Biology

CAREER: Supporting Elementary Science Teaching and Learning by Integrating Uncertainty Into Classroom Science Investigations

The goal of this study is to improve elementary science teaching and learning by developing, testing, and refining a framework and set of tools for strategically incorporating forms of uncertainty central to scientists' sense-making into students' empirical learning.

Lead Organization(s): 
Award Number: 
1749324
Funding Period: 
Fri, 06/01/2018 to Wed, 05/31/2023
Full Description: 

The goal of this study will be to improve elementary science teaching and learning by developing, testing, and refining a framework and set of tools for strategically incorporating forms of uncertainty central to scientists' sense-making into students' empirical learning. The framework will rest on the notion that productive uncertainty should be carefully built into students' empirical learning experiences in order to support their engagement in scientific practices and understanding of disciplinary ideas. To re-conceptualize the role of empirical investigations, the study will focus on the transitions between the experiences and processes students seek to understand, classroom investigations, evidence, and explanatory models as opportunities for sense-making, and how uncertainty can be built into these transitions. The project's underlying assumption is that carefully implementing these forms of uncertainty will help curriculum developers and teachers avoid the oversimplified investigations that are prevalent in K-8 classrooms that stand in stark contrast to authentic science learning and the recommendations of the Framework for K-12 Science Education (National Research Council, 2012). Accordingly, the project will seek to develop curriculum design guidelines, teacher tools, professional development supports, and four elaborated investigations, including sets of lessons, videos, and assessments that embed productive uncertainty for second and fifth graders and designed for use with linguistically, culturally, and socio-economically diverse students.

The hypothesis of this work is that if specific forms of scientific uncertainty are carefully selected, and if teachers can implement these forms of uncertainty, elementary students will have more robust opportunities to develop disciplinary practices and ideas in ways consistent with the Next Generation Science Standards (NGSS) (Lead States, 2013). Employing Design-Based Research, the three research questions will be: (1) What opportunities for sense-making do elementary school empirical investigations afford where we might strategically build uncertainty?; (2) How can we design learning environments where uncertainty in empirical investigations supports opportunities for learning?; and (3) In classrooms with sustained opportunities to engage with uncertainty in empirical investigations, what progress do students make in content understandings and the practices of argumentation, explanation, and investigation? The work will consist of three design cycles: Design Cycle 1 will involve two small groups of six teachers in adapting their curricula to incorporate uncertainty, then describe how students engage around uncertainty in empirical investigations. Design Cycle 2 will involve the same small groups in implementing and refining task structures, tools, and teacher instructional strategies. In Design Cycle 3, teachers and researchers will further refine lesson materials, assessments, and supports. The project will partner with one school district and engage in design research with groups of teachers to develop: (1) a research-based description, with exemplars of opportunities for student sense-making within empirical investigations at both early and upper elementary grades; (2) a set of design principles and tools that allow teachers to elicit and capitalize on sense-making about uncertainty in investigations; and (3) four elementary investigations elaborated to incorporate and exemplify the first two products above. These materials will be disseminated through a website, and established networks for supporting implementation of the NGSS. An advisory board will oversee project progress and conduct both formative and summative evaluation.

Integrating Chemistry and Earth Science

This project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards.

Award Number: 
1721163
Funding Period: 
Tue, 08/15/2017 to Wed, 07/31/2019
Full Description: 

This Integrating Chemistry and Earth science (ICE) project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards. The overarching goal of the project is to develop teacher capacity to teach and evaluate student abilities to use the practices of scientists and concepts from Earth science and chemistry to understand important phenomena in their immediate, familiar environments. The project has the potential to serve as a model for how to make cutting edge science directly accessible to all students. The project is a collaborative effort that engages scientists, science education researchers, curriculum developers, school curriculum and instruction leaders, and science teachers in the longer term challenge of infusing Earth science concepts and practices across the core high school science courses.

Current guidelines and standards for science education promote learning that engages students in three interrelated dimensions: disciplinary core ideas, scientific practices, and crosscutting ideas. This project is guided by the hypothesis that when provided sustained opportunities to engage in three-dimensional learning experiences, in an integrated Earth science and chemistry context, students will improve in their ability to demonstrate the coordination of disciplinary core ideas, scientific practices, and crosscutting concepts when solving problems and developing explanations related to scientific phenomena. This project will employ a design based research approach, and during the two development-enactment-analysis-and-redesign cycles, the project team will collect student assessment data, teacher interview data, observational data from lessons, teacher surveys, and reflective teacher logbooks. These collected data will provide information about how teachers implement the lessons, what students do during the lessons, and what students learn from them that will lead to better design and a better understanding of student learning. This information will be used to inform the modification of lessons from cycle to cycle, and to inform the professional development materials for teachers. The research agenda for the project is guided by the following questions: 1. What are the design features of ICE lessons that support teachers in enacting three-dimensional instruction within the context of their classroom? 2. What are the design features of embedded three-dimensional assessments that yield useful classroom data for teachers and researchers regarding their students' abilities to integrate core ideas, scientific practices, and crosscutting concepts? 3. What is the nature of student learning related to disciplinary core ideas, scientific practices, and crosscutting concepts that results from students' engagement in ICE lesson sets? 4. What differences emerge in student engagement and learning outcomes for ICE lessons that incorporate local phenomena or data sets as compared to lessons that do not? 5. What contextual factors (i.e., school context, administrative support, time constraints, etc.) influence teachers' implementation of three-dimensional instruction embedded within ICE lessons?


Project Videos

2019 STEM for All Video Showcase

Title: Integrating Chemistry and Earth Science (ICE)

Presenter(s): Alan Berkowitz, Vonceil Anderson, Bess Caplan, Kevin Garner, & Jonathon Grooms


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

This proposal will develop and test an open-access, online system of professional development for high school biology teachers in order to build pedagogical competencies for teaching about complex systems and to support the application of those competencies in high school biology classrooms.

Lead Organization(s): 
Award Number: 
1721003
Funding Period: 
Fri, 09/01/2017 to Sat, 08/31/2019
Full Description: 

This project develops and tests an open-access, online asynchronous system of professional development for high school biology teachers in order to build pedagogical competencies for teaching about complex systems and to support the application of those competencies in high school biology classrooms. The online teacher professional development (PD) is delivered through the edX open access platform.

This research follows on nearly two decades of NSF-funded projects to build curriculum using agent-based modeling tools and instructional practices based on what we know best about how students and teachers learn. The modeling platform, StarLogo Nova, enables students and teachers to visualize hidden aspects of complex systems phenomena, such as natural selection in evolutionary systems, that typically create challenges in conceptual understanding. The curriculum, called BioGraph (short form for graphical programming simulations in biology), is NGSS-aligned using experimentation, argumentation, and modeling as essential scientific practices in investigating five core areas of biology and complex systems. The curricular units take 3 days to complete and are designed to be easily integrated into the standard high school biology course. Teacher-vetted student activity packets and teacher guides provide scaffolded support for classroom implementation.

Our previous face-to-face PD model for learning how to teach with BioGraph materials revealed a number of important best practice characteristics that included working on teacher beliefs, providing just-in-time facilitation, and building a collaborative professional community. In the current project, we aim to construct opportunities for a wide range of teachers to participate in the PD (that was previously limited only to local teachers). Moving to an online asynchronous platform would enable anywhere, anytime access to high quality curriculum (widely understood to be barriers to engaging in impactful PD). However, research on online teacher PD is still in its relative infancy especially pertaining to computer-supported teaching and learning. Of particular interest in the literature is how to build an ongoing collaborative teacher learning community that shares knowledge and advances in their instruction together. Thus, our project aims to investigate this goal in addition to the curricular goals through a social capital online delivery structure that includes activities and scaffolds for building social ties, depth of interactions, access to expertise, and trust. This research will produce insights and guidelines that can be immediately incorporated into the emerging field of online PD, and online education in general.

Building Capacity to Retain Underrepresented Students in STEM Fields

This workshop provides minority serving institutions with an opportunity to engage in dialogue about effective ways to create, implement, and evaluate models of intervention that will advance knowledge about retaining underrepresented minorities in STEM fields. It will advance knowledge in life science and the biosciences for K-12 and undergraduate students attending local schools or eligible minority-serving institutions.

Lead Organization(s): 
Award Number: 
1741748
Funding Period: 
Mon, 05/01/2017 to Mon, 04/30/2018
Full Description: 

The NSF invests in a number of programs targeting underrepresented populations and institutions relative to its meeting its goals for broadening participation in STEM. This workshop provides minority serving institutions with an opportunity to engage in dialogue about effective ways to create, implement, and evaluate models of intervention that will advance knowledge about retaining underrepresented minorities in STEM fields. It will advance knowledge in life science and the biosciences for K-12 and undergraduate students attending local schools or eligible minority-serving institutions. The workshop will focus on assisting minority serving institutions with use of research designs, and review of best practices for intervention shown to be effective in helping underrepresented student cope with chronic stresses that interfere with their retention in STEM fields and careers. The target audience for the workshop will be the participating institutions and their undergraduate students, in partnership with local K-12 schools.

In collaboration with Quality Education for Minority and MERAssociates, Rutgers University Newark will provide a unique setting to convene more than 100 participants to attend the workshop. The participants will include deans and/or department chairs; STEM faculty; educational researchers, and institutional representatives such as Vice Presidents of Academic Affairs, Provosts, or other administrators. The participants will work in teams of 4-5 to address science research topics and activities related to curriculum development, teacher support, and student engagement. Outcomes from the workshops will provide insights about successful strategies, areas of future research, and awareness about the need for better intervention models that support underrepresented minority students in STEM.

Integration of Engineering Design and Life Science: Investigating the Influence of an Intervention on Student Interest and Motivation in STEM Fields

This project will investigate the integration of engineering design, practices, and thinking into middle school life science curriculum while providing opportunities for students to foster knowledge of and increase interest in life and biosciences. The project will specifically respond to the need to create, implement, and evaluate a model intervention that will advance the knowledge base for establishing and retaining underrepresented minorities in STEM fields.

Lead Organization(s): 
Award Number: 
1721141
Funding Period: 
Fri, 09/01/2017 to Tue, 08/31/2021
Full Description: 

This project will investigate the integration of engineering design, practices, and thinking into middle school life science curriculum while providing opportunities for students to foster knowledge of and increase interest in life and biosciences. The project will specifically respond to the need to create, implement, and evaluate a model intervention that will advance the knowledge base for establishing and retaining underrepresented minorities in STEM fields. Specifically, the project will partner with middle school science teachers from two local school corporations, STEM university faculty members and undergraduate engineering students, and university-based outreach coordinators from a minorities engineering program, the office of future engineers, and women in engineering program. Through this combined effort, both school corporations that serve underserved, culturally diverse, and socioeconomically disadvantaged students in rural communities; will have broad-based support for engaging 36 teachers and 3000 students in integrated life science with engineering design.

The project will employ a mixed methods research design incorporating both qualitative and quantitative approaches for data collection and analyses. The research team will conduct quantitative analyses by using Hierarchical Linear Modeling to determine the extent to which integrating life science with engineering design and thinking impact student learning of life science concepts and interest in life and biosciences. Qualitative approaches, including discourse analysis, will be used to delve deeper into student learning of the targeted life science concepts. Through this research, the project will advance evidence-based understanding of learning, enhance the theoretical models of student life science learning, and merge and extend the successes of previous studies by using the faculty expertise in effective approaches in engineering integration in K-12 science classrooms. Specifically, concept assessments, interest surveys, recordings of classroom discourse, student artifacts (e.g., design reports), interviews, and classroom observations will be used as data sources. Outcomes from the project will advance the knowledge base for establishing and retaining underrepresented minorities in STEM fields. The life STEM focused design tasks will be disseminated through an online peer-reviewed digital library available for use across the U.S. and beyond. Along with the design-based tasks on this website; results from the intervention model will be disseminated through electronic and print media to inform researchers, educators, administrators, and policy makers who play critical roles in enhancing student learning of and interest in STEM, about pathways to broadening participation in STEM.

Learning in Places: Field Based Science in Early Childhood Education

This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.

Lead Organization(s): 
Award Number: 
1720578
Funding Period: 
Sat, 07/01/2017 to Wed, 06/30/2021
Full Description: 

Recent evidence suggests that reasoning and making decisions about ecological systems is a cultural activity that impacts participation in the core scientific practices of observation, evidence use, and claims making. This project aims to develop an innovative field-based science learning approach that will support the capacity of culturally diverse students in Grades K-3 to engage in complex ecological reasoning and related problem solving. To provide rich learning environments, outdoor learning gardens will be created in which students, teachers, garden educators, and families participate in activities that facilitate the investigation of tangible ecological challenges such as water capture and food security.

Using design-based research, the project team will collaborate with teachers, parents of participating students, and community garden educators to collectively design and develop four key components: 1) field-based curricular units for K-3 classrooms; 2) a model of family and community engagement that strengthens cultural relevance and equity in field-based science learning; 3) a pilot program of teacher professional development that informs future scaling efforts; and 4) research that unpacks student learning and teacher instructional practices that support children?s complex ecological reasoning and the cultural contexts of such knowledge. Data sources will include video, interviews, surveys, and student-created artifacts. A mixed-methods approach will be used to produce research findings at multiple levels including: student learning about complex ecological phenomena and field-based practices; classroom-level learning and high-leverage teaching practices in model units at each grade level; impacts of co-design on professional learning and practice; and family and community organizations learning and engagement in field-based science education. The project will be carried out by a research-practice-community partnership in Seattle, Washington that includes learning scientists (University of Washington), K-3 teachers and school administrators (Seattle Public Schools), garden educators (Seattle Tilth), and parents of participating students. In total, eight schools, 32 teachers, 800 students, and 32 families are expected to participate.

InquirySpace 2: Broadening Access to Integrated Science Practices

This project will create technology-enhanced classroom activities and resources that increase student learning of science practices in high school biology, chemistry, and physics. InquirySpace will incorporate several innovative technological and pedagogical features that will enable students to undertake scientific experimentation that closely mirrors current science research and learn what it means to be a scientist.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1621301
Funding Period: 
Thu, 09/15/2016 to Tue, 08/31/2021
Full Description: 

This project will create technology-enhanced classroom activities and resources that increase student learning of science practices in high school biology, chemistry, and physics courses. The project addresses the urgent national priority to improve science education as envisioned in the Next Generation Science Standards (NGSS) by focusing less on learning facts and equations and instead providing students with the time, skills, and resources to experience the conduct of science and what it means to be a scientist. This project builds on prior work that created a sequence of physics activities that significantly improved students' abilities to undertake data-based experiments and led to productive independent investigations. The goal of the InquirySpace project is to improve this physics sequence, extend the approach to biology and chemistry, and adapt the materials to the needs of diverse students by integrating tailored formative feedback in real time. The result will be student and teacher materials that any school can use to allow students to experience the excitement and essence of scientific investigations as an integral part of science instruction. The project plans to create and iteratively revise learning materials and technologies, and will be tested in 48 diverse classroom settings. The educational impact of the project's approach will be compared with that of business-as-usual approaches used by teachers to investigate to what extent it empowers students to undertake self-directed experiments. To facilitate the widest possible use of the project, a complete set of materials, software, teacher professional development resources, and curriculum design documents will be available online at the project website, an online teacher professional development course, and teacher community sites. The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools (RMTs). Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

InquirySpace will incorporate several innovative technological and pedagogical features that will enable students to undertake scientific experimentation that closely mirrors current science research. These features will include (1) educational games to teach data analysis and interpretation skills needed in the approach, (2) reduced dependence on reading and writing through the use of screencast instructions and reports, (3) increased reliance on graphical analysis that can make equations unnecessary, and (4) extensive use of formative feedback generated from student logs. The project uses an overarching framework called Parameter Space Reasoning (PSR) to scaffold students through a type of experimentation applicable to a very large class of experiments. PSR involves an integrated set of science practices related to a question that can be answered with a series of data collection runs for different values of independent variables. Data can be collected from sensors attached to the computer, analysis of videos, scientific databases, or computational models. A variety of visual analytic tools will be provided to reveal patterns in the graphs. Research will be conducted in three phases: design and development of technology-enhanced learning materials through design-based research, estimation of educational impact using a quasi-experimental design, and feasibility testing across diverse classroom settings. The project will use two analytical algorithms to diagnose students' learning of data analysis and interpretation practices so that teachers and students can modify their actions based on formative feedback in real time. These algorithms use computationally optimized calculations to model the growth of student thinking and investigation patterns and provide actionable information to teachers and students almost instantly. Because formative feedback can improve instruction in any field, this is a major development that has wide potential.

Zoom In! Learning Science with Data

This project will address the need for high quality evidence-based models, practices, and tools for high school teachers and the development of students' problem solving and analytical skills by leveraging novel research and design approaches using digital tools and two well-established online instructional platforms: Zoom In and Common Online Data Analysis Platform.            

Award Number: 
1621289
Funding Period: 
Thu, 09/15/2016 to Sat, 08/31/2019
Full Description: 

This project will expand the DRK-12 portfolio by contributing to a limited program portfolio on data science, and also by being responsive to a broader, national discourse on data science, exemplified in the data-dependent scientific practices emphasis in the Next Generation Science Standards (NGSS). With the impetus toward data literacy, an acute need has emerged for high quality evidence-based models, practices, and tools to better prepare high school teachers to teach data skills and for students to develop the problem solving and analytical skills needed to interpret and understand data, particularly in the sciences. This project will address these challenges by leveraging novel research and design approaches, using digital tools and two well-established online instructional platforms; Zoom In and Common Online Data Analysis Platform.

With a user base of over 27,000 teachers and students, the existing Zoom In platform has proven successful in fostering evidence-based inquiry among social studies teachers. This project will test the feasibility of the platform to facilitate data-focused inquiry and skill development among high school science teachers and their students. In Year 1, two NGSS-aligned digital curriculum modules and supporting materials focused on scientific phenomena and problems in biology and earth science will be developed for high school science teachers and embedded in a modified iteration of Zoom In. The Common Online Data Analysis Platform (CODAP) will be integrated into the modules to make hierarchical data structures, modeling, visualizations, and dynamic linking possible within Zoom In. A pilot and usability test will be conducted with 16 teachers and 100 students from diverse New York City public high schools. Two teacher focus groups and think-aloud sessions with the students will be held. In Year 2, the remaining four modules will be developed. Guided by four research questions, field testing with teachers and students will be done to assess the content, CODAP data tools, Zoom-in student supports, teacher supports, and outcome measures. In Year 3, final revisions to the tools will be completed. A small-scale efficacy test will be conducted to assess aspects of the implementation process, practices, and overall impact of the modules on student learning. For the efficacy study, a two-level cluster-randomized design will be employed to randomly assign schools to the Zoom In intervention. A comparison group will use another existing well-designed data literacy digital instructional platform but without key aspects of Zoom In. Outcome measures will be administered at the beginning and end of the school year to the treatment and comparison groups. Back-end data, observational data, and teacher log data will be collected and analyzed. Qualitative data will be gathered from teacher and student observations and interviews and analyzed. Researchers will analyze the impact on student learning using hierarchical linear models with an effect treatment condition and student-and-class-level covariates. The research findings will be broadly disseminated through the Zoom In platform, conferences, publications, and social media.


Project Videos

2019 STEM for All Video Showcase

Title: Zoom In! Learning Science with Data

Presenter(s): Megan Silander & Bill Tally


Learning Evolution through Human and Non-Human Case Studies

This project will develop and test two curriculum units on the topic of evolution for high school general biology courses, with one unit focusing primarily on human case studies to teach evolution and one unit focusing primarily on case studies of evolution in other species. The two units will be compared to examine how different approaches to teaching evolution affect students and teachers.

Lead Organization(s): 
Award Number: 
1621194
Funding Period: 
Thu, 09/15/2016 to Tue, 08/31/2021
Full Description: 

This project aligns with Alabama's College & Career-Ready Standards (CCRS) for biology in grades 9-12 relating to Unity and Diversity. These standards are based on the Next Generation Science Standards (NGSS) and go into effect during the 2016-2017 school year. Building on prior work (DRL-119468), this project will develop and test two curriculum units on the topic of evolution for high school general biology courses, with one unit focusing primarily on human case studies to teach evolution and one unit focusing primarily on case studies of evolution in other species. The two units will be compared to examine how different approaches to teaching evolution affect students and teachers. The project will also develop and field test a Cultural and Religious Sensitivity (CRS) Resource to provide teachers with strategies for creating supportive learning environments where understanding of the scientific account of evolution is aided while also acknowledging the cultural controversy associated with learning about evolution. The impacts on student and teacher outcomes of using the curriculum units and the CRS Resource will be tested in classrooms by comparing the outcomes of the human versus non-human units, and by using or not using classroom strategies from the CRS Resource.

The project will examine student and teacher outcomes of four treatment groups: 1) Curriculum Unit 1, 2) Curriculum Unit 1 with the CRS Resource, 3) Curriculum Unit 2, and 4) Curriculum Unit 2 with the CRS Resource. The research questions are: 1) In what ways does using examples of human versus non-human evolution to teach core evolutionary concepts affect understanding of, acceptance of, and motivation to learn about evolution among high school introductory biology students? 2) In what ways do using teaching strategies that focus on acknowledging the cultural controversy about evolution using a procedural neutrality approach affect high school introductory biology teachers' comfort and confidence with teaching evolution? 3) In what ways does using examples of human versus non-human evolution to teach fundamental evolutionary concepts in conjunction with teaching strategies that focus on acknowledging the cultural controversy about evolution using a procedural neutrality approach affect understanding of, acceptance of, and motivation to learn about evolution among high school introductory biology students? And 4) In what ways does using examples of human versus non-human evolution to teach fundamental evolutionary concepts in conjunction with teaching strategies that focus on acknowledging the cultural controversy about evolution using a procedural neutrality approach affect high school introductory biology teachers' comfort and confidence with teaching evolution? The project will use a 2 X 2 X 2 mixed factorial quasi-experimental research design to answer these questions, and will include a total of 32 teachers, 8 in each treatment group, along with approximately 800 students. Each assessment will be administered as a pretest two weeks prior to starting the curriculum unit and as a posttest immediately after completing the unit. Test scores will be the within-subjects factors, and Curriculum Unit and CRS Resource will be the between-subjects factors.

Connected Biology: Three-Dimensional Learning from Molecules to Populations (Collaborative Research: Reichsman)

This project will design, develop, and examine the learning outcomes of a new curriculum unit for biology that embodies the conceptual framework of the Next Generation Science Standards (NGSS). The curriculum materials to be developed by this project will focus on two areas of study that are central to the life sciences: genetics and the processes of evolution by natural selection.

Lead Organization(s): 
Award Number: 
1620910
Funding Period: 
Sat, 10/01/2016 to Wed, 09/30/2020
Full Description: 

This project will contribute to this mission by designing, developing, and examining the learning outcomes of a new curriculum unit for biology that embodies the conceptual framework of the Next Generation Science Standards (NGSS). The curriculum materials to be developed by this project will focus on two areas of study that are central to the life sciences: genetics and the processes of evolution by natural selection. These traditionally separate topics will be interlinked and will be designed to engage students in the disciplinary core ideas, crosscutting concepts, and the science and engineering practices defined by the NGSS. Once developed, the curriculum materials will be available online for use in high school biology courses nationwide.

This project will be guided by two main research questions: 1) How does learning progress when students experience a set of coherent biology learning materials that employ the principles of three-dimensional learning?; and 2) How do students' abilities to transfer understanding about the relationships between molecules, cells, organisms, and evolution change over time and from one biological phenomenon to another? The project will follow an iterative development plan involving cycles of designing, developing, testing and refining elements of the new curricular model. The project team will work with master teachers to design learning sequences that use six case studies to provide examples of how genetic and evolutionary processes are interlinked. An online data exploration environment will extend learning by enabling students to simulate phenomena being studied and explore data from multiple experimental trials as they seek patterns and construct cause-and-effect explanations of phenomena. Student learning will be measured using a variety of assessment tools, including multiple-choice assessment of student understanding, surveys, classroom observations and interviews, and embedded assessments and log files from the online learning environment.

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