback Session (Work in Post-development)
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EcoMUVE (ecomuve.gse.harvard.edu) is a middle school science curriculum in which students explore an immersive virtual ecosystem and learn its causal dynamics through collaborative inquiry activities. In one experience, students explore a virtual pond and its biodiversity, traveling in time to see changes over the course of a virtual summer. They discover a fish kill and are tasked with figuring out why it happened. In another experience, students explore population dynamics and predator-prey relationships over 50 years in a virtual forest.
Navigating to NGSS Success: Identifying a Research Agenda
Day
Wed
Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.
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2014 Session Types
Collaborative Panel Session
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The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.
Four Perspectives on the Nature and Effectiveness of STEM-focused High Schools
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Wed
Four projects investigating the characteristics and effectiveness of STEM-focused high schools present their contrasting methods and early findings.
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2014 Session Types
Collaborative Panel Session
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This session focuses on methods and results from four current NSF-funded studies (three of which are funded under DR K–12). Two studies are attempting to capture the essential features of inclusive STEM-focused high schools and are developing data-based conceptual frameworks. One of these is conducting rich case studies of eight high-functioning, inclusive STEM high schools (ISHSs), drawn from seven different states, to build a common model for designing such schools.
A Review of DR K–12 English Language Learner Projects and Their Contribution to Research
Day
Wed
This session explores the role of funding programs in shaping research agendas. The springboard for discussion is a case study that investigated DR K–12 contribution to research in science and mathematics education for English language learners.
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2014 Session Types
Mini-plenary Presentation
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This session explores the role of funding programs in shaping research agendas through deliberate and targeted funding for priority areas. With the English language learner (ELL) population in U.S. schools on the rise and a growing demand for expansion and development of STEM education, intersecting research in these two fields represents an important effort to address pressing issues in U.S. schools and the STEM workforce.