Every student should have the chance to experience the exciting practice of science. But far too often, students encounter only highly structured “cookbook” labs in their science classrooms. InquirySpace combines a software environment that integrates sensors, simulations, and data exploration capabilities with instructional guidance, and helps students move from fundamental data analysis and scaffolded experiments to open experiments of their own design.

Co-PI(s): Daniel Damelin and Hee-Sun Lee, Concord Consortium; Sam Gweon, Physics Front

We share the conception, design, and some activities from a curriculum based on the use of a global climate model EzGCM in secondary geoscience classrooms. Implemented through the NSF-funded CLiMES (Climate Literacy through Modeling and Epistemology of Science) project, this curriculum facilitated in-depth understanding of climate literacy concepts through model-based reasoning.

Co-PI(s): Mark Chandler, Columbia University

This study explored Bilingual and Dual Language (BDL) program models in Massachusetts and Puerto Rico. We developed and validated a survey in Spanish and English (n=105) with three constructs: (a) recommended BLD practices; (b) personal qualities for S&E teaching; and (c) recommended S&E pedagogical practices. We found that BDL teachers were confident in their ability to facilitate their students’ biliteracy development but not related to S&E literacy in Spanish-speaking countries.

This project aims to investigate needs and challenges in developing an informed public able to evaluate empirical evidence generated from scientific activities. This includes understanding teachers' epistemic goals and practices and how to provide professional development (PD) to improve instruction. The resulting instruction will offer new affordances to advance students' and teachers' learning.

Co-PI(s): Clark Chinn, Rutgers University

Project researchers are training pre-service teachers to tutor students with learning disabilities in Algebra 1, combining principles from special education, mathematics education, and cognitive psychology. The trainings emphasize the use of gestures and strategic questioning to support students with learning disabilities and to build students’ understanding in Algebra 1.

This project aims to develop and validate an online assessment instrument to measure preservice elementary teachers’ content knowledge for teaching (CKT) about matter, a critical area for preservice teacher learning. We also developed different resources for science teacher educators to support elementary preservice teachers' growth in CKT.

Co-PI(s): Katherine Castellano, Educational Testing Service (ETS)

The ASSIST project will develop a set of educative resources, assessment tools and teacher professional development activities to support diverse teachers teaching a variety of computer science curricula using different programming languages. Teachers will develop knowledge of CS standards and learn to use formative assessments related to these standards to determine student understanding. Improved CS instruction that is responsive to the needs and challenges of the student population is critical to ensure more equitable participation in CS.

The purpose of this project is the design and development of a K-12 classroom observation protocol for integrated STEM instruction (STEM-OP). Using exploratory and confirmatory factor analysis, the STEM-OP will be a valid and reliable instrument for use in a variety of educational contexts. The STEM-OP and associated training materials will be available for use by education stakeholders, (e.g., K-12 teachers and district administrators), through a publicly available online platform.

The goal of this planning grant, which is based on the Cultural-Historical Activity Theory (CHAT). is to explicitly focus on broadening participation in the K-12 STEM teaching workforce, with the theory of action that diversifying the K-12 STEM teaching workforce would in the long term help more students see STEM as accessible to them and then be more likely to choose a STEM degree or career. This grant is also funded by NSF INCLUDES.

Co-PI(s): Helen Bond and Marilyn M Irving, Howard University; Hyunju Lee and Amy L D'Amico, Smithsonian Institution