Pascal Forgione

Twelve fifth and sixth grade science teacher specialists and their students in a high needs district in Ohio are engaged in a design-based research project within a three-year professional development effort with faculty in several departments at the University of Cincinnati to study how the engineering design process can be used effectively as a pedagogical strategy in science instruction to improve student interest, learning and skill development.

This is a three-day conference designed to support the development and use of K-12 formative and summative assessments aligned with the Framework for K-12 Science Education (NRC, 2012).