Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI)
This poster describes the work of the Validation of the Equity and Access Rubrics for Mathematics Instruction (VEAR-MI) project, which aims to address the growing need to develop empirically grounded ways of assessing the extent to which the practices that are being outlined in research literature actually serve to support students who are currently underserved and underrepresented in mathematics.
Co-PI(s): Annie Garrison Wilhelm, Southern Methodist University; Temple Walkowiak, North Carolina State University
![](/sites/default/files/styles/thumbnail/public/VEAR%20MI%20Poster.png?itok=0twjjGQk)
The Spectrum Laboratory: Towards Authentic Inquiry for All
The Spectrum Laboratory is an online data visualization tool and associated set of investigations that supports students in learning about light, color, and the electromagnetic spectrum by working with authentic scientific spectral data. The research study investigates factors that hinder or promote students' reasoning about spectra; and to determine how the curriculum can help students to use spectra to explore interesting questions about the world while gaining fluency with a range of important science practices.
![](/sites/default/files/styles/thumbnail/public/TheSpectrumLabPoster.png?itok=xlQzFdwg)
The Developmental Emergence and Consequences of Spatial and Math Gender Stereotypes
Attitudes and beliefs about math and space have been found to be predictive of STEM participation and achievement, with females generally reporting lower math and spatial self-concept and higher anxieties related to these domains (e.g., Sokolowski et al., 2019). However, little work to date has explored the acquisition of these attitudes and beliefs, particularly related to the domain of space. This is important, because comparing the acquisition of math and spatial attitudes and beliefs may shed light on potential interventions for improving STEM outcomes.
![](/sites/default/files/styles/thumbnail/public/The%20Developmental%20Emergence%20Poster.png?itok=GjRK6UPD)
Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction (Collaborative Research: Harris, Linnenbrink-Garcia, and Marchand)
This collaborative project uses co-design as a strategy to develop a professional learning approach to help middle school teachers support students' motivation and engagement in the context of NGSS instruction. The project brings together motivation experts, science education researchers, and middle school science teachers. The poster outlines the project goals, introduces five motivation design principles, and describes four tools that were co-developed to support teachers' professional learning and practice for supporting student motivation.
![](/sites/default/files/styles/thumbnail/public/M-PLANS%20Poster.png?itok=LagJW2K8)
Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction (Collaborative Research: Harris, Linnenbrink-Garcia, and Marchand)
This collaborative project uses co-design as a strategy to develop a professional learning approach to help middle school teachers support students' motivation and engagement in the context of NGSS instruction. The project brings together motivation experts, science education researchers, and middle school science teachers. The poster outlines the project goals, introduces five motivation design principles, and describes four tools that were co-developed to support teachers' professional learning and practice for supporting student motivation.
![](/sites/default/files/styles/thumbnail/public/M-PLANS%20Poster.png?itok=LagJW2K8)
Teacher Professional Learning to Support Student Motivational Competencies During Science Instruction (Collaborative Research: Harris, Linnenbrink-Garcia, and Marchand)
This collaborative project uses co-design as a strategy to develop a professional learning approach to help middle school teachers support students' motivation and engagement in the context of NGSS instruction. The project brings together motivation experts, science education researchers, and middle school science teachers. The poster outlines the project goals, introduces five motivation design principles, and describes four tools that were co-developed to support teachers' professional learning and practice for supporting student motivation.
![](/sites/default/files/styles/thumbnail/public/M-PLANS%20Poster.png?itok=LagJW2K8)
Sensing Science through Modeling: Developing Kindergarten Students' Understanding of Matter and Its Changes
The Sensing Science through Modeling Matter: Kindergarten Students’ Development of Understanding of Matter and Its Changes project has developed and researched a technology-enriched curriculum to support learning about matter and its changes at the kindergarten level. Traditionally, particle-based worlds are introduced in upper elementary school when children already hold incorrect ideas that are difficult to change. Early learners have significant—and highly untapped—potential for understanding abstract concepts and reasoning in sophisticated ways.
![](/sites/default/files/styles/thumbnail/public/Sensing%20Science%20Poster.png?itok=FEFCLukF)
Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School Settings
Our learning approach, eco-solutioning, emphasizes learning 3D environmental content through the construction of solutions that have an impact with and on the local environment. Project goals include the design, implementation, and evaluation of a Next Generation Science Standards (NGSS) curricular unit delivered through Gooru’s Learning Navigator data backbone system where middle school student learning is used towards local environmental solutions such as increasing local populations of native insects.
Co-PI(s): Michelle Newstadt, Gooru.org
![](/sites/default/files/styles/thumbnail/public/Life%20Right%20Here%20and%20Everywhere%20Poster.png?itok=2_naLEFh)
Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Riordan)
With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations to provide targeted and individualized guidance. In this work we describe a process of human annotation of student ideas based on deconstructed holistic scoring rubrics for knowledge integration in science learning and develop new NLP methods for identifying diverse expressions of student ideas and reasoning.
![](/sites/default/files/styles/thumbnail/public/Linnetal_STRIDES_Assessment_poster.png?itok=5d6LM0-m)