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The Oceans of Data project has made an attempt to define and confront what is “hard” for students and teachers who attempt to use large, online professional data sets. We feel passionately that it’s important for us to do…
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This short text explains the reasoning for the sequencing of the content in Foundation Science: Biology. Specifically, it describes the content sequence for the full year curriculum, for the Genetics Unit, for a Learning…
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This short text provides a description of different ways in which the curriculum can be modified to meet the needs of teachers and students while still retaining the intentions of the developers. Examples of possible…
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In this short text, the power of formative assessment as a teaching tool is detailed, and examples of opportunities for formative assessment within Foundation Science Biology proposed, for Learning Experiences (LE) 2, 3…
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Every Learning Experience in Foundation Science Begins with a brainstorming activity. This six minute video explains how brainstorming can be used to determine prior knowledge of your students, introduce new content, and…
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A table of different verbal and non-verbal tools that help students participate in science discourse. Contains examples of productive talk moves.
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A brief overview of teacher tools that promote student discourse in the classroom. A summary of why spend your time on talk in the science classroom and its functions.
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An essay detailing the purposes, functions and benefits of academically productive talk including the Talk Goals and Moves chart.
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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.
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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…
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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.…
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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…
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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 --…
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Learn more about the Plan, Teach and Reflect features of the electronic teacher guide.
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Science
Technology
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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.
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What else is happening in STEM education? Explore funding, dissemination, and networking opportunities outside of DR K-12 through other organizations devoted to advancing research, development, evaluation, or practice in K…
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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…
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“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…
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“Recent research emphasizes that teacher quality alone cannot improve student achievement at scale. School leadership, staff collaboration, and a positive climate are among essential organizational elements that contribute…
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“Specialized schools still represent a tiny fraction of U.S. public education. However, they may not only produce better results than traditional programs; they also can serve as models for schools seeking to improve.”…
STEM Smart Brief: Improving STEM Curriculum and Instruction: Engaging Students and Raising Standards
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“For effective K–12 STEM instruction to become the norm, schools and districts must be transformed.” Read this brief to learn more about curriculum and instructional methods that engage students in the learning process…
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“When students from non-mainstream backgrounds receive equitable learning opportunities, they are capable of attaining science outcomes comparable to their mainstream peers. The same is true for mathematics and, presumably…
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“Providing a richness of resources unavailable in any classroom, informal science institutions across the country have developed exemplary partnerships with public schools—and have room for more.” Read this brief to…
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“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…
Compendium of Research Instruments for STEM Education, PART II: Measuring Students' Content Knowledge, Reasoning Skills, and Psychological Attributes
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The purpose of this compendium is to provide an overview on the current status of STEM instrumentation commonly used in the U.S and to provide resources for research and evaluation professionals. Part 2 of a two-part…