This project is developing a system for producing automated professional mentoring while students play computer games based on STEM professions. The project explores a specific hypothesis about STEM mentoring: A sociocultural model as the basis of an automated tutoring system can provide a computational model of participation in a community of practice, which produces effective professional feedback from nonplayercharacters in a STEM learning game.
This project is demonstrating the use of cyber-enabled technologies to build and share adaptable interventions for pre- and in-service teacher growth that effectively make use of major video collections and have high promise of success at multiple sites. The cyber infrastructure being significantly extended through this project is supporting development and documentation of additional interventions for teacher professional development using this video collection, as well as other videos that might be added in the future.
The Video Mosaic Collaborative features videos of student mathematics reasoning, tools and services to encourage learning, research and practices fostering the development of student reasoning. The VMC is a collection and service portal intended to support three primary audiences—teacher educators and their pre-service and in-service students, practicing teachers, and researchers. The Video Mosaic Collaborative features a 22-year longitudinal study of students’ mathematical reasoning skills as they are developed from elementary through high school grades. The VMC has been carefully designed to leverage the insights and strategies that can be mined in this extensive and unique video collection featuring observations, interventions and interviews with students solving mathematics problems in the classroom and in informal learning settings. A careful metadata strategy was designed by the library and education research partners in collaboration to capture elements for searching that include forms of reasoning and heuristics, math strand, math problem, NCTM standards, grade level and type of educational environment. Students and researchers are identified and can be individually tracked through the collection. Transcripts, student work and dissertations resulting from the videos are linked in metadata. Tools, such as the VMCAnalytic, a video annotation and analysis tool, are provided to enable registered participants to reuse the videos for instruction, study and research by creating personal clips and combining clips to accomplish research goals such as demonstrating changes in reasoning for an individual student studying probability over several video sessions. Unlike other video annotation tool, the VMC analytic creates XML-based independent resources that can be kept private in the researcher’s workspace but that can also be shared. Shared analytics will be mined for keywords, which will retrieve the video(s) being analyzed, thus adding user tagging to the metadata for the videos. The analytic resources created are not independently searched and displayed but will display as part of the context for the videos in the collection, along with student work, dissertations, and ultimately published articles, etc., all of which form the critical context of research and study surrounding each video.
Different search strategies, guidance in using videos and opportunities to consult or collaborate with others will be provided for each primary audience of the VMC. The latest iteration of the portal, with collections and services available for immediate use, will be presented and demonstrated at the DRK12 Principal Investigators’ meeting poster session. Visitors to the poster will be encouraged to search the portal and to create a small analytic, in a hands-on, interactive one on one demonstration. We believe that the VMC makes a unique and significant contribution to the efforts of teacher educators, practicing teachers and researchers to discover insights and develop innovative strategies to support the development of student reasoning in mathematics education.
This project provides support for a two-day workshop that would bring about 60 participants together to discuss the issues, challenges and opportunities in "Materials Education" and devise strategies for synergizing all stakeholders involved for further progress. Discussions will be focused on 4 topics: (1) Educating the public about the relevance of materials research; (2) Materials education for K-12 students and teachers; (3) Revolutionizing undergraduate education toward flexible curriculum; (4) Materials education for graduate students.
This project investigates the potential of online role-playing games for scientific literacy through the iterative design and research of Saving Lake Wingra, an online role-playing game around a controversial development project in an urban area. Saving Lake Wingra positions players as ecologists, department of natural resources officials, or journalists investigating a rash of health problems at a local lake, and then creating and debating solutions.
This project will define and synthesize effective feedback strategies that can be linked to specific features of daily classroom assessment practices. It will develop a framework, including a conceptual strand (will conceptualize feedback practice considering intrinsic and contextual dimensions) and a methodological strand (used to describe and evaluate the feedback studies and findings to be synthesized). The framework will provide a shared language within and across multiple forms of research in various disciplines.
This project develops resources to facilitate the involvement of college and university physics departments in the professional development of K-12 teachers of physics and physical science. Research investigates how students and teachers learn content and reasoning skills for applying concepts to real world situations; how teachers can learn content in a way that helps them promote student learning; and how teachers can learn to assess student understanding in a way that promotes student learning.
The goal of this project is to accelerate the progress of early-career and pre-service science teachers from novice to expert-like pedagogical reasoning and practice by developing and studying a system of discourse tools. The tools are aimed at developing teachers' capabilities in shaping instruction around the most fundamental science ideas; scaffolding student thinking; and adapting instruction to diverse student populations by collecting and analyzing student data on their thinking levels.
This grant explores the timely issue of how to conduct a feasibility study on the question of whether youths who participate in after-school IT-oriented science-engagement programs are more likely to eventually choose a STEM-related career. This project examines programs such as Information Technology Experiences for Students and Teachers (ITEST) along with other similar programs to determine innovative approaches to conducting such a long-term study so that it is methodologically sound and as economical as possible.
The project addresses the relatively poor mathematics achievement of students who are not proficient in English. It includes research on how English language learners in beginning algebra classes solve math word problems with different text characteristics. The results of this research inform the development of technology-based resources to support ELLs’ ability to learn mathematics through instruction in English, including tutorials in math vocabulary, integrated glossaries, and interactive assistance with forming equations from word problem text.
This Discovery Research K-12 Conference project brought together 30 key scholars and practitioners in the areas of discourse and equity to synthesize and disseminate research findings concerning the implementation of culturally relevant teaching approaches that promote equitable discourse practices in mathematics classroom. The conference convened in Rochester, NY, in June 2008. Conference outcomes include publications that synthesize and disseminate best practices in relation to equitable discourses and a research agenda that further supports teachers' efforts.