Curriculum

Tackling Tangential Student Contributions

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.

Author/Presenter

Blake E. Peterson

Year
2022
Short Description

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Tackling Tangential Student Contributions

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

Peterson, B. E., Stockero, S. L., Leatham, K. R., & Van Zoest, L. R. (2022). Tackling tangential student contributions. Mathematics Teacher: Learning and Teaching PK-12, 115(9), 618-624.

Author/Presenter

Blake E. Peterson

Year
2022
Short Description

Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.

The Potential of Digital Collaborative Environments for Problem-based Mathematics Curriculum

In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching.

Author/Presenter

Alden J. Edson

Elizabeth Difanis Phillips

Lead Organization(s)
Year
2022
Short Description

In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching.

Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise

Real-world science exploration, where STEM fields are integrated to address societal issues, stands in contrast to the compartmentalized courses offered in high school. This reality calls into question the utility of high school science teaching and learning for preparing a STEM-literate citizenry and for fulfilling workforce needs.

Author/Presenter

Susan A. Yoon

Jooeun Shim

Katherine Miller

Amanda M. Cottone

Noora Fatima Noushad

Jae-Un Yoo

Michael V. Gonzalez

Ryan Urbanowicz

Blanca E. Himes

Lead Organization(s)
Year
2022
Short Description

Bioinformatics—a rapidly developing discipline that integrates mathematical and computational techniques with biological knowledge for applications in medicine, the environment, and other important aspects of life—is an example of an emerging field that illustrates the need for a greater focus on STEM integration in K12 education. Studies on teaching bioinformatics in high school reveal difficulties that arise from a lack of curricular resources and teacher knowledge to effectively integrate disciplinary content. In this study, we investigated challenges teachers experienced in teaching a problem-based bioinformatics unit after participating in professional development (PD) activities that were carefully constructed using research-based effective PD characteristics.

Teaching Risk and Uncertainty in a Changing World

While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded online modules focused on hurricanes, wildfires, and inland flooding to help teach these concepts.

Author/Presenter

Trudi Lord

Lead Organization(s)
Year
2022
Short Description

While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded online modules focused on hurricanes, wildfires, and inland flooding to help teach these concepts. Through investigations using both simulations and real-world data, these curriculum units introduce students to the scientific factors responsible for these hazards and provide practice in interpreting forecasts.

A Map that Shows Earth Rocks!

Concord Consortium’s new Earth Rocks Map displays a generalized representation of Earth’s geology, focused primarily on the distribution of the three major rock types (igneous, metamorphic, and sedimentary). What makes this map different is that it strips out information about geologic eras, highlighting the distribution of rocks found on Earth’s surface.

Lord, T. & Pallant, A. (2022, November 21). A map that shows Earth rocks! Concord Consortium Blog. https://concord.org/blog/a-map-that-shows-earth-rocks/

Author/Presenter

Lead Organization(s)
Year
2022
Short Description

Concord Consortium’s new Earth Rocks Map displays a generalized representation of Earth’s geology, focused primarily on the distribution of the three major rock types (igneous, metamorphic, and sedimentary). What makes this map different is that it strips out information about geologic eras, highlighting the distribution of rocks found on Earth’s surface.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge

The rapid expansion of K-12 CS education has made it critical to support CS teachers, many of whom are new to teaching CS, with the necessary resources and training to strengthen their understanding of CS concepts and how to effectively teach CS. CS teachers are often tasked with teaching different curricula using different programming languages in different grades or during different school years, and tend to receive different professional development (PD) for each curriculum they are required to teach.

Author/Presenter
Satabdi Basu

Daisy Rutstein

Carol Tate

Arif Rachmatullah

Hui Yang

Lead Organization(s)
Year
2022
Short Description

This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS standards and ability to adapt instruction based on student understanding of concepts underlying the CS standards.