Projects

This project is focusing on the redesign of popular commercial video games to support students’ understanding of Newtonian mechanics. In support of this goal, SURGE develops and implements design principles for game-based learning environments, integrating research on conceptual change, cognitive processing-based design, and socio-cognitive scripting. These enhanced games bridge the gap between student learning in non-formal game environments and the formalized knowledge structures learned in school by leveraging and integrating the strengths of each.

This project seeks to improve the science achievement and the academic English language proficiency of middle school Spanish-speaking English language learners (ELLs). This project will conduct a randomized trial longitudinal evaluation of an enhanced standards-based science curriculum model, consisting of five major components: (a) English language acquisition strategies integrated into the science curriculum, (b) technology-assisted instruction, (c) bi-weekly teacher professional development, (d) family involvement, and (e) paraprofessionals in working with individual ELLs.

This project is evaluating existing knowledge about STEM teachers in professional learning communities (PLCs), both prospective teachers and classroom teachers across grades K-12. It will comprehensively synthesize peer-reviewed research but will also examine additional types of knowledge that influence the field. The project methods adapt those of Knowledge Management and Dissemination project, funded by NSF MSP and seeks to further advance the scope and rigor of knowledge synthesis.

This exploratory project seeks to understand the role that a network of tablet computers may play in elementary and middle school math and science classrooms. The study will use classroom observations, student interviews, teacher interviews and student artifacts to identify the advantages and disadvantages of these resources, understand what challenges and benefits they offer to teachers, and offer recommendations for future hardware, software, and curriculum development.

This project is developing a science teacher education model focused on the establishment of a diagnostic learning environment through formative assessment as a powerful instructional practice for promoting learning of all students (grades 5–12) on the topic of energy with the goal of increasing the understanding of the processes through which teachers develop the requisite knowledge, skills, and dispositions for effective deployment of a formative assessment instructional cycle.

This project addresses the need for new electronic materials and associated processes for applications in microelectronics, optics and sensors. Materials growth methods, electrical, chemical and physical characterization, pattern generation, device fabrication, and theory/modeling are invoked to ensure holistic and interdisciplinary approaches to the development and investigation of novel materials and devices.

This project is (1) conducting a qualitative study on the way facilitators use Math for All (MFA), an NSF-supported set of professional development materials for teachers who teach elementary school students with disabilities; (2) developing resources based on that study for teacher leaders and other facilitators of professional development; and (3) conducting fieldtests of the resources to examine their usefulness and impact.

The project is an exploratory, qualitative case study of a mathematics Lesson Study group for 12 beginning mathematics teachers working in high-poverty middle schools in Brooklyn. The project's Lesson Study model employs social semiotics to examine the intersection between language and learning in mathematics classrooms. Additionally, on-site Lesson Study groups will also be launched in some participating schools.

SRI International developed a formative assessment intervention that integrates classroom network technologies and contingent curriculum activities to help middle school teachers adjust instruction to improve student learning of Earth science concepts. The intervention was tested as part of a quasi-experimental study within an urban school district in Colorado that includes ethnically and economically diverse student populations. Findings indicate significant student learning gains for students in implementation classes as compared to students in comparison classes.

This project investigates how vignette illustrations minimize the impact of limited English proficiency on student performance in science tests. Different analyses will determine whether and how ELL and non-ELL students differ significantly on the ways they use vignettes to make sense of items; whether the use of vignettes reduces test-score differences due to language factors between ELL and non-ELL students; and whether the level of distance of the items moderates the effectiveness of vignette-illustrated items.

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.

The Accessing Science Ideas (ASI) project is developing and researching content enhancements that support science learning of middle school students with executive function and related learning disabilities.  The goal of ASI research is to measure the extent to which curricular units with content enhancements lead to increased student understanding of science concepts, improved reasoning, and greater confidence.

This project is writing and researching a book supporting grade 5-8 students in scientific explanations and arguments. The book provides written and video examples from a variety of contexts in terms of content and diversity of students. The book and accompanying facilitator materials also provide different teacher instructional strategies for supporting students. The research focuses on how the book and accompanying professional development impact teachers' beliefs, pedagogical content knowledge and classroom practice.

A major scientific issue of our time is global warming and climate change. Many facets of human life are and will continue to be influenced by this. However, an adequate understanding of the problem requires an understanding of various domains of science. There has been little research done on effects of intervention on student learning of these topics. This project shows an improvement in student knowledge of climate change and related issues.

This project is an efficacy study of the Fostering Geometrical Thinking Toolkit (FGTT) previously developed with NSF support. FGTT is a 40-hour professional development intervention focusing on properties of geometric figures, geometric transformations, and measurement of length, area, and volume. The study addresses four research questions, three examining participating teachers and one examining the impact of teachers' professional development on ELL students.

This project is NSF's contribution to an interagency effort with NASA and NOAA to focus three symposia at the National Science Teachers Association annual meeting, not on particular agency efforts, but specifically on International Polar Year science through three themes: ice, life, and water and air. NSTA focuses on promoting innovation and excellence in science teaching and learning as well as the professional development of teachers to teach science.

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 is developing an 8th-grade assessment for proportional reasoning from a cognitive diagnosis model (CDM) framework. CDMs are psychometric models developed specifically for diagnosing the presence or absence of fine-grained skills or processes required in solving problems on a test. Assessments based on CDMs can provide information deemed more diagnostic and descriptive, and therefore, more relevant in applied instructional settings.

This project develops and researches the academic potential of a hybrid instructional model that infuses computer simulations, modeling, and educational gaming into middle school technology education programs. These prototypical materials use 3-D simulations and educational gaming to support students’ learning of STEM content and skills through developing solutions to design challenges.

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.

The goals of this project are to 1) develop methods for analyzing data collected to document the institutional setting of mathematics teaching that are specific to equity and access for all middle school students to high quality mathematics instruction; and 2) develop an instrument for assessing the quality of mathematics instruction that focuses specifically on the extent to which all students are supported to substantially participate in academically rigorous mathematics.

This project studies teaching practices in a year-long high school algebra course that integrates hand-held and other electronic devices. Of particular interest is how these technologies can support learners' capacity to efficiently and effectively draw on the distributed intelligences that technical and social networks make available. The investigation focuses on collaborative learning tasks centered on collective mathematical objects, such as functions, expressions, and coordinates that participants in a group must jointly manipulate through networked computers.

The ACCLIME project investigates teachers' uses and adaptations of CMP, an NSF-funded middle school curriculum. The study seeks to better articulate: (1) the ways that teachers adapt CMP over time and how they develop professionally as a result of using the curriculum materials; (2) the connection between district policy, resource development, and teachers' curriculum processes; and (3) the dynamic nature of districts' long-term curriculum implementations.

Through integration of research and education, this project is providing high resolution data on the spatial distribution of the thermal state of permafrost in Alaska, improving the general knowledge of Earth's climatic patterns, bringing science to remote Alaskan villages, and providing an opportunity for younger generations to take part in understanding Earth's climatic and hydrologic systems.

The purposes of this conference include bringing together 150 participants from all aspects of STEM education to exchange ideas about research, curriculum, and assessment; to help teachers integrate research-based instructional strategies in their teaching; and to build sustainable collaborations between participants. It includes three days of parallel presentations and discussion followed by a two-day summer academy. A focus on research-based strategies that advance the successful participation of underrepresented groups is embedded in all activities.