This session explores the kinds of work worth scaling (curriculum, instruction, assessment, professional development) and considers promising approaches for doing so.
Hypothetical learning trajectories imply negotiation between teachers and students. In this session, researchers discuss how they validate learning trajectories under variable conditions and anticipate change in practice artifacts.
This session contributes to a methodological strand involving experienced researchers on learning trajectories and/or learning progressions (LTs/LPs). All these researchers have empirically demonstrated the potential of LT/LP work to broaden participation by leveraging student ideas and offering engaging task designs. Presenters share new LT research on computational thinking. This topical session asks participants to respond to critical questions on the topics of validity and change followed by audience questions and comments.
Panelists examine the challenges and opportunities faced by STEM educators when balancing strong STEM pedagogy with specific strategies for students with learning disabilities.
(Moderator: Robert Ochsendorf)
For decades, the STEM education community has been moving toward modes of collaborative inquiry and social constructivism within rich and deep contexts for investigation. This includes situated learning models (e.g., cognitive apprenticeship) and student-centered learning in project-based learning environments. A primary focus in recent science education reform efforts encourages students and teachers to engage in more open inquiry and problem-solving practices that are inherent in the scientific discovery process.
Presenters engage the audience in various theories and methods for discourse and interactional analysis, exploring the ways in which these approaches shape researchers’ claims.
Learn about technology for teacher education as presenters introduce the work of the LessonSketch R+D Fellows and online tools being used in practice-based teacher education.
This topical session (1.5 hours) explores how teacher educators have used technological tools in teacher education to support broader participation by students in STEM classrooms. The session unfolds in four parts.
Hear from four projects grappling with what it means to engage learners in data science, both integrated into STEM subjects and stand-alone, and discuss the potential challenges.
This interactive session helps all participants view their work in an important new light. Through a combination of presentation and active discussion, participants investigate several ways that data science education (DSE) can be integrated into STEM learning, and work together to answer driving questions about how DSE looks and feels in practice. Specifically, presenters (1) increase awareness of the importance of DSE, (2) help participants understand how DSE intersects with their work, and (3) expand views on data use in STEM learning to involve DSE contexts.
The framing plenary presentation addresses the necessity and urgency for the NSF DRK–12 and STEM+C communities to capitalize on intersections or the nexus of the three domains of broadening participation, STEM+C disciplines, and technological innovations.
The education system is rapidly changing due to three emerging forces: traditional minority groups are now the majority; standards in STEM and computer science are academically rigorous; and technological innovations are advancing fast. The NSF 10 Big Ideas provide the vision for harnessing these emerging forces. This framing plenary presentation will address the necessity and urgency for the NSF DRK–12 and STEM+C communities to capitalize on intersections of the three domains of broadening participation, STEM and computer science disciplines, and technological innovations in education.
Learn about the STEM+Computing funding program and its relationship to NSF’s Big Ideas (specifically, interdisciplinary Convergence and Work at the Human Technology Frontier), and network with other STEM+C awardees.
This session focuses on the priorities and interests of CAREER awardees, including topics such as efficacy and effectiveness studies of STEM interventions in field settings, linking theories of change to variable selection, measure development, case studies, and other topics chosen by the participants.
CADRE Fellows and invited postdocs receive an orientation to the DRK–12 proposal review process and engage in a mock review led by an NSF program director.
