DRK-12 Research and Products
Publication | Though many national and international science organizations stress the importance of integrating scientific inquiry into classroom instruction, this is often difficult for teachers. Moreover, assessing and scaffolding inquiry skills for…
Publication | Current science assessments typically present a series of isolated fact-based questions, poorly representing the complexity of how real-world science is constructed. The National Research Council asserts that this needs to change to reflect a…
Publication | The Next Generation Science Standards (NGSS) give equal importance to Earth and space science, physical science, life science and engineering. It’s likely that the 26 Lead State Partners that helped develop the standards will adopt them in their…
Tool | The following citations were compiled by the Northeast & Islands Regional Educational Laboratory Program for a workshop on An Overview of Implementation Research and Planning.
Presentation | Slides and recordings from the NSF DR K-12 Program and Solicitation webinars are now available. See below.
Publication | What does the United States need to do to build future generations’ knowledge and skills in science, technology, engineering, and mathematics (STEM), and what kinds of research and innovation can enable the needed changes in teaching and…
Tool | DR K-12 projects' 2011-12 publications, 2012-13 presentations and project-related Websites.
Tool | This overview is intended to describe the scope and depth of research and development DR K-12 has funded and to identify areas that could be advanced by further investigations by CADRE. The overview summarizes the 351 projects that met the criteria for…
Publication | “Engineering is taught only sporadically in K-12 schools, despite growing evidence that engaging in engineering education leads to improved student learning and achievement in mathematics and science, in part by connecting these subjects to real…
Publication | “The majority of U.S. students, particularly low-income and minority youth, lacks foundational skills and knowledge in science, technology, engineering, and mathematics.” Read this STEM Smart brief to find out more about the efforts that are…
Publication | This report, the fifth and final portfolio overview to be prepared by CADRE, describes important characteristics of the first six cohorts of DR K-12 projects that received their initial funding from 2007 to 2012. It characterizes the development…
Tool | How did it go? Use the tables below to take stock of your implementation of the
curriculum components in the Learning Experiences 2, 3 and 4.
Presentation | Learn more about the Plan, Teach and Reflect features of the electronic teacher guide.
Tool | In this discussion, students try to clarify areas of confusion among themselves. They puzzle through complicated scientific ideas and ask their peers for help. They wrestle with questions ranging from the definitional -- what is organic -- to the…
Tool | As the students grapple with the question of whether to serve genetically modified potatoes in the school cafeteria, the teacher uses strategies that encourage all students to voice their ideas and questions, to distinguish scientific evidence from…
Tool | Students put their knowledge to work: every student must take a stand on whether to serve genetically modified potatoes in their school cafeteria – and to give evidence for their reasoning.
Tool | Once the students understand the biology of genetically modified organisms, the teacher helps students deepen their learning by assigning further reading and asking students to imagine possible applications of GMO technology.
Tool | Common classroom experiences anchor discussions and level the playing field for all students. Setting the stage for discussion includes a review of relevant investigations or activities.