Wednesday

Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)

Principal Investigator:

We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based reasoning to make sense of biological phenomena and describes our use of crowdsourced adults to pilot test the tasks.

Co-PI(s): Molly Stuhlsatz, BSCS Science Learning

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Extending and Investigating the Impact of the High School Model-based Educational Resource (Collaborative Research: Passmore and Wilson)

Principal Investigator:

We are collaborating on a project to examine the efficacy of high school biology instructional materials that support teachers' understanding and practice of model-based reasoning as an approach to support students in developing an integrated, multidimensional understanding of science. This poster summarizes our efforts to develop assessment tasks that measure students' ability to use model-based reasoning to make sense of biological phenomena and describes our use of crowdsourced adults to pilot test the tasks.

Co-PI(s): Molly Stuhlsatz, BSCS Science Learning

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Young Mathematicians: Expanding an Innovative and Promising Model Across Learning Environments to Promote Preschoolers' Mathematics Knowledge

Principal Investigator:

Young Mathematicians (YM) is a design and development project that aims to broaden participation by addressing the need to provide young children with early mathematics experiences. In the coming year, we will test an intervention, developed in collaboration with teachers and families, that provides learning experiences and materials for teachers and families to support adult-child interaction and engagement in mathematics, promote school-home connections in mathematics, and address adult attitudes toward mathematics, while promoting childrens mathematical knowledge.

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Target Audience:

Translating a Video-based Model of Teacher Professional Development to an Online Environment

Principal Investigator:

In prior work, BSCS studied STeLLA, a video-based analysis-of-practice professional learning (PL) model and found that it enhanced elementary science teacher and student outcomes. But the face-to-face model is difficult to scale. We present the results of a two-year design-based research study to translate the face-to-face PL into a facilitated online experience. The purpose is to create an effective, flexible, and cost-efficient PL model that will reach a broader audience of teachers.

Co-PI(s): Gillian Roehrig, University of Minnesota

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Target Audience:

Supporting Teachers in Responsive Instruction for Developing Expertise in Science (Collaborative Research: Linn)

Principal Investigator:

STRIDES supports teachers to customize the curriculum to address diverse students' evolving ideas and achieve the multi-dimensional proficiency called for by the Next Generation Science Standards (NGSS). STRIDES catalyzes a new approach to teachers' curriculum customization. STRIDES will improve the evidence teachers have to make customization decisions by collaborating with the Educational Testing Service (ETS) to advance natural language processing (NLP) methods.

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Target Audience:

Students and Teachers Learning from Nature: Studying Biologically Inspired Design in High School Engineering Education

Principal Investigator:

Biologically-inspired design (BID) is a way of using principles from Nature to solve engineering design challenges. It is engaging, novel, and leverages sustainable technology produced by over 3 billion years of adaptation.

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Target Audience:

Strengthening Data Literacy across the Curriculum

Principal Investigator:

The SDLC project has developed and studied curriculum modules for non-AP high school statistics to promote interest and skills in statistical thinking and data analysis among diverse high school populations. Modules engage students with social-justice-themed data investigations using large-scale socioeconomic data from the U.S. Census Bureau and student-friendly online data visualization tools. Current study findings show growth in student interest and skills in statistical thinking and data analysis following module use.

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Target Audience:

Streams of Data: Nurturing Data Literacy in Young Science Learners (Collaborative Research: Kochevar)

Principal Investigator:

Streams of Data is pursuing early stage research to address: How can the use of professionally collected, scientific data support the development of data literacy skills in elementary students, and what types of scaffolds are necessary to realize this potential? In the first year, baseline research examined the analytical thinking approaches children intuitively use when making meaning from different types of data with minimal scaffolding? We explored commonplace scenarios of data and conventional data representations.

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Target Audience:

SimSnap: Orchestrating Collaborative Learning in Biology through Reconfigurable Simulations (Collective Research: Puntambekar and Tissenbaum)

Principal Investigator:

SimSnap enables students to investigate how different environmental and genetic factors affect the health of a variety of plants and vegetables, by allowing them to seamlessly move between individual and collaborative work with peers by snapping their tablets together (by placing them next to each other) to create a single shared simulation that spans all their devices. Students then leverage these inquiry activities to support their design and building of a real community garden.

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Target Audience:

Science Coordinators Advancing a Framework for Outstanding Leadership Development

Principal Investigator:

Science Coordinators Advancing a Framework For Outstanding Leadership Development (SCAFFOLD) develops and studies a PD program for District Science Coordinators (DSCs) in one Southeastern state. DSCs can have partial or full responsibility for supporting science teachers in their districts, but little is known about their training and impact on teachers. The goal is to determine the impact of DSCs on teachers and if they are in need of PD to enhance their work with teachers.

Co-PI(s): Brooke A. Whitworth, Clemson University

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