This exploratory research and development project addresses the question, "Can students develop an understanding of the ecological nature of science (ENOS) in high school biology and environmental science classes that is useful and productive in environmental citizenship?" To address this question, the project will identify the essential elements of ENOS, investigate how these can be taught and learned, and explore how ENOS skills and understandings are used to enhance environmental citizenship.
CAST, the University of Michigan, and EDC are collaborating to create heuristics for universally designed middle and high school science materials; to build an open-source UDL Inquiry Science System (ISS) that enables science curricula to be transformed into digitally supported versions that incorporate UDL features, to use the ISS to produce four UDL exemplars from tested instructional materials, and to evaluate the benefits of these exemplars for grades-5–12 students with and without learning disabilities.
The primary goal of the project is to enhance secondary mathematics teacher education for pre-service teachers by developing, implementing and disseminating resources from a four-course curriculum that brings together the study of mathematics content and pedagogy. Three of the courses are problem-based technology enhanced (PBTE) courses in Algebra and Calculus, Geometry, and Probability and Statistics. A fourth course is a capstone course in Teaching and Learning Secondary School Mathematics.
This project addresses biology teachers and students at the high school level, responding to the exponential increases occurring in biology knowledge today and the need for students to understand the experimental basis behind biology concepts. The project studies the feasibility of engaging students in an environment where they can learn firsthand how science knowledge develops in the fields of bioinformatics and DNA science by performing collaborative, simulated experiments to solve open-ended problems.
This project investigates the educational value of computer technologies for learning engineering. The project engages high school students to design, build, and evaluate an energy-efficient model house with the aid of computer simulation and design tools.
This project investigates the educational value of computer technologies for learning engineering. The project engages high school students to design, build, and evaluate an energy-efficient model house with the aid of computer simulation and design tools. The project will test the assertion that simulations and hands-on projects are mutually beneficial. The project has developed a computational fluid dynamics simulation tool called Energy2D that teaches heat transfer concepts, as well as a computer-aided design and fabrication tool called Energy3D that supports the full cycle of engineering practices. A comprehensive curriculum book "Engineering Energy Efficiency" has been developed to challenge students to use the tools to improve the energy performances of their model houses step by step, allowing students to learn and apply science to solving engineering problems.
Two rounds of pilot tests have been conducted to test our materials and research instruments. A large-scale research study involving about 250 students is currently underway to investigate the effects of Energy2D and Energy3D in fostering learning. Our study focuses primarily on two areas: a) Do the computer tools increase learning of science concepts and engineering design? b) How well can students apply science to engineering? The data we are collecting includes a wide range of sources such as pre/post tests, embedded assessments, student artifacts, reports, presentations, and teacher opinions. We are in the process of synthesizing and analyzing these data to provide a high-definition lens for viewing into student learning processes.
SmartGraphs activities run in a web browser; there is no software to download or install. SmartGraphs allows students to interact with on-screen graphs to learn about linear equations, the motion of objects, population dynamics, global warming, or other STEM topics that use scatter plots or line graphs. Teachers and students may also use and share existing activities, which are released under a Creative Commons license (see http://www.concord.org/projects/smartgraphs#curriculum).
SmartGraphs is a project that studies the educational value of digital objects embedded in graphs that “know” about themselves and that provide scaffolding to students to help them learn about graphs and the concepts conveyed in graphs. As planned, digital Smart Graphs can be authored or customized by teachers and accept inputs from students’ responses, sketches, functions, models, and probes. The software analyzes the graphs for the kinds of features that experts recognize and then engages students in conversations that instruct and assess student knowledge.
The project is guided by collaboration between the Concord Consortium and the Pennsylvania State Department of Education Classrooms for the Future program, through which 140,000 laptop computers are deployed to serve 500,000 students. The development of Smart Graphs is based on extensive prior research about students’ use and understanding of graphs (TEEMSS II and Science Universal Design for Learning projects) at the Concord Consortium.
The Conference Board for the Mathematical Sciences (CBMS) is collaborating with the U.S. Department of Education to host a forum in Washington, DC designed to launch action for change in mathematics education based on the recommendations of the National Mathematics Advisory Panel. This forum will focus specifically on the following four areas: teachers and teacher education, learning processes, instructional material, and standards of evidence—research policies and mechanisms.
We are analyzing the intended algebra curriculum as represented in a variety of high-school mathematics textbooks – Core Plus Mathematics Project (CPMP), Discovering Mathematics (Key Curriculum Press), EDC's Center for Mathematics Education, Glencoe, Interactive Mathematics Program (IMP), and University of Chicago School Mathematics Project (UCSMP). The textbook analysis is based on two dimensions frequently used for curriculum analysis: a content dimension and a cognitive dimension.
This project integrates educational and research activities with the ultimate goal of improving the mathematics education of students in high poverty, urban high schools. The project focuses on developing secondary mathematics teachers‘ capacity for implementing culturally relevant mathematics pedagogy (CuReMaP). CuReMaP consists of teaching mathematics for understanding; centering mathematics instruction on students; and providing opportunities for students to develop critical consciousness about and with mathematics.