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This brief gives an overview—and by no means a comprehensive one—of several NGSS-aligned projects in the areas of curriculum, instruction, assessment, and professional development.
This brief gives an…
Constructing Assessment Tasks that Blend Disciplinary Core Ideas, Crosscutting Concepts, and Science Practices for Classroom Formative Applications
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How do we measure knowledge in use? In this paper we describe how we use principles of evidence-centered design to develop classroom-based science assessments that integrate three dimensions of science proficiency—…
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This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.
Ambitious efforts…
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A poster to be presented at the Association of Science Teacher Educators International Conference.
Hapgood, S., Heuring, J. & Wilson, G., Czerniak, C. (Accepted for January 2020). Early Childhood…
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Paper presented at the European Science Education Research Association.
Czerniak, C. M., Kaderavek, J., Paprzycki, P., Hapgood, S., Mentzer, G., Molitor, S., & Mendenhall, R. (2019). Longitudinal…
Longitudinal Impact of Early Childhood Science Instruction on Middle Grades Literacy and Mathematics
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Paper presented at the Global Conference on Education and Research.
Czerniak, C. M., Paprzycki, P., Hapgood, S., & Kaderavek, J. (2019). Longitudinal Impact of Early Childhood Science Instruction on…
Scientific Inquiry for Young Children: Linking Teacher Professional Development and Family Engagement to Improve Student Achievement
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Paper presented at the Society for Research on Child Development Conference.
Hapgood, S., Paprzycki, P., Czerniak, C.M. (2019). Scientific Inquiry for Young Children: Linking Teacher Professional…
Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments
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Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for…
The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum
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The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment…
On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards
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This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment…
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Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.…
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
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This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
This paper examines…
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This web-based portal offers free, technology-enhanced science assessment tasks for Grades 3-5. Designed for use by educators, researchers, and the public, the tasks are aligned to the NGSS performance expectations and…
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
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This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Songer, N.B. (2022 April) Training a new generation of problem solvers: How can…
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
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This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS…
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K- 12 Computer Science (CS) education is developing rapidly but still lacks a comprehensive measure for CS teachers’ pedagogical content knowledge (PCK). We respond to this need by describing the design of a CS-PCK…
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In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation…
Designing Standards-aligned Formative Assessments to Explore Middle School Students’ Understanding of Algorithms
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'Algorithms’ is a core CS concept included in the K-12 CS learning standards, yet student challenges with understanding and using algorithms are still not well documented. This paper describes an approach to decompose the…
Exploring Middle School Students’ Understanding of Algorithms Using Standards-aligned Formative Assessments: Teacher and Researcher Perspectives
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‘Algorithms’ is a core CS concept included in the K-12 CS standards, yet student challenges with understanding different aspects of algorithms are still not well documented, especially for younger students. This paper…
Uncovering Middle School CS Students’ Understanding of Variables and Control Structures: A Cognitive Think-Aloud Approach
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This poster presents findings on middle school students’ understanding of core computer science (CS) concepts, such as variables and control structures, using cognitive think-aloud interviews with eight students…
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Join the panelists from the plenary presentation to continue conversations about common standards in each of the STEM disciplines.
Assessment
Science
Standards…