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Professional development aligned with AP Chemistry curriculum: Promoting science practices and facilitating enduring conceptual understanding
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The recent revisions to the advanced placement (AP) chemistry curriculum promote deep conceptual understanding of chemistry content over more rote memorization of facts and algorithmic problem solving.…
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To learn more, visit https://www.acs.org/content/acs/en/meetings/national-meeting.html.
DRK-12 Presenters:
Ellen Yezierski, Dillon Frank, Nicholas Spurgus, and Justin Pratt, Miami University (Project: Further Development…
Fostering High School Students’ Conceptual Understanding and Argumentation Performance in Science through Quality Talk Discussions
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The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices…
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In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.
The solving of problems in…
Event
To learn more, visit https://global.acs.org/events/257th-acs-national-meeting-exposition/.
DRK-12 Presenters:
Adam Schafer, Ellen Yezierski, and Victoria Borland, Miami University…
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These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.
Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A.,…
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These slides were presented at the 2019 Annual Conference of the National Science Teachers Association, St. Louis, Missouri.
Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., &…
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These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.
Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth…
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In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.…
Event
Due to the COVID-19 pandemic, this conference is cancelled.
To learn more, visit https://www.acs.org/content/acs/en/meetings/national-meeting.html.
DRK-12 Presenters:
Mavreen Rose Tuvilla*, Purdue University
*Denotes…
Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments
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Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.
High school chemistry…
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Collection of 158 free interactive math and science simulations from University of Colorado Boulder. Engage students in math and science practices, and virtual labs, during remote learning. Find over 2,000 sim-based…
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This article describes the 4‐Dimensional Ecology Education (4DEE) framework. Developed by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward…
Event
To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings.html.
DRK-12 Presenters:
KatieMarie Magnone, Meng Yang Matthew Wu, and Ellen Yezierski, Miami University…
Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
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Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is…
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
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This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates…
Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
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In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined…
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A set of NGSS-aligned investigations for each discipline (physics, chemistry, biology) designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental…
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Learn more at https://www.acs.org/content/acs/en/meetings/acs-meetings.html.
American Chemical Society (ACS)
Conference
Chemistry…
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Learn more at https://www.acs.org/content/acs/en/meetings/acs-meetings.html.
American Chemical Society (ACS)
Conference
Chemistry…
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Learn more at https://www.bcce2022.org/.
American Chemical Society (ACS)
Conference
Chemistry
Sun, 07/31/2022 -…
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Interview with Steve Roderick about helping teachers on the InquirySpace project bring more authentic science experiences to their classes.
The Concord Consortium. (2021). Innovator Interview: Steve…
Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
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The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While…
Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning
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Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the…
Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign
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COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already…
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Formative assessment is an important component of teaching as it enables teachers to foster student learning by uncovering, interpreting, and advancing student thinking. In this work, we sought to characterize how…
Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
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The effective use of formative assessment (FA) has been demonstrated to confer positive impacts on student learning. To understand why and how FA works, it is necessary to characterize teachers’ FA practices, but because…
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Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers…
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Chemical scientists and engineers are interested in controlling chemical processes to attain specific goals, from synthesizing a desired substance to hindering a particular transformation. Nevertheless, students typically…
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The work presented here focuses on student struggles in undergraduate general chemistry laboratory activities, the source of these struggles, and the actions students take to overcome them. Using an activity theoretical…
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Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning,…
A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
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Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled…
Event
To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings/spring-2023.ht….
American Chemical Society (ACS)
Conference…
Event
To learn more, visit https://www.acs.org/content/acs/en/meetings/acs-meetings/future-meeting….
American Chemical Society (ACS)
Conference…
Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
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An ability to engage in system thinking is necessary to understand complex problems. While many pre-college students use system modeling tools, there is limited evidence of student reasoning about causal relationships that…
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
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Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this…
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
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Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what…
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Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the…
Event
To learn more, visit https://www.acs.org/meetings/acs-meetings/spring.html.
American Chemical Society (ACS)
Conference
Chemistry…
Event
To learn more, visit https://www.acs.org/meetings/acs-meetings/future-meetings.html.
American Chemical Society (ACS)
Conference
Chemistry…
Event
To learn more, visit http://bcce.divched.org/.
American Chemical Society (ACS)
Conference
Chemistry
Sun, 07/28/…
Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction
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Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies…
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In this study, we examine the results of high school teacher implementation of the VisChem Approach in four classrooms following an intensive professional development program.
Most chemistry instruction…
Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research
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In this report, we present a novel solution to the problem of multiple-criterion-focused selection of research and PD participants when the number of applicants to participate outnumbers the availability of resources…
Generating an Evidence-based Guide to Scaffolding Sodium Chloride Dissolution Using the VisChem Approach
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Aqueous solutions have proved to be a challenging topic for chemistry students at all levels. An understanding of what is happening at the molecular level in aqueous processes such as dissolution is key to understanding…
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Situated in the context of advanced placement (AP) reform in the United States, we investigated profiles of teachers’ motivation for participating in professional development (PD) courses in a two-cohort sample of nt1 = 2,…
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Join your colleagues in the City of Brotherly Love for NSTA's 58th National Conference on Science Education. Conference registration and exhibits will be at the Pennsylvania Convention Center. Most sessions and events have…
Event
Conference
21st Century Skills
Achievement
Astronomy
Assessment
Biology
Classroom Practice
Chemistry…
Event
Conference
21st Century Skills
Achievement
Astronomy
Assessment
Biology
Classroom Practice
Chemistry…
Event
21st Century Skills
Achievement
Astronomy
Assessment
Biology
Classroom Practice
Chemistry
Climate Change…