Science

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.

Moving Beyond Pedagogy: Developing Elementary Teachers' Adaptive Expertise in Using the Epistemic Complexity of Science

The Next Generation Science Standards (NGSS) emphasize the integration of scientific knowledge and the practices of science, a recognition that science classrooms are complex learning environments. Meeting this expectation requires teachers to move beyond traditional routines of practice to become adaptive experts who can adjust their teaching to maximize learning in varied classroom situations.

Lead Organization(s): 
Award Number: 
1812576
Funding Period: 
Tue, 05/15/2018 to Sat, 04/30/2022
Full Description: 

The Next Generation Science Standards (NGSS) emphasize the integration of scientific knowledge and the practices of science, a recognition that science classrooms are complex learning environments. Meeting this expectation requires teachers to move beyond traditional routines of practice to become adaptive experts who can adjust their teaching to maximize learning in varied classroom situations. A teacher who has adaptive expertise is defined as someone who can self-assess and strategically adjust decision-making before, during and after teaching episodes. To become adaptive experts, teachers must understand the foundational ways that scientific knowledge is advanced and develop knowledge of, and practices related to, using argument, language, and dialogical environments--individually and collectively--as tools for learning science. To effectively use these tools requires teachers to shift from viewing science teaching as the transfer or replication of knowledge through routines of practices to one in which students are participants in a more cognitively based approach to learning. How teachers develop adaptive expertise for NGSS-aligned learning environments is still little understood. This project will examine the complex nature of the relationship between these learning tools and teacher orientation that enables teachers to develop adaptive expertise over the course of a multi-year professional development program.

The project will work with 150 Grade 3-5 teachers in Iowa and Alabama to implement a three-year professional development program to assist teachers develop adaptive expertise. Through implementation of an argument-based inquiry approach focused on development of adaptiveness, teachers will be supported as they shift their expertise from routine to adaptiveness. Project data will include teachers' implementation of the approach, their understanding of science argument, and their shifting epistemic orientation. The project will examine selected case studies of teachers to better understand the variations in development of adaptive expertise. The project outcome will be a model of adaptive expertise that can be used by in-service and pre-service educators to advance teacher practices towards adaptive expertise. The aim is to design ways to transfer adaptive expertise to students in STEM. The mixed-method project will integrate analyses with a focus on understanding complexity, using large-scale quantitative data.

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.

Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Hanuscin)

The fundamental purpose of this project is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings.

Partner Organization(s): 
Award Number: 
1814275
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 fundamental purpose is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings. The selection of this topic will facilitate the development of a proof-of-concept to determine if and how CKT assessments can be developed and used to measure and build elementary teachers' CKT. Also, it will facilitate rapid and targeted refinement of an evidence-centered design process that could be applied to other science topics. Plans are to integrate CKT assessments and related resources into teacher education courses to support the ability of teachers to apply their content knowledge to the work of teaching and learning science. The project will combine efforts from prior projects and engage in foundational research to examine the nature of teachers' CKT and to build theories and hypotheses about the productive use and design of CKT assessment materials to support formative and summative uses. Likewise, the project will create a set of descriptive cases highlighting the use of these tools. Understanding how CKT science assessments can be leveraged as summative tools to evaluate current efforts, and as formative tools to build elementary teachers' specialized, practice-based knowledge will be the central foci of this effort.

The main research questions will be: (1) What is the nature of elementary science teachers' CKT about matter and its interactions?; and (2) How can the development of prospective elementary teachers' CKT be supported within teacher education? To address the research questions, the study will employ a mixed-methods, design-based research approach to gather various sources of validity evidence to support the formative and summative use of the CKT instrument, instructional tasks, and supporting materials. The project will be organized around two main research and development strands. Strand One will build an empirically grounded understanding of the nature of elementary teachers' CKT. Strand Two will focus on developing and studying how CKT instructional tasks can be used formatively within teacher education settings to build elementary teachers' CKT. In addition, the project will refine a conceptual framework that identifies the science-specific teaching practices that comprise the work of teaching science. This will be used as well to assess the CKT that teachers leverage when recognizing, understanding, and responding to the content-intensive practices that they engage in as they teach science. To that end, the study will build on two existing frameworks from prior NSF-funded work. The first was originally developed to create CKT assessments for elementary and middle school teachers in English Language Arts and mathematics. The second focuses on the content challenges that novice elementary science teachers face. It is organized by the instructional tools and practices that elementary science teachers use, such as scientific models and explanations. These instructional practices cut across those addressed in the Next Generation Science Standards' (NGSS; Lead States, 2013) disciplinary strands. The main project's outcomes will be knowledge that builds and refines theories about the nature of elementary teachers' CKT, and how CKT elementary science assessment materials can be designed productively for formative and summative purposes. The project will also result in the development of a suite of valid and reliable assessments that afford interpretations on CKT matter proficiency and can be used to monitor elementary teachers learning. An external advisory board will provide formative and summative feedback on the project's activities and progress.

Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings (Collaborative Research: Mikeska)

The fundamental purpose of this project is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1813254
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 fundamental purpose is to examine and gather initial validity evidence for assessments designed to measure and build kindergarten-fifth grade science teachers' content knowledge for teaching (CKT) about matter and its interactions in teacher education settings. The selection of this topic will facilitate the development of a proof-of-concept to determine if and how CKT assessments can be developed and used to measure and build elementary teachers' CKT. Also, it will facilitate rapid and targeted refinement of an evidence-centered design process that could be applied to other science topics. Plans are to integrate CKT assessments and related resources into teacher education courses to support the ability of teachers to apply their content knowledge to the work of teaching and learning science. The project will combine efforts from prior projects and engage in foundational research to examine the nature of teachers' CKT and to build theories and hypotheses about the productive use and design of CKT assessment materials to support formative and summative uses. Likewise, the project will create a set of descriptive cases highlighting the use of these tools. Understanding how CKT science assessments can be leveraged as summative tools to evaluate current efforts, and as formative tools to build elementary teachers' specialized, practice-based knowledge will be the central foci of this effort.

The main research questions will be: (1) What is the nature of elementary science teachers' CKT about matter and its interactions?; and (2) How can the development of prospective elementary teachers' CKT be supported within teacher education? To address the research questions, the study will employ a mixed-methods, design-based research approach to gather various sources of validity evidence to support the formative and summative use of the CKT instrument, instructional tasks, and supporting materials. The project will be organized around two main research and development strands. Strand One will build an empirically grounded understanding of the nature of elementary teachers' CKT. Strand Two will focus on developing and studying how CKT instructional tasks can be used formatively within teacher education settings to build elementary teachers' CKT. In addition, the project will refine a conceptual framework that identifies the science-specific teaching practices that comprise the work of teaching science. This will be used as well to assess the CKT that teachers leverage when recognizing, understanding, and responding to the content-intensive practices that they engage in as they teach science. To that end, the study will build on two existing frameworks from prior NSF-funded work. The first was originally developed to create CKT assessments for elementary and middle school teachers in English Language Arts and mathematics. The second focuses on the content challenges that novice elementary science teachers face. It is organized by the instructional tools and practices that elementary science teachers use, such as scientific models and explanations. These instructional practices cut across those addressed in the Next Generation Science Standards' (NGSS; Lead States, 2013) disciplinary strands. The main project's outcomes will be knowledge that builds and refines theories about the nature of elementary teachers' CKT, and how CKT elementary science assessment materials can be designed productively for formative and summative purposes. The project will also result in the development of a suite of valid and reliable assessments that afford interpretations on CKT matter proficiency and can be used to monitor elementary teachers learning. An external advisory board will provide formative and summative feedback on the project's activities and progress.

Evaluation of Disaster-Related Science Lesson Plans to Promote Learning Continuity After Hurricane Maria

The purpose of this project is to leverage ongoing efforts related to science education and the current emergency and disaster recovery landscape in Puerto Rico. It will develop culturally relevant project-based science lesson plans that incorporate the disaster context that can be implemented both inside and outside of the traditional classroom. The project will allow displaced students to continue learning under the guidance of teachers, parents or social workers.

Lead Organization(s): 
Award Number: 
1823085
Funding Period: 
Thu, 02/15/2018 to Thu, 01/31/2019
Full Description: 

Although natural disasters have been used in the past to develop project-based learning (PBL) lessons, there is a lack of research that examines their use in the aftermath of a natural disaster. The purpose of this project is to leverage ongoing efforts related to science education and the current emergency and disaster recovery landscape in Puerto Rico. The Yale Ciencia Initiative, in collaboration with Ciencia Puerto Rico, working with the Department of Education of Puerto Rico will develop culturally relevant project-based science lesson plans that incorporate the disaster context that can be implemented both inside and outside of the traditional classroom. The project will allow displaced students to continue learning under the guidance of teachers, parents or social workers. The project will train educators in the use of disaster-related problem-based lessons and assess project implementation and the impact of the lessons. The final outcome of this aim will be a lesson plan template and implementation guidelines for other jurisdictions faced by natural disasters. The project will result in enhanced infrastructure for education by developing tools and implementation guidelines that other jurisdictions may use to develop their own lesson plans in advance of natural disasters, so as to assure continuity of learning.

The project will assess implementation through observations and rubrics, surveys for parents, educators and students, and focus groups with each of these populations. To assess the impact of contextualized PBL lessons, the project will collect survey data, before and after the educational intervention, to measure changes in students' content knowledge, as well as in attitudes that are predictive of engagement in science learning. Results will be compared to matched control groups that receive either the standard curriculum, which are not contextualized to the disaster and that does not include PBL, or a PBL lesson plan that does not incorporate the disaster or the cultural context. At least 30 educators and 200 7th grade students will be exposed during the project period to the contextualized PBL lesson plan. The resulting feasibility analysis will inform other jurisdictions preparing their educational systems for natural disasters and provide evidence for the use of contextualized lesson plans that incorporate PBL in disaster recovery settings. In addition, the project design will advance the field of PBL by allowing investigators to examine the impact of integrating current social/historical contexts to PBL lessons and by examining the relationship between changes in science attitudes and engagement, with changes in learning.

Networking Urban Resources with Teachers and University to Enrich Early Childhood Science (NURTURES) Phase II: Expansion and Evaluation

Building on successful prior work, this project simultaneously targets young children's teachers and families/caregivers in an effort to build both parties' capacity to promote student interest in science, technology, engineering and mathematics (STEM) learning.

Lead Organization(s): 
Award Number: 
1721059
Funding Period: 
Fri, 09/01/2017 to Tue, 08/31/2021
Full Description: 

Building on successful prior work, this University of Toledo project, Networking Urban Resources with Teachers and University to enRich Early Childhood Science (NURTURES): Researching the impact of teacher professional development and family engagement on PreK-3 achievement, simultaneously targets young children's teachers and families/caregivers in an effort to build both parties' capacity to promote student interest in science, technology, engineering and mathematics (STEM) learning. Teachers participate in a two-week summer professional development program and receive support across the school year in the form of individualized coaching and participation in professional learning communities. Families receive science inquiry packets (sent home from school) four times a year and attend community STEM events throughout the year. Inquiry packets and community events encourage science inquiry, discourse, and further exploration of key science ideas. Project participants will include 120 teachers, 2,400 PreK-3 children and over 7,200 family members in Ohio and Michigan.

Extending the initial NURTURES project, developed with NSF Math and Science Partnership funding, this follow-up project aims to: 1) Transform early childhood science teaching based upon Next Generation Science Standards (NGSS) to measurably increase student science, literacy, and math achievement, and 2) Engage families of PreK-3 students in science inquiry practices to measurably improve student science, literacy, and math achievement. A particularly important facet of this follow-up project is the research effort to parse and understand how each component (teacher professional development versus family engagement) impacts student learning. The project will use a randomized control group research design (RCT) to compare student achievement outcomes among three groups: Children whose teachers received professional development and family engagement activities, children whose teachers received only professional development, and a control group. The project will use standardized tests (the TerraNova Complete Battery) to measure impact on learning gains in science, mathematics, reading, and early literacy for children in grades K- 3. The Lens on Science assessment will measure science learning in preschool children. This project will result in an NGSS-based program for teachers and families that has been systematically tested and may ultimately be scaled up to an impact study and dissemination at a broad level.

A Partnership to Adapt, Implement and Study a Professional Learning Model and Build District Capacity to Improve Science Instruction and Student Understanding (Collaborative Research: Borko)

This project will work in partnership with the Santa Clara Unified School District (SCUSD) to adapt a previously designed Professional Learning (PL) model based on the District's objectives and constraints to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices.

Lead Organization(s): 
Award Number: 
1720930
Funding Period: 
Sun, 10/01/2017 to Thu, 09/30/2021
Full Description: 

The Lawrence Hall of Science (the Hall) and Stanford University teams have previously developed and tested the efficacy of a program of Professional Learning (PL) which is focused on improving teachers' ability to support students' ability to engage in scientific argumentation. Key components of the PL model include a week-long summer institute and follow-up sessions during the academic year that incorporate additional pedagogical input, video reflection, and planning time. In this project, the Hall and Stanford are working in partnership with the Santa Clara Unified School District (SCUSD) to adapt the PL model based on the District's objectives and constraints, to build the capacity of teacher leaders and a program coordinator to implement the adapted PL program. This will enable the District to continue to adapt and implement the program independently at the conclusion of the project. Concurrently, the project is studying the adaptability of the PL model and the effectiveness of its implementation, and is developing guidelines and tools for other districts to use in adapting and implementing the PL model in their local contexts. Thus, this project is contributing knowledge about how to build capacity in districts to lead professional learning in science that addresses the new teaching and learning standards and is responsive to the needs of their local context.

The project is examining the sustainability and scalability of a PL model that supports the development of teachers' pedagogical content knowledge and instructional practices, with a particular focus on engaging students in argument from evidence. Results from the Hall and Stanford's previous research project indicate that the PL model is effective at significantly improving teachers' and students' classroom discourse practices. These findings suggest that a version of the model, adapted to the context and needs of a different school district, has the potential to improve the teaching of science to meet the demands of the current vision of science education. Using a Design-Based Implementation Research approach, this project is (i) working with SCUSD to adapt the PL model; (ii) preparing a district project coordinator and cadre of local teacher leaders (TLs) to implement and further adapt the model; and (iii) studying the adaptation and implementation of the model. The outcomes will be: a) a scalable PL model that can be continually adapted to the objectives and constraints of a district; b) a set of activities and resources for the district to prepare and support the science teacher leaders who will implement the adapted PL program internally with other teachers; and c) knowledge about the adaptations and resources needed for the PL model to be implemented independently by other school districts. The team also is researching the impact of the program on classroom practices and student learning.


Project Videos

2019 STEM for All Video Showcase

Title: Building District Leadership in Scientific Argumentation

Presenter(s): Coralie Delhaye, Emily Reigh, & Emily Weiss

2018 STEM for All Video Showcase


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