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Educating students about real-world, issues such as local invasive species aims to encourage wider engagement with STEM.
Educating students about real-world, issues such as local invasive species aims…
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Nancy Butler Songer, Associate Provost of STEM Education at the University of Utah, discusses the importance of supporting and including young people as part of environmental decision-making teams and key problem-solvers…
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The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and…
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Nancy Butler Songer, from the University of Utah, makes a call for collective action to create a new curriculum focused on the design of solutions.
Nancy Butler Songer, from the University of Utah,…
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Engineering design systematically identifies needs, wants, and problems and then devises solutions to address them. A central component of our work is guiding students in the engineered design of solutions to local…
Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions
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Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was…
Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
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This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-…
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TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
Kirkman, R. (…
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In this article, we describe our implementation of an innovative approximation of practice in teacher education: chat-based role-play. In so doing, we share our collective experiences as teacher educators about how the…
Scientific Communities of Practice: K–12 Outreach Model Around Organism Responses to Repeated Hurricane Disturbances
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Collaboration between ecologists and learning scientists can give rise to powerful models for scientific outreach within ecology. This paper presents a process by which learning scientists and ecologists codesigned a…
Designing Educative Tools for Scientific Argumentation: A Case Study of DBR Before and During the Pandemic
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Design-based research is uniquely positioned to adapt instructional resources quickly to meet the needs of teachers and students. This chapter explores how researchers adapted and improved two educative tools over the…
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In this report section, we discuss the importance of aligning classroom assessments with learning goals and instructional practices to both shape and evaluate students’ learning opportunities.
In this…
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This article offers spatial reasoning math activities for school and home learning.
Perry, L., Kuehnert, E., & Ketterlin-Geller, L. R. (2022). Promoting spatial orientation: A math activity for…
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Cognitive interviews play an important role in articulating the intended construct of educational assessments. This paper describes the iterative development of protocols for cognitive interviews with kindergarten through…
The Development and Validation of a Survey Measuring Opportunity to Learn Spatial Reasoning Skills at Home
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The early development of spatial reasoning skills has been linked to future success in mathematics, but research to date has mainly focused on the development of these skills within classroom settings rather than at home.…
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Collaborative partnerships between families and teachers have the potential to support and transform students’ mathematics learning experiences. This study focused on interactions among mothers and teachers of multilingual…
Multilingual Classrooms: Development of an Observational Analytic Tool to Examine Mathematics Instruction
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This brief research report describes the refinement and testing of an observational rubric designed to identify and assess elements of classroom mathematics instruction that research has found to support multilingual…
Scaling STEM-ID—Research Strategies to Inform Initial Scaling of Middle School Engineering Curricula
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This work-in-progress paper discusses a three-year middle school Engineering and Technology course sequence that integrates foundational mathematics and science in an engineering context through challenges that introduce…
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This chapter describes our middle school energy literacy project to develop, implement, and test curriculum materials for a unit titled Energy and Your Environment (EYE). EYE fosters place-based education by using the…
Characterizing Mathematics Teacher Learning Patterns Through Collegial Conversation in a Community of Practice
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We examined secondary (6-12) mathematics teachers’ participation in a professional development (PD) model where they collectively investigated video cases of students engaging with ambitious instructional materials. We…
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Teacher-facilitated whole-class conversations can help elementary students apply the full power of the NGSS science and engineering practices to an engineering design process. In this article we describe and provide…
The Role of Whole-Class Conversations in Supporting Early Elementary Students’ Engineering Design Sense-Making
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We consider how intentionally planned and facilitated whole-class conversations can “make space” for students’ sense-making about engineering problems and solutions and position them with epistemic authority to contribute…
Justice-Centered STEM Education with Multilingual Learners: Conceptual Framework and Initial Inquiry into Pre-service Teachers’ Sense-Making
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Our conceptual framework for justice-centered STEM education engages all students in multiple STEM subjects, including data science and computer science, to explain and design solutions to pressing societal challenges and…
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This section presents an overview of critical developments in technology-driven, classroom-based innovative assessment practices. It uses a framework organized around cognitive constructs, assessment functionality, and…
The Crisis You Can’t Plan For: K-12 Leader Responses and Organisational Preparedness During COVID-19
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Unlike many types of educational crises, the COVID-19 pandemic was a crisis leaders could not have prepared for. But research is only starting to examine how leaders’ responses and organisational context have played a role…
Navigating Policy and Local Context in Times of Crisis: District and School Leader Responses to the COVID-19 Pandemic
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This article examines how federal/state-level policy guidance and local context have influenced district and school leader responses to the COVID-19 pandemic, as well as how these external/internal factors might provide a…
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Teachers are increasingly participating in RPPs with the goal of improving their schools and districts. However, we know little about what teachers learn from their involvement in RPPs. This study explores teacher learning…
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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Framework to organize foothold practices for centering justice in science education.
Framework to organize foothold practices for centering justice in science education.…
Language Systematizes Attention: How Relational Language Enhances Relational Representation by Guiding Attention
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Language can affect cognition, but through what mechanism? Substantial past research has focused on how labeling can elicit categorical representation during online processing. We focus here on a particularly powerful type…
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A curriculum developer on the DataPBL project details his journey searching for data about the Japanese American internment for 8th grade students to explore with CODAP.
A curriculum developer on the…
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The DataPBL project enlisted a team of teachers, data science educators, and researchers to co-design data experiences for the eighth grade Japanese American Internment curriculum module developed by EL Education…
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Rachel Folger laughs when she recounts the time one of the students in her eighth grade social studies class exclaimed, “Whoa, Ms. Folger! Did you know that this is just what we’re doing in math?” Rachel is thrilled that…
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This chapter describes an ongoing research-practice partnership with in-service teachers in communities across Oregon focused on broadening participation in STEM fields. We explore how our design-based work with teachers…
Shaping Ambitious Science Teaching to Be Culturally Sustaining and Productive in a Rural Context: Toward a Justice-Centered Ambitious Science Teaching Framework
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Significant science education resources, namely the Next Generation Science Standards (NGSS) and the Ambitious Science Teaching (AST) framework, need an intentional aim of centering social justice for minoritized…
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Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. Using phenomena and summary writing together might help student learning since it requires making connections…
Characterizing Adaptive Expertise: Teacher Profiles Based on Epistemic Orientation and Knowledge of Epistemic Tools
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With an ultimate goal of characterizing teachers' movement toward understanding the epistemic complexity of generative learning environments, this study refers to adaptive teaching expertise (AdTex) as a…
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Adopting a complexity perspective, we attempt to understand how teachers shift over time by examining their epistemic orientation to knowledge generation and their understanding of the nature of the epistemic tools of…
How Do On-Site Teacher Educators Approach Professional Development? A Study of Insider/Outsider Hybridity
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In-service professional development is important for improving teaching. However, little research has examined how the roles, beliefs, and backgrounds of the individuals providing professional development can best be…
The Dimensionality of the Epistemic Orientation Survey and Longitudinal Measurement Invariance for the Short Form of EOS (EOS-SF)
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The dimensionality of the epistemic orientation survey (EOS) was examined across four occasions with item factor analysis (IFA). Because of an emphasis on the knowledge generation of epistemic orientation (EO), four…
Unpacking Teachers’ Orientations Toward a Knowledge Generation Approach: Do We Need to Go Beyond Epistemology?
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This study aimed to assess the effectiveness of a professional development program rooted in knowledge generation theory. Specifically, it sought to examine the changes in teachers' three orientations following…
Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…
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In today’s technologically complex and connected world, students’ needs to develop competencies and confidence with data have never been greater. The authors describe effective practices for engaging all students with data…
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Given the importance of early mathematics to academic success in all subjects, children need and deserve to build a robust knowledge of early math concepts in their earliest years. In this chapter, we consider the approach…
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EDC's Young Mathematicians kits provide teachers and parents with games that are fun, spark conversations about math and provide rich learning opportunities.
EDC's Young Mathematicians kits provide…
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Build a classroom community by building representations and visualizations of data related to students’ names.
Build a classroom community by building representations and visualizations of data related…
Thinking Critically, Coding Creatively: Elevating Social Studies Through Inquiry-based Learning and Computer Science Integration
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Weaving computer science into the fabric of social studies, rather than teaching it as an isolated skill, makes both subjects more relevant, engaging, and beneficial to students.
Weaving computer…
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In this paper we describe a technical infrastructure, entitled Open Game Data, for conducting educational game research using open science, educational data mining and learning engineering approaches.…