Science

Developing a Generalized Storyline that Organizes the Supports for Evidence-based Modeling of Long-Term Impacts of Disturbances in Complex Systems

This project will support students to develop evidence-based explanations for the impact of disturbances on complex systems.

Lead Organization(s): 
Award Number: 
1813802
Funding Period: 
Sun, 07/15/2018 to Thu, 06/30/2022
Full Description: 

This project will support students to develop evidence-based explanations for the impact of disturbances on complex systems. The project will focus on middle school environmental science disciplinary core ideas in life, Earth, and physical sciences. There are a wide variety of complex systems principles at work in disturbance ecology. This project serves as a starting point on supporting students to coordinate different sources of information to parse out the direct and indirect effects of disturbances on components of a system and to examine the interconnections between components to predict whether a system will return to equilibrium (resilience) or the system will change into a new state (hysteresis). These same complex systems principles can be applied to other scientific phenomena, such as homeostasis and the spread of infectious disease. This project will bring the excitement of Luquillo Long Term Ecological Research (LTER) to classrooms outside of Puerto Rico, and has a special emphasis on low performing, low income, high minority schools in Chicago. Over 6000 students will directly benefit from participation in the research program. The units will be incorporated into the Journey to El Yunque web site for dissemination throughout Chicago Public Schools (CPS) and the LTER network. The units will be submitted for review at the Achieve network, thus extending the reach to teachers around the country. The project will impact science teachers and curriculum designers through an online course on storyline development. This project aims to improve students' ability to engage in argument from evidence and address what the literature has identified as a significant challenge, namely the ability to evaluate evidence. Researchers will also demonstrate how it is possible to make progress on implementing Next Generation Science Standards in low performing schools. Through the web-based platform, these results can be replicated across many other school districts.

Researchers will to use the scientific context of the LTER program to develop a generalized storyline template for using evidence-based modeling to teach basic principles of disturbance ecology. Though a co-design process with middle school teachers in CPS, researchers will test the application of learning principles to a generalized storyline template by developing and evaluating three units on disturbance ecology - one life science, one Earth system science, and one physical science. Through a task analysis, researchers have identified three key areas of support for students to be successful at explaining how a system will respond to a disturbance. First, students need to be able to record evidence in a manner that will guide them to developing their explanation. Causal model diagrams have been used successfully in the past to organize evidence, but little is known about how students can use their causal diagrams for developing explanations. Second, there have been a wide variety of scaffolds developed to support the evaluation of scientific arguments, but less is known about how to support students in organizing their evidence to produce scientific arguments. Third, evidence-based modeling and scientific argumentation are not tasks that can be successfully accomplished by following a recipe. Students need to develop a task model to understand the reason why they are engaged in a particular task and how that task will contribute to the primary goal of explanation.

Integrating Science with Mathematics and Engineering: Linking Home and School Learning for All Young Learners

This study will investigate the integration of science with mathematics and engineering and develop resources that provide preschool children with integrated STEM learning experiences. The study will also investigate the connection between home and school learning and will develop resources that strengthen children's experiences at school and home.

Lead Organization(s): 
Award Number: 
1813280
Funding Period: 
Sat, 09/01/2018 to Mon, 02/28/2022
Full Description: 

Children in preschool programs have few opportunities to engage meaningfully in science, technology, engineering, and mathematics (STEM) disciplines. This is especially true in programs serving children from low-income communities, where resources are scarce. This study will investigate the integration of science with mathematics and engineering and develop resources that provide preschool children with integrated STEM learning experiences. The study will also investigate the connection between home and school learning and will develop resources that strengthen children's experiences at school and home. This will include investigating the needs of and designing for dual language learners who represent a large (and growing) proportion of the population served in public preschool programs.

Using design based research (DBR), the researchers will: (1) Develop learning blueprints to guide the design of classroom and family learning resources. (2) Co-design resources with teachers and parents from low-income as well as culturally and linguistically diverse communities. (3) Conduct a series of formative pilot studies with partner teachers and parents. (4) Conduct a quasi-experimental field study in preschool classrooms and homes to examine both implementation and learning outcomes. Data sources will include observations in classrooms and homes, surveys and interviews with teachers and parents, and child learning assessments. Analysis will include qualitative approaches to examine patterns of interaction and engagement with resources in classrooms and homes, as well as quantitative approaches to examine children's learning accounting for the multilevel structure of the data. The project involves a collaboration between Digital Promise Global, Education Development Center, WGBH and multiple early childhood programs in California and New York. A total of 28 preschool centers, 56 classroom teachers, 208 families and 560 children are expected to participate. Results from this project are intended to inform understanding of how young children learn STEM, how adults at school and home can support children's early STEM learning, and what supports are useful to diverse learners specifically. Results could also highlight design principles that can inform future early STEM education research and development efforts integrating media and technology.

Science Communities of Practice Partnership

This project will study implementation of an effective professional learning model for elementary science teachers that includes teacher leaders, administrators and university educators in a system perspective for improving science instruction in ways that make it sustainable.

Award Number: 
1813012
Funding Period: 
Wed, 08/01/2018 to Sun, 07/31/2022
Full Description: 

This project will study implementation of an effective professional learning model for elementary science teachers that includes teacher leaders, administrators and university educators in a system perspective for improving science instruction in ways that make it sustainable. The working model involves reciprocal communities of practice, which are groups of teachers, leaders and administrators that focus on practical tasks and how to achieve them across these stakeholder perspectives. The project will provide evidence about the specific components of the professional development model that support sustainable improvement in science teaching, will test the ways that teacher ownership and organizational conditions mediate instructional change, and will develop four tools for facilitating the teacher learning and the accompanying capacity building. In this way, the project will produce practical knowledge and tools necessary for other school districts nationwide to create professional learning that is tailored to their contexts and therefore sustainable.

This study posits that communication among district teachers, teacher leaders, and administrators, and a sense of ownership for improved instruction among teachers can support sustainable change. As such, it tests a model that fosters communication and ownership through three reciprocal communities of practice--one about district leadership including one teacher per school, coaches and university faculty; another about lesson study including teachers, coaches and faculty; and a third about instructional innovation including teachers and administrators, facilitated by coaches. The research design seeks to inform what the communities of practice add to the effects in a quasi-experimental study involving 72 third to fifth grade teachers and 6500 students in four urban school districts. Mixed methodologies will be used to examine shifts in science teaching over three years, testing the professional development model and the mediating roles of reform ownership and organizational conditions.

Determining Teachers' Baseline Practice and Alignment Prior to a Systemic Curriculum Change

In this study, researchers will collaborate with Baltimore City Public Schools to collect and document teacher classroom practices prior to the implementation of an extended professional development model that targets pedagogical skills associated with the NGSS. The broad objective of the project is to characterize the benefits and limitations of utilizing controlled practice-teaching as a key component of teacher professional development for integrating NGSS aligned practices in middle school science classrooms.

Partner Organization(s): 
Award Number: 
1822029
Funding Period: 
Sun, 04/01/2018 to Sun, 03/31/2019
Full Description: 

The goal of this research is to document current teaching practices prior to the systemic integration of the Next Generation Science Standards (NGSS) in Baltimore City Public schools. In this study, UMBC will collaborate with Baltimore City Public Schools (City Schools) to collect and document teacher classroom practices prior to the implementation of an extended professional development model that targets pedagogical skills associated with the Next Generation Science Standards. The broad objective of the project is to characterize the benefits and limitations of utilizing controlled practice-teaching as a key component of teacher professional development for integrating NGSS aligned practices in middle school science classrooms. Success will be measured by changes in teacher attitudes, enhancement of teacher pedagogical skills and student learning gains. Sixty teachers, and over 4,500 students in Baltimore City will be directly impacted through the professional development and curriculum enactment efforts proposed. As a full partner in the project, the City Schools' leadership will also learn what works, for whom, and under what conditions in schools that are representative of their diverse district. Lessons learned have the potential to inform the implementation of other new reform initiatives within City Schools and beyond. Findings from the proposed research have the potential to advance our understanding of innovative professional development strategies and their impact on classroom practices and student learning.

This project focuses on a national need of models for high quality professional development that directly tie specific strategies to classroom-based instructional changes and student learning outcomes. One particular shift in classroom practice that is fundamental for the classroom implementation of NGSS is scientific discourse and argumentation. One particular strategy that has shown promise for supporting teachers' use of strategies supporting argumentation is the use of controlled practice teaching. The proposed study explicitly attempts to determine the impact of the controlled practice-teaching using a quasi-experimental design. The research plan involves middle science teachers being assigned to one of two experimental conditions (PD including or excluding a controlled practice-teaching component) and then to investigate potential differences among the two treatments and control conditions related to changes in attitudes toward NGSS, classroom practices and impact on student learning. The researcher hypothesizes that the inclusion of control-practice teaching that is imbedded in a sustained professional development program will promote the development of teacher pedagogical skills aligned with NGSS more effectively than sustained professional development that does not include a control-practice component.

Highly Adaptive Science Simulations for Accessible STEM Education

This project will research, design, and develop adaptive accessibility features for interactive science simulations. The proposed research will lay the foundation that advances the accessibility of complex interactives for learning and contribute to solutions to address the significant disparity in science achievement between students with and without disabilities.

Lead Organization(s): 
Award Number: 
1814220
Funding Period: 
Sun, 04/15/2018 to Wed, 03/31/2021
Full Description: 

This project will research, design, and develop adaptive accessibility features for interactive science simulations. The proposed research will lay the foundation that advances the accessibility of complex interactives for learning and contribute to solutions to address the significant disparity in science achievement between students with and without disabilities. The PhET Interactive Simulations project at the University of Colorado Boulder and collaborators at Georgia Tech, with expertise in accessible technology and design, will form the project team. The project team will conduct design-based implementation research, where adaptive accessibility features for interactive science simulations are developed through co-design with students with disabilities and their teachers. Students will include those with dyslexia, visual impairments or blindness, and students with intellectual and developmental disabilities, ranging from 5th grade through high school, and recent high school graduates. The adaptive accessibility features will be implemented within a set of PhET interactive science simulations, and allow students with disabilities to access the science simulations with alternative input devices (such as keyboards, switches, and sip-and-puff devices), alter the visual display of the simulations (changing color contrast, zoom and enlarge, and simplify), hear different auditory representations of the visual display (descriptions, sonification, and text-to-speech), and control the rate of simulated events. All features will be capable of being turned on or off and modified on-the-fly by teachers or students through a global control panel that includes curated feature sets, resulting in highly flexible, highly accessible, interactive learning resources.

PhET simulations are widely used in US classrooms, evidence-based, aligned with standards, and highly engaging and effective learning resources. With the proposed highly adaptive features and supporting resources, teachers will be able to quickly adapt the PhET simulations to meet the needs of many students with disabilities, simplifying the task of creating differentiated learning opportunities for students and supporting students with disabilities to engage in collaborative learning - a foundational component of a high-quality STEM education - alongside their non-disabled peers. To research, design, and develop the adaptive features and investigate their use by students, project team members will co-teach in classrooms with students with disabilities and conduct co-design activities with students, where students engage in design thinking to help design and refine the adaptive features to meet identified accessibility needs (their own and those of their peers). In addition, interviews with individual students with and without disabilities will also be conducted, to test early prototypes of individual features, to later refine the layering of the many different features, and to ensure the presence of adaptive features does not negatively impact traditional use of the simulations. The proposed work also includes surveys of teachers and students and analysis of teacher use, to refine global control features, develop curated feature sets, and develop supporting teacher resources. The project will address key questions at the heart of educational design for students with diverse needs, including how to make adaptive features that support student achievement of specific learning goals. The project will use design-based implementation research, with significant co-designing with students with disabilities (including visual impairments, cognitive disabilities, or dyslexia), interviews, case studies, and classroom implementation to design and evaluate the accessibility features. This will inform new models and theories of learning with technology. The project will investigate: 1) How students engage with, use, and learn from adaptive accessibility features, 2) how adaptive accessibility features can be designed to layer harmoniously together in a learning resource, and 3) how to effectively support access to rich, dynamic feature controls and curated feature sets for intuitive classroom use by students and teachers. The project will produce 8 PhET simulations with adaptive accessibility features and supporting teacher resources. The foundational research knowledge will result in effective design and implementation of adaptive accessibility features through the analysis of student engagement, usability, and learning from accessible simulations. Additionally, the project will provide technical infrastructure, exemplars, and software for use by other STEM education technology developers. The project team will work together to create a deep understanding of how to design adaptive science simulations with practical, usable, effective accessibility, so that learners with diverse needs can advance their science content knowledge and participate in science practices alongside their peers. The work has great potential to transform STEM learning for students with disabilities and to make simulations more effective for all learners. Results will provide insight into the effectiveness of accessible simulation-based activities and their corresponding teacher materials in engaging students in science practices and learning in the classroom.

The Spectrum Laboratory: Towards Authentic Inquiry for All

This project proposes to design, implement, and investigate the impact on students of an innovative curriculum supplement called the Spectrum Laboratory. The Spectrum Lab will be an online, interactive learning environment that enables students to make use of the database of publicly available spectra from research scientists, as well as from students.

Award Number: 
1814077
Funding Period: 
Tue, 05/01/2018 to Fri, 04/30/2021
Full Description: 

This project addresses physics, astronomy, and chemistry education at the high-school level. Spectroscopy is the single most important diagnostic tool in the sciences, and is required for inquiry at the frontiers of science across many disciplines, yet is unavailable to most classrooms. The Smithsonian Astrophysical Observatory proposes to design, implement, and investigate the impact on students of an innovative curriculum supplement called the Spectrum Laboratory. The Spectrum Lab will be an online, interactive learning environment that enables students to make use of the database of publicly available spectra from research scientists, as well as from students. The online learning resource and associated materials are purposefully being developed and tested with a demographically diverse set of schools. The project will determine how the design of a spectroscopy workspace can help students to use spectra while gaining fluency with a range of important science practices. The project's significance and importance is to greatly increase the opportunities for high school students to engage in authentic inquiry. Being able to evaluate and interpret real-world data is a hallmark of data literacy that is developed with Spectrum Lab. Project will potentially benefit the field through advances with respect to education and diversity, and benefit society by equipping high school students with the perceptual and cognitive factors that promote students' reasoning about spectra.

The Spectrum Lab's initial design applies research-based principles recommended for educational interfaces that engage students with graphical data advancing knowledge from prior research into understanding of how students make sense of spectroscopic data and its graphical representations. The project will be developed in collaboration with partner teachers in up to eight high school classrooms, representing a diverse population of learners, and then tested with a national group of 20 teachers with 600 to 800 students. A mix of quantitative and qualitative measures, including pre/post surveys and assessments, analysis of student project work, classroom video, and teacher surveys, will help address researcher's questions about students' experiences with the Spectrum Lab. The data to be gathered will be used to iteratively improve the design of the laboratory to aid students understand the source of these authentic data coming from spectroscopy to address real-world science questions of interest and importance to them. The Spectrum Lab will enable students to engage in a broad range of inquiry projects that were previously inaccessible, including projects near the frontiers of science. The students will become involved in their authentic inquiry projects, where each activity engages them in key science practices, including generating model spectrum plots to make predictions, assessing and interpreting data, and reasoning from evidence (and models) in support of a claim. The students will be using graphs of well-documented experiments and in physics, more challenging graphs of spectra of less familiar wavelength axis. The students in chemistry will learn how to relate the bright lines observed in an atom's spectrum to energy levels of the atom.  There will be studies that track students' eye movements show that students associate the peaks or valleys of a spectrum with individual atoms in a molecule, rather than with the overall properties of the molecule. The resources developed by the project will be freely available online for teachers and researchers. The Spectrum Lab is an advance in education technology that uses modern tools for enabling interactive data visualization. Its features enable students to integrate and apply the most important elements of science practice, such as the ability to draw evidence-based conclusions, as well as the ability to gather, evaluate and interpret data, intended to help students' science practice more closely resemble how research is done. The Spectrum Lab will modernize a critical part of high-school science classrooms, help teachers meet the expectations of the Next Generation Science Standards, and will better prepare students for college work.

Improving Multi-Dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity through Learning Communities (Collaborative Research: Lehman)

The main goal of this project is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1813938
Funding Period: 
Sun, 07/01/2018 to Thu, 06/30/2022
Full Description: 

This is an Early-Stage Design and Development collaborative effort submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program. Its main goal is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science. The three dimensions will include disciplinary core ideas, science and engineering practices, and crosscutting concepts. These dimensions are described in the Framework for K-12 Science Education (National Research Council; NRC, 2012), and the Next Generation Science Standards (NGSS; NGSS Lead States, 2013). The project will work closely with teachers to co-develop usable assessments and rubrics and help them to learn about three-dimensional assessment and instruction. Also, the project will work with teachers to test the developed assessments in diverse settings, and to create an active, online community of practice.

The two research questions will be: (1) How well do these assessments function with respect to aspects of validity for classroom use, particularly in terms of indicators of student proficiency, and tools to support teacher instructional practice?; and (2) In what ways do providing these assessment tasks and rubrics, and supporting teachers in their use, advance teachers' formative assessment practices to support multi-dimensional science instruction? The research and development components of this project will produce assessments and rubrics, which can directly impact students and teachers in the districts and states that have adopted the NGSS, as well as those that have embraced the vision of science teaching and learning embodied in the NRC Framework. The project will consist of five major tasks. First, the effort will iteratively develop assessments and rubrics for formative use, using an evidence-centered design approach. Second, it will collect data from evidence-based revision and redesign of the assessments from teachers piloting the assessments and rubrics, project cognitive laboratory studies with students, and an external review of the assessments design products. Third, it will study teachers' classroom use of assessments to understand and document how they blend assessment and instruction. The project will use pre/post questionnaires, video recordings, observation field notes, and pre/post interviews. Fourth, the study will build the capacity of participating teachers. Teacher Collaborators (n=9) will engage in participatory design of the assessment tasks and act as technical assistants to the overall implementation process. Teacher Implementers (n=15) will use the assessments formatively as part of their instructional practice. Finally, the work will develop a community of learners through the development of a technical assistance infrastructure, and leveraging teacher expertise to formatively assess students' work, using the assessments designed to be diagnostic and instructionally informative. External reviewers and an advisory board will provide formative feedback on the project's processes and summative evaluation of the project's results. The main outcomes of this endeavor will be prototypes of elementary science multi-dimensional assessments and new knowledge for the field on the underlying theory for developing teachers' capacity for engaging in multi-dimensional science instruction, learning, and assessment.

Improving Multi-Dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity through Learning Communities (Collaborative Research: Pellegrino)

The main goal of this project is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science.

Partner Organization(s): 
Award Number: 
1813737
Funding Period: 
Sun, 07/01/2018 to Thu, 06/30/2022
Full Description: 

This is an Early-Stage Design and Development collaborative effort submitted to the assessment strand of the Discovery Research PreK-12 (DRK-12) Program. Its main goal is to better understand how to build and sustain the capacity of elementary science teachers in grades 3-5 to instruct and formatively assess students in ways that are aligned with contemporary science education frameworks and standards. To achieve this goal, the project will use classroom-based science assessment as a focus around which to build teacher capacity in science instruction and three-dimensional learning in science. The three dimensions will include disciplinary core ideas, science and engineering practices, and crosscutting concepts. These dimensions are described in the Framework for K-12 Science Education (National Research Council; NRC, 2012), and the Next Generation Science Standards (NGSS; NGSS Lead States, 2013). The project will work closely with teachers to co-develop usable assessments and rubrics and help them to learn about three-dimensional assessment and instruction. Also, the project will work with teachers to test the developed assessments in diverse settings, and to create an active, online community of practice.

The two research questions will be: (1) How well do these assessments function with respect to aspects of validity for classroom use, particularly in terms of indicators of student proficiency, and tools to support teacher instructional practice?; and (2) In what ways do providing these assessment tasks and rubrics, and supporting teachers in their use, advance teachers' formative assessment practices to support multi-dimensional science instruction? The research and development components of this project will produce assessments and rubrics, which can directly impact students and teachers in the districts and states that have adopted the NGSS, as well as those that have embraced the vision of science teaching and learning embodied in the NRC Framework. The project will consist of five major tasks. First, the effort will iteratively develop assessments and rubrics for formative use, using an evidence-centered design approach. Second, it will collect data from evidence-based revision and redesign of the assessments from teachers piloting the assessments and rubrics, project cognitive laboratory studies with students, and an external review of the assessments design products. Third, it will study teachers' classroom use of assessments to understand and document how they blend assessment and instruction. The project will use pre/post questionnaires, video recordings, observation field notes, and pre/post interviews. Fourth, the study will build the capacity of participating teachers. Teacher Collaborators (n=9) will engage in participatory design of the assessment tasks and act as technical assistants to the overall implementation process. Teacher Implementers (n=15) will use the assessments formatively as part of their instructional practice. Finally, the work will develop a community of learners through the development of a technical assistance infrastructure, and leveraging teacher expertise to formatively assess students' work, using the assessments designed to be diagnostic and instructionally informative. External reviewers and an advisory board will provide formative feedback on the project's processes and summative evaluation of the project's results. The main outcomes of this endeavor will be prototypes of elementary science multi-dimensional assessments and new knowledge for the field on the underlying theory for developing teachers' capacity for engaging in multi-dimensional science instruction, learning, and assessment.

Professional Development for K-12 Science Teachers in Linguistically Diverse Classrooms

This project will engage science teachers in a sustained professional development (PD) program embedded in an afterschool science program designed for a linguistically diverse group of English learners (ELs).

Award Number: 
2001688
Funding Period: 
Tue, 05/01/2018 to Sat, 04/30/2022
Full Description: 

This project will engage science teachers in a sustained professional development (PD) program embedded in an afterschool science program designed for a linguistically diverse group of English learners (ELs). The project targets science teachers (chemistry, physics, biology, and earth science) who teach in a high school that includes refugees from Myanmar, Central America, and Africa. Roughly 20% of the students are classified as ELs, representing almost 20 different linguistic groups, including a variety of Asian, Spanish, and Arabic languages. The fundamental issue that the project seeks to address is the design of science learning environments to facilitate ELs' learning in linguistically diverse high school classrooms. Research on science education for ELs has recommended several effective teaching approaches, such as building on students' diverse and rich resources, engaging students in authentic science learning practices, and encouraging and valuing flexible use of multiple languages. However, previously most research has focused on teaching speakers of Spanish in elementary and middle school level science classrooms in which a majority of ELs speak the same language. Furthermore, while many PD programs supporting science education for ELs provide a short-term workshop and/or newly designed curriculum and curriculum guide, there is a lack of PD models that engage teachers in a sustained community of practice through collaboration between researchers and teachers.

The project's primary goal includes broadening participation with direct impact on 14 science teachers, who will impact over 2000 students, including over 450 ELs, during the project implementation period. The project provides a sustained model of the PD program which further impacts EL students of teachers who participated in the various phases of the project. The project has a potential to make an impact on ELs and high school science teachers of ELs in three different ways. First, by generating PD materials that include effective teaching materials and instructional practices for ELs, which can be used by other educators situated in similar educational contexts. Second, by giving presentations and publish papers that communicate findings of the project to academic communities. These outputs can impact other researchers who would like to design PD programs to foster ELs' science learning. Third, by implementing the developed and tested PD program in a larger scale. The implementation of the project will build capacity to conduct a larger PD project to impact more teachers and students. These anticipated outputs and outcomes will provide valuable resources for researcher and practitioners looking to support ELs' science learning and steps forward to equity. Finally, the project team and two cohorts of science teachers will co-design a school-wide science teacher PD to transform science teaching materials and practices of non-participating teachers.

This project was previously funded under award #1813937.

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

This project will develop and study a prototype online learning environment that supports student learning via Engaging Practices for Inquiry with Collections in Bioscience (EPIC Bioscience), which uses authentic research investigations with digitized collections from natural history museums. 

Lead Organization(s): 
Award Number: 
1812844
Funding Period: 
Fri, 06/15/2018 to Mon, 05/31/2021
Full Description: 

There are an estimated 2-4 billion specimens in the world's natural history collections that contain the data necessary to address complex global issues, including biodiversity and climate. Digitized natural history collections present an untapped opportunity to engage learners in crucial questions of science with far-reaching potential consequences via object-based research investigations. This project will develop and study a prototype online learning environment that supports student learning via Engaging Practices for Inquiry with Collections in Bioscience (EPIC Bioscience). EPIC Bioscience uses authentic research investigations with digitized collections from natural history museums. The project team will create a curriculum aligned with the Next Generation of Science Standards (NGSS) for middle school students, emphasizing a major disciplinary core idea in grades 6-8 life science, Ecosystems: Interactions, Energy, and Dynamics. The project has three major goals: 1) Develop an online learning environment that guides students through research investigations using digitized natural history collections to teach NGSS life science standards. 2) Investigate how interactive features and conversational scaffolds in the EPIC Bioscience learning environment can promote deeper processing of science content and effective knowledge building. 3) Demonstrate effective approaches to using digitized collections objects for contextualized, research-based science learning that aligns to NGSS standards for middle school classrooms.

The project will examine how and when interactive features of a digital learning environment can be combined with deep questions and effective online scaffolds to promote student engagement, meaningful collaborative discourse, and robust learning outcomes during research with digitized museum collections. Research activities will address: How can interactive features of EPIC Bioscience help students learn disciplinary core ideas and cross cutting concepts via science practices through collections-based research? How can effective patterns of collaborative scientific discourse be supported and enhanced during online, collections-based research? How does the use of digitized scientific collections influence students' levels of engagement and depth of processing during classroom investigations? A significant impact of the proposed work is expanded opportunities for research with authentic museum objects for populations who are traditionally underserved in STEM and are underrepresented in museum visitor demographics (Title I schools, racial/ethnic minorities, and rural school populations). Research activities will engage over 1,500 Title I and rural students (50 classes across three years) in meaningful research investigations with collections objects that address pressing global issues.

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