Cognitive Science

Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign

COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD).

Author/Presenter
Meng-Yang M. Wu

KatieMarie Magnone

Roy Tasker

Ellen J. Yezierski

Lead Organization(s)
Year
2021
Short Description

COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD’s implementation for 20 high school chemistry teachers.

The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes

Principal Investigator:

Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (e.g., Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly related to the domain of space. This is important, because comparing the acquisition of math and spatial attitudes and beliefs may shed light on potential interventions for improving STEM outcomes.

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Mathematical Learning via Architectural Design and Modeling Using E-Rebuild

Principal Investigator:

This poster presentation will introduce the current study findings governing the design and implementation of E-Rebuild, a 3D architecture and math game that aims to promote versatile representation and epistemic practice of mathematics for students in grades 6th-8th. Utilizing the real-time, evidence-centered in-game learning assessment and a game-level editor, E-Rebuild enables not only problem-based mathematical thinking and learning, but also adaptive learner support during gameplay and participatory design of game-based math problems.

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A Practice-Based Online Learning Environment for Scientific Inquiry with Digitized Museum Collections in Middle School Classrooms

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EPIC Bioscience engages middle school students in authentic scientific practices via NGSS-aligned investigations of museum specimens. Students complete interactive activities to build prior knowledge and context, then use digitized specimens to collect and analyze relevant data. Findings are applied to pressing global issues such as biodiversity loss, geographic range changes in populations, and diminishing resources. Key challenges in the development of online, specimen-based science investigations are addressed using example interactions and analyses from EPIC investigations.

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Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)

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Transforming Engineering Education in Middle Schools (TEEMS) is an NGSS-aligned middle school curriculum that utilizes heroic stories to engage students in learning engineering and science concepts.
 
Our curriculum consists of multiweek units covering Principles of Engineering Design and Materials, Tools, and Manufacturing,  as well as six shorter integrated engineering/science lessons.
 
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Design and Development of Transmedia Narrative-based Curricula to Engage Children in Scientific Thinking and Engineering Design (Collaborative Research: Ellis and McGinnis-Cavanaugh)

Principal Investigator:
Transforming Engineering Education in Middle Schools (TEEMS) is an NGSS-aligned middle school curriculum that utilizes heroic stories to engage students in learning engineering and science concepts.
 
Our curriculum consists of multiweek units covering Principles of Engineering Design and Materials, Tools, and Manufacturing,  as well as six shorter integrated engineering/science lessons.
 
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Target Audience:

Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer, Miller, and Peake)

Principal Investigator:

We are investigating the development of middle-schoolers' understandings and practices of modeling in the context of investigations of variability and change in ecosystems. We are studying how and to what extent students' participation in distinct forms of modeling informs their classroom-based citizen science investigations.

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Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer, Miller, and Peake)

Principal Investigator:

We are investigating the development of middle-schoolers' understandings and practices of modeling in the context of investigations of variability and change in ecosystems. We are studying how and to what extent students' participation in distinct forms of modeling informs their classroom-based citizen science investigations.

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Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer, Miller, and Peake)

Principal Investigator:

We are investigating the development of middle-schoolers' understandings and practices of modeling in the context of investigations of variability and change in ecosystems. We are studying how and to what extent students' participation in distinct forms of modeling informs their classroom-based citizen science investigations.

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Learning Trajectories as a Complete Early Mathematics Intervention: Achieving Efficacies of Economies at Scale

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The ULTIMATE (Understanding Learning Trajectories In Math: Advancing Teacher Education) project will evaluate Learning Trajectories as a complete early mathematics intervention by supporting teachers in deepening their understanding of how children learn mathematics and how to incorporate this understanding. Drs. Clements and Sarama have built a professional development tool, called Learning and Teaching with Learning Trajectories, or [LT]2. The team will investigate the positive impacts both in supporting teachers and on students' learning of mathematics.
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