This project builds on a line of work that has developed and studied the Model Based Educational Resource (MBER), a year-long curriculum for high school biology. The project will generate rigorous causal evidence on how this approach to biology teaching and learning can support student learning, and foundational information on how to support high school teachers in improving their teaching. It will also provide resources to expand and update MBER to reflect the changing high school science landscape by integrating Earth Science standards into the year long sequence.
- Roth, K. J., Wilson, C. D., Taylor, J. A., Stuhlsatz, M. A., & Hvidsten, C. (2018). Comparing the Effects of Analysis-of-Practice and Content-Based Professional Development on Teacher and Student Outcomes in Science. American Educational Research Journal. https://doi.org/10.3102/0002831218814759.*
- Wilson, C. D., Borowski, A., & van Driel, J. (2019). Perspectives on the Future of PCK Research in Science Education and Beyond. In A. Hume, R. Cooper, & A. Borowski (Eds.), Repositioning Pedagogical Content Knowledge in Teachers’ Knowledge of Teaching Science. Springer: Singapore.*