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Resource | The Curious Construct of Active Learning
The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology…
Posted: Friday, July 01
Resource | Fourth-Grade Students' Sensemaking during Multi-step Problem Solving
The purpose of this study was to investigate fourth-grade students’ sensemaking of a word problem. Sensemaking occurs when students connect their understanding of situations with existing knowledge. We investigated students’ sensemaking through inductive task analysis of their strategies and solutions to a problem that involved determining the difference between two quantities and number of…
Posted: Friday, July 01
Resource | Fourth-Grade Students' Sensemaking during Multi-step Problem Solving
The purpose of this study was to investigate fourth-grade students’ sensemaking of a word problem. Sensemaking occurs when students connect their understanding of situations with existing knowledge. We investigated students’ sensemaking through inductive task analysis of their strategies and solutions to a problem that involved determining the difference between two quantities and number of…
Posted: Friday, July 01
Resource | Beyond Assessing Knowledge about Models and Modeling: Moving toward Expansive, Meaningful, and Equitable Modeling Practice
Schwarz, C., Ki, L., Salgado, M., & Manz, E. (2022). Beyond assessing knowledge about models and modeling: Moving towards expansive, meaningful and equitable modeling practice. Journal of Research in Science Teaching, 1-11.
Posted: Friday, July 01
Resource | Interlocking Models as Sites of Modeling Practice and Conceptual Innovation
A central goal of both professional and classroom-based scientific communities is building and testing explanatory models of the natural world. The process of modeling a complex phenomenon often requires working across representational systems of differing scales, modalities, and purposes. When put into contact, entities across multiple representational systems can become related or “interlock.”…
Posted: Friday, July 01
Resource | No Science Fair? No Problem. Engaging Students in Science Communication through Peer Review and Publication in a Remote World
Since March 2020, in-person science competitions have been cancelled or moved to a virtual space. This reality has encouraged teachers and students to find alternative ways to disseminate student research and participate in a scientific community. Participating in the peer review and publication of one’s research offers one such alternative. The Journal of Emerging Investigators (JEI) is a free,…
Posted: Friday, July 01
Resource | Participating in the Scientific Publication Process: Exploring How Pre-college Students Perceive Publication within the Scientific Enterprise
Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high…
Posted: Friday, July 01
Resource | Tracing Take-Up Across Practice-based Professional Development and Collaborative Lesson Design
This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers’ acceptance, adoption, and incorporation of ideas into practice. This investigation of Practice-Based Professional Development and Collaborative Lesson Design found that…
Posted: Friday, July 01
Resource | A Model for Developing Sustainable Math Instructional Leadership
The Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. The project is a research-practice partnership with Learning Network 2 in the School District of Philadelphia, a city where more than 80% of students live below federal poverty levels in a state with…
Posted: Friday, July 01
Resource | Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities
The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-…
Posted: Friday, July 01
Resource | Flipping Instruction in a Fifth Grade Class: A Case of an Elementary Mathematics Specialist
Flipped instruction, in which information typically conveyed through in-class lectures is delivered remotely through video or text, is being used increasingly by teachers at all levels. However, there is little research documenting how elementary teachers think about, plan for, and use flipped instruction. In this article, we use data from interviews, class observations, and an analysis of…
Posted: Friday, July 01
Resource | Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56…
Posted: Friday, July 01
Resource | Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
Posted: Friday, July 01
Resource | Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills
Cohen, J., Wong, V., Krishnamachari, A., & Jones, N. (2021). Simulations as a platform for understanding and improving teachers' classroom skills. AAAS Arise Blog.
Posted: Friday, July 01
Resource | Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter
Developing knowledge about science instruction is critical for preservice teachers. This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science. Participants completed…
Posted: Friday, July 01
Resource | Coaching from a Distance: Exploring Video-based Online Coaching
This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both…
Posted: Friday, July 01
Resource | Examining the Use of Video Annotations in Debriefing Conversations during Video-Assisted Coaching Cycles
This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the…
Posted: Friday, July 01
Resource | Synchronous Online Video-based Professional Development for Rural Mathematics Coaches
In this project, we have designed, implemented, and started to research an innovative fully online video-based professional development model for mathematics coaches in rural contexts. Coaches in rural areas often lack access to professional development available in more populated areas, fueling the need for an online model that bridges geographic barriers (Howley & Howley, 2005; Maher &…
Posted: Friday, July 01
Resource | A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing…
Posted: Friday, July 01
Resource | A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. While the model could be applied to any context, we created it for rural mathematics teachers to provide them access to high-quality professional development and to demonstrate that we could move face-to-face experiences to an online context without losing…
Posted: Friday, July 01
Resource | Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens
Butcher, K. R., Larson, M., Lane, M., & Power, M. (2022). Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens. Connected Science Learning, 4(2).
Posted: Thursday, June 30
Resource | Informal Learning with Extended Reality Environments: Current Trends in Museums, Heritage, and Tourism
This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. Recent developments in extended reality technologies have led to increased integration into these informal learning spaces and have heightened the need for a systematic investigation into the affordances of modern multimedia representations…
Posted: Thursday, June 30
Resource | Museum Leadership for Engaging, Equitable Education: The Transformative Potential of Digitized Collections for Authentic Learning Experiences
Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums,…
Posted: Thursday, June 30
Resource | Using Climate Models to Learn About Global Climate Change
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
Posted: Thursday, June 30
Resource | Using Climate Models to Learn About Global Climate Change
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C.T. (2020). Using climate models to learn about global climate change. The Science Teacher, 88(1), 58-66.
Posted: Thursday, June 30
Resource | Empirical Research on K-16 Climate Education: A Systematic Review of the Literature
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
Posted: Thursday, June 30
Resource | Empirical Research on K-16 Climate Education: A Systematic Review of the Literature
Developing understanding about the Earth’s climate and the phenomenon of global climate change (GCC) is essential for all students, our future citizens and decision-makers. Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
Posted: Thursday, June 30
Resource | Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC). Building on past research on teaching and learning about Earth’s climate, we use an Evidence-…
Posted: Thursday, June 30
Resource | Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school…
Posted: Thursday, June 30
Resource | Second and Fifth Graders’ Use of Knowledge-Pieces and Knowledge-Structures When Solving Integer Addition Problems
In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. Fifty-one out of 102 second graders and 90 out of 102 fifth graders read or used negative signs at least once across the 11 problems. Among second graders, one of their most common strategies was subtracting numbers using their…
Posted: Thursday, June 30