Technology

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.

Science and Engineering Education for Infrastructure Transformation

This project focuses on the research and develop an engineering education technology and pedagogy that will support project-based learning of science, engineering, and computation concepts and skills underlying the strategically important "smart" and "green" aspects of the infrastructure. The project will develop transformative technologies and curriculum materials to turn the campus of a high school or a geographical information system such as Google Maps into an engineering laboratory with virtually unlimited opportunities for learning and exploration.

Lead Organization(s): 
Partner Organization(s): 
Award Number: 
1721054
Funding Period: 
Sun, 10/01/2017 to Thu, 09/30/2021
Full Description: 

The Concord Consortium in collaboration with Purdue University will research and develop an engineering education technology and pedagogy that will support project-based learning of science, engineering, and computation concepts and skills underlying the strategically important "smart" and "green" aspects of the infrastructure. This project will develop transformative technologies and curriculum materials to turn the campus of a high school or a geographical information system such as Google Maps into an engineering laboratory with virtually unlimited opportunities for learning and exploration. The project will deliver two innovations: 1) The Smart High School is an engineering platform for designing Internet of Things systems for managing the resources, space, and processes of a school based on real-time analysis of data collected by various sensors deployed by students on campus; and 2) the Virtual Solar World is a computational modeling platform for students to design, deploy, and connect virtual solar power solutions for their homes, schools, and regions. Six standards-aligned curriculum units based on these technologies will be developed to guide student learning and support educational research. Approximately 2,000 students from rural, suburban, and urban high schools in Indiana, Massachusetts, New Hampshire, and Ohio will participate in this research. project products and findings through the Internet, conferences, publications, and partner networks.

The research is designed to identify technology-enhanced instructional strategies that can simultaneously foster the growth of skills and self-efficacy in scientific reasoning, design thinking, and computational thinking, all of which are needed to build the future infrastructure. The focus on infrastructure transformation is aligned with NSF's vision of smart and connected communities. Although this project will use the context of smart and green infrastructure to engage students to solve real-world problems, the skills of scientific reasoning, design thinking, and computational thinking that they will acquire through meeting the challenges of this project can be transferrable to other topics and fields. Using a design-based research approach, a rich set of formative and summative data will be collected from these students for probing into three research questions: 1) To what extent does the integrated learning model help students develop and connect scientific reasoning, design thinking, and computational thinking skills?; 2) To what extent is students' interest in cognate careers affected by the authenticity of engineering design challenges?; and 3) How do the variations in the solutions to overcome the cognitive and practical difficulties of real-world problems impact learning outcomes and career interest? The data sources include pre/post-tests, process data, self-reports, observations, surveys, interviews, and participant information.

Culturally Responsive Indigenous Science: Connecting Land, Language, and Culture

This Culturally Responsive Indigenous Science project seeks to advance this knowledge base through research and by catalyzing new approaches to Indigenous science, technology, engineering, and mathematics (ISTEM) learning. Using an ISTEM focused model, the project will develop, test, and implement a culturally responsive land-based curriculum that integrates Western science, multimodal technologies and digital tools, and Native American tribal knowledge, cultures and languages to investigate and address local environmental science and sustainability concerns.

Lead Organization(s): 
Award Number: 
1720931
Funding Period: 
Fri, 09/01/2017 to Tue, 08/31/2021
Full Description: 

The intersection between Indigenous and Western science continues to be of great importance to K-12 science education, particularly with regards to broadening participation in STEM. With over five hundred federally recognized Native American tribes in the United States, there is much to learn and understand. This Culturally Responsive Indigenous Science project seeks to advance this knowledge base through research and by catalyzing new approaches to Indigenous science, technology, engineering, and mathematics (ISTEM) learning. Using an ISTEM focused model, the project will develop, test, and implement a culturally responsive land-based curriculum that integrates Western science, multimodal technologies and digital tools, and Native American tribal knowledge, cultures and languages to investigate and address local environmental science and sustainability concerns. While Indigenous STEM teaching and learning as constructs have existed for many years, the rigorous research design and extensive integration of multimodal technologies as platforms for scientific inquiry, data management, knowledge dissemination and curation are innovative and timely. Few, if any, Design and Development projects in the current DRK-12 portfolio explore similar work. Therefore, the broader impacts of this project are poised to not only contribute to the DRK-12 portfolio but also advance knowledge in Indigenous STEM education and science education, more broadly.

Over a three year period, hundreds of Native American students (grades 4-9) in tribal schools located in Oregon, Washington, and Idaho will engage in the project. Each year, approximately 60-80 students (grades 7-9), with some returning students, will also participate in enrichment activities and in years 1-3, in the residential summer experience at Washington State University. A qualitative, quasi-experimental design-based study will be conducted to address three salient research questions: (a) What are the impacts of culturally responsive and land education-based ISTEM curriculum and technology on Native American student engagement, efficacy and achievement in school? (b) What types of professional development activities foster teacher efficacy and improve teacher learning and teaching of ISTEM in classrooms? and (c) How can ISTEM foster greater family and community engagement in schools and in Tribal Communities? Data will be collected through interviews, surveys, and or questionnaires from participating students, teachers, and Tribal members. Consistent with Indigenous methodologies, focus group interviews (talking circles) will also be facilitated after ISTEM community expositions and engagement activities to capture community impacts. Formative and summative evaluations will be conducted by the Learning and Performance Research Center (LPRC) at Washington State University, an independent entity of the University with extensive expertise in project evaluation. A broad range of dissemination activities will be employed to achieve maximum impacts, including the use of the Plateau People's Web Portal, a digital tool designed to help Native communities to manage, circulate, and curate their digital materials using their own cultural protocols, language and social systems. This regional collaboration includes partnerships with the Confederated Tribes of Warm Springs (Oregon), Confederated Tribes of the Colville Reservation (Washington), and the Coeur D'Alene Tribe (Idaho).

Designing a Middle Grades Spatial Skills Curriculum

This project will create a portable training system that can be easily deployed in middle grades (5th-7th grade) as a prototype for increasing students' spatial reasoning skills. The project will study gender differences in spatial reasoning and examine how learning experiences can be designed to develop spatial skills using Minecraft as a platform.

Lead Organization(s): 
Award Number: 
1720801
Funding Period: 
Sat, 07/01/2017 to Tue, 06/30/2020
Full Description: 

The ability to make spatial judgements and visualize has been shown to be a strong indicator of students' future success in STEM-related courses. The project is innovative because it uses a widely available gaming environment, Minecraft, to examine spatial reasoning. Finding learning experiences which support students' spatial reasoning in an authentic and engaging way is a challenge in the field. This project will create a portable training system that can be easily deployed in middle grades (5th-7th grade) as a prototype for increasing students' spatial reasoning skills. The project will study gender differences in spatial reasoning and examine how learning experiences can be designed to develop spatial skills using Minecraft as a platform. The resources will incorporate hands-on learning and engage students in building virtual structures using spatial reasoning. The curriculum materials are being designed to be useful in other middle grades contexts.

The study is a design and development study that will design four training modules intended to improve spatial reasoning in the following areas: rotation, mental slicing, 2D to 3D transformation and perspective taking. The research questions are: (1) Does a Minecraft-based intervention that targets specific spatial reasoning tasks improve middle grade learners' spatial ability? (2) Does spatial skills growth differ by gender? The experimental design will compare the influence of the virtual spatial learning environment alone vs. the use of design challenges designed specifically for the spatial skills. The data collected will include assessments of spatial reasoning and feedback from teachers' who use the materials. The spatial skills measures will be administered as a pre-test, post-test, and six-month follow-up assessment to measure long term effects.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Gorlewicz)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644538
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Stefik)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644491
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Smith)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Award Number: 
1644476
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Perceptual and Implementation Strategies for Knowledge Acquisition of Digital Tactile Graphics for Blind and Visually Impaired Students (Collaborative Research: Giudice)

This project lays the foundation and framework for enabling digital, multimodal tactile graphics on touchscreens for individuals with visual impairments (VI). Given the low-cost, portability, and wide availability of touchscreens, this work promotes the use of vibrations and sounds on these readily available platforms for addressing the graphical access challenge for individuals with VI.

Lead Organization(s): 
Award Number: 
1644471
Funding Period: 
Sun, 01/15/2017 to Tue, 12/31/2019
Full Description: 

Students with disabilities often have fewer opportunities for experiential learning, an important component of quality STEM education. With continued shifts toward the use of digital media to supplement instruction in STEM classrooms, much of the content remains inaccessible, particular for students with visual impairments. The promise of technology and use of tactile graphics is an effective, emerging innovation for providing more complete access to important information and materials. Tactile graphics are images that use raised surfaces to convey non-textual information such as maps, paintings, graphs and diagrams. Touchscreen-based smart devices allow visual information to be digitally and dynamically represented via tactile, auditory, visual, and kinesthetic feedback. Tactile graphic technology embedded in touchscreen devices can be leveraged to make STEM content more accessible to blind and visually impaired students.

This project will develop a learner-centered, perceptually-motivated framework addressing the requirements for students with blindness and visual impairments to access graphical content in STEM. Using TouchSense technology, the investigators will create instructional materials using tactile graphics and test them in a pilot classroom of both sighted and BVI students. The investigators will work with approximately 150 students with visual impairments to understand the kind of feedback that is most appropriate for specific content in algebra (coordinate plane), cell biology, and geography. Qualitative research methods will be used to analyze the video-based data set.

Readiness through Integrative Science and Engineering: Refining and Testing a Co-constructed Curriculum Approach with Head Start Partners

Building upon prior research on Head Start curriculum, this phase of Readiness through Integrative Science and Engineering (RISE) will be expanded to include classroom coaches and community experts to enable implementation and assessment of RISE in a larger sample of classrooms. The goal is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families, and the focus on science, technology, and engineering will address a gap in early STEM education.

Lead Organization(s): 
Award Number: 
1621161
Funding Period: 
Sat, 10/01/2016 to Wed, 09/30/2020
Full Description: 

Readiness through Integrative Science and Engineering (RISE) is a late stage design and development project that will build upon the results of an earlier NSF-funded design and development study in which a co-construction process for curriculum development was designed by a team of education researchers with a small group of Head Start educators and parent leaders. In this phase, the design team will be expanded to include Classroom Coaches and Community Experts to enable implementation and assessment of the RISE model in a larger sample of Head Start classrooms. In this current phase, an iterative design process will further develop the science, technology, and engineering curricular materials as well continue to refine supports for teachers to access families' funds of knowledge related to science, technology, and engineering in order to build on children's prior knowledge as home-school connections. The ultimate goal of the project is to improve school readiness for culturally and linguistically diverse, urban-residing children from low-income families who tend to be underrepresented in curriculum development studies even though they are most at-risk for later school adjustment difficulties. The focus on science, technology, and engineering will address a gap in early STEM education.

The proposed group-randomized design, consisting of 90 teachers/classrooms (45 RISE/45 Control), will allow for assessment of the impact of a 2-year RISE intervention compared with a no-intervention control group. Year 1 will consist of recruitment, induction, and training of Classroom Coaches and Community Experts in the full RISE model, as well as preparation of integrative curricular materials and resources. In Year 2, participating teachers will implement the RISE curriculum approach supported by Classroom Coaches and Community Experts; data on teacher practice, classroom quality, and implementation fidelity will be collected, and these formative assessments will inform redesign and any refinements for Year 3. During Year 2, project-specific measures of learning for science, technology, and engineering concepts and skills will also be tested and refined. In Year 3, pre-post data on teachers (as in Year 2) as well as on 10 randomly selected children in each classroom (N = 900) will be collected. When child outcomes are assessed, multilevel modeling will be used to account for nesting of children in classrooms. In addition, several moderators will be examined in final summative analyses (e.g., teacher education, part or full-day classroom, parent demographics, implementation fidelity). At the end of this project, all materials will be finalized and the RISE co-construction approach will be ready for scale-up and replication studies in other communities.

STEM Videohall: Connecting Communities and Disseminating Cutting Edge Work through Video and Discourse

This project supports the expansion of an interactive, online STEM Videohall where hundreds of NSF-funded researchers share their work through brief video narratives and interactive discussion.

Lead Organization(s): 
Award Number: 
1642187
Funding Period: 
Sat, 10/01/2016 to Mon, 09/30/2019
Full Description: 

Video has become a key tool for scientific communication because it increases the outreach and impact of projects, furthers scientific research within and across fields of study, and offers an accessible medium to engage the public in the understanding of science. This project supports the expansion of an interactive, online STEM Videohall where hundreds of NSF-funded researchers share their work through brief video narratives and interactive discussion. While the Videohall is accessible year-round, periodic annual Showcase events are used to drive visitors to the site where they can engage with one another, the project investigators and trained facilitators. The Videohall is a multiplier of NSF's investments in individual projects because it allows STEM education researchers to become aware of, and learn from, related work that is funded across NSF programs and directorates, and other federal agencies. In 3-minute video narratives, investigators share ideas, resources, data, evidence of impact, strategies and challenges. The Videohall platform supports open access and is designed to foster communication in ways that scale beyond traditional formats such as academic conferences. Moreover, because the online STEM Videohall is open to the public, it allows STEM investigators to share their work with multiple stakeholder communities including K-12 educators and school leaders, informal educators and community organizations, the STEM industry, education policy makers and families. Finally, because each video narrative is accompanied by a facilitated online discussion thread, investigators have a unique and valuable mechanism for receiving feedback from these various stakeholder communities. The STEM Videohall project is funded by the Discovery Research K-12 program (DRK-12), which 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. 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.

This project brings together seven NSF-funded resource centers who work with their respective communities to encourage Principal Investigators to share video narratives of their work through annual NSF STEM Showcase events. Each annual Showcase event presents videos created by 150-230 projects; many of the projects are affiliated with one of the seven resource centers, but others are from projects across NSF directorates and beyond. During a one-week period, Principal Investigators, their project staff, as well as the public at large, are invited to engage in interactive discourse, providing queries, comments, and feedback. Participants also vote for favorite presentations through "Presenters' Choice," "Public Choice," and "Facilitators' Choice," processes. This participant voting system serves to increase engagement and enhances outreach of the event through social media. After the one-week Showcase event concludes, all of the videos along with the related discourse remain available to the public online, who continue to access the Showcase throughout the year. Based on prior pilot work, it is estimated that over the course of a year, over 30,000 visitors, from over 150 countries, will engage with each annual Showcase. Videos from annual showcase events will be shared, reused, and repurposed to create new products with new constituencies. The project includes technical development efforts to iteratively improve its interactive platform, outreach efforts before each annual Showcase event, facilitation of the week-long event, and intensive dissemination efforts. A research component examines the extent of participation on various constituencies, the benefit of participation to projects, and the success of the events in terms of dissemination nationally and internationally.

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