Gregg Solomon

People

Organization/Institution: 
National Science Foundation (NSF)

Improving the Teaching of Genetics in High School to Avoid Instilling Misconceptions about Gender Differences (Collaborative Research: Donovan)

BSCS
07/01/2020

This project will study the aspects of genetics instruction that affect students' beliefs in neurogenetic essentialism, which is implicated in lowering girls' sense of STEM abilities, feeling of belonging in STEM classes, and interest in pursuing further education in STEM fields. The goal of the project is to answer important questions about how to teach genetics at the high school level in a manner that is scientifically accurate but does not have these detrimental side effects.

Improving the Teaching of Genetics in High School to Avoid Instilling Misconceptions about Gender Differences (Collaborative Research: Riegle-Crumb)

The University of Texas at Austin
07/01/2020

This project will study the aspects of genetics instruction that affect students' beliefs in neurogenetic essentialism, which is implicated in lowering girls' sense of STEM abilities, feeling of belonging in STEM classes, and interest in pursuing further education in STEM fields. The goal of the project is to answer important questions about how to teach genetics at the high school level in a manner that is scientifically accurate but does not have these detrimental side effects.

Paving the Way for Fractions: Identifying Foundational Concepts in First Grade (Collaborative Research: Jordan)

University of Delaware (UD)
06/01/2020

The goal of this project is to investigate the extent to which individual differences in informal fraction-related knowledge in first-grade children are associated with short- and longer-term fractions and math outcomes, and to see whether there is a causal link between level of informal fraction-related knowledge and the ability to profit from fractions instruction that directly builds on this knowledge.

Paving the Way for Fractions: Identifying Foundational Concepts in First Grade (Collaborative Research: Newcombe)

Temple University
06/01/2020

The goal of this project is to investigate the extent to which individual differences in informal fraction-related knowledge in first-grade children are associated with short- and longer-term fractions and math outcomes, and to see whether there is a causal link between level of informal fraction-related knowledge and the ability to profit from fractions instruction that directly builds on this knowledge.

Visual Modeling Strategies In Science Teaching

University of Massachusetts Amherst (UMass Amherst)
08/15/2007

This project aims to find principles of instruction for developing students' visual models in science, including design principles for curriculum development, technological tools, and new pedagogical principles. The project concentrates on methods teachers use to guide class discussions while using innovative model-based curricula in middle school biology and in high school physical science.