Research

Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity

Engineering
Science
Assessment
Broadening Participation
Classroom Practice
Cognitive Science
Curriculum
Disciplinary Content Knowledge
Equity
Evaluation
Implementation
Pedagogy
Research
Standards
Student Attitudes/Beliefs
Middle

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity. In IE, cognitive tools—such as developmentally appropriate narratives, mysteries and fantasies—are used to design learning environments that both engage learners and help them organize knowledge productively. We have combined IE with transmedia storytelling to develop two multi-week engineering units and six shorter engineering lessons.

Access Link: 
https://peer.asee.org/34438
Author/Presenter: 
Glenn W. Ellis
Jeremiah Pina
Rebecca Mazur
Al Rudnitsky
Beth McGinnis-Cavanaugh
Isabel Huff
Sonia Ellis
Crystal M. Ford
Kate Lytton
Kaia Claire Cormier
Lead Organization(s): 
Smith College
Springfield Technical Community College (STCC)
Year: 
2020
Short Description: 

This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.

Resource(s): 
PDF icon Smith et al 2021.pdf

Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment

Mathematics
Assessment
Research
Other

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

Access Link: 
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7899971/
Author/Presenter: 
H.-J. Choi
Seohyun Kim
Allan S. Cohen
Jonathan Templin
Yasemin Copur-Gencturk
Lead Organization(s): 
University of Southern California (USC)
Year: 
2021
Short Description: 

Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

Achievement
Assessment
Broadening Participation
Classroom Practice
Discourse
Evaluation
Implementation
Research
Scale-Up
Standards
Elementary
Middle
High
Graduate

Think alouds are valuable tools for academicians, test developers, and practitioners as they provide a unique window into a respondent’s thinking during an assessment. The purpose of this special issue is to highlight novel ways to use think alouds as a means to gather evidence about respondents’ thinking. An intended outcome from this special issue is that readers may better understand think alouds and feel better equipped to use them in practical and research settings.

Access Link: 
https://www.tandfonline.com/doi/full/10.1080/08957347.2020.1835914
Author/Presenter: 
Jonathan David Bostic
Lead Organization(s): 
Bowling Green State University
Year: 
2021
Short Description: 

Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.

Resource(s): 
PDF icon Think_Alouds_Informing_Scholarship_and_Broadening_Partnerships_through_Assessment.pdf

Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds

Mathematics
Assessment
Broadening Participation
Classroom Practice
Discourse
Research
Elementary

Response process validity evidence provides a window into a respondent’s cognitive processing. The purpose of this study is to describe a new data collection tool called a whole-class think aloud (WCTA). This work is performed as part of test development for a series of problem-solving measures to be used in elementary and middle grades. Data from third-grade students were collected in a 1–1 think-aloud setting and compared to data from similar students as part of WCTAs. Findings indicated that students performed similarly on the items when the two think-aloud settings were compared.

Access Link: 
https://www.tandfonline.com/doi/pdf/10.1080/08957347.2020.1835913
Author/Presenter: 
Jonathan David Bostic
Toni A. Sondergeld
Gabriel Matney
Gregory Stone
Tiara Hicks
Lead Organization(s): 
Bowling Green State University
Year: 
2021
Short Description: 

This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.

Resource(s): 
PDF icon Gathering_Response_Process_Data_for_a_Problem_Solving_Measure_through_Whole_Class_Think_Alouds.pdf

“Teaching Them How to Fish”: Learning to Learn and Teach Responsively

Mathematics
Classroom Practice
Equity
Pedagogy
Professional Development
Research
Student Attitudes/Beliefs
Teacher Attitudes/Beliefs
Teacher Practice
Elementary
Middle
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Access Link: 
https://repository.upenn.edu/gse_pubs/558/
Author/Presenter: 
Caroline B. Ebby
Brittany Hess
Lizzy Pecora
Jennifer Valerio
Lead Organization(s): 
University of Pennsylvania (Penn)
Year: 
2021
Short Description: 

The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.

Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education

Engineering
Mathematics
Science
Technology
Research
Elementary
Middle
High

The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology is used, we make a case for CP as an epistemological and pedagogical approach that promotes collaborative STEM practices.

Access Link: 
Author/Presenter: 
Ramya Sivaraj
Joshua A. Ellis
Jeanna R. Wieselmann
Gillian H. Roehrig
Lead Organization(s): 
University of Minnesota (U of M)
Florida International University (FIU)
Southern Methodist University (SMU)
Year: 
2020
Short Description: 

This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.

Resource(s): 
PDF icon Sivaraj_et_al_2020_HBET.pdf

The Leaders Handbook for the Practicum Academy to Improve Science Education (PRACTISE)

Science
Discourse
Professional Development
Research
Standards
Elementary

This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students. Each session is 2-3 hours long and focuses on topics such as:

Author/Presenter: 
Emily Weiss
Craig Strang
Lead Organization(s): 
University of California, Berkeley (UC Berkeley)
Year: 
2017
Short Description: 

The Practicum Academy to Improve Science Education (PRACTISE) is a professional learning program to support scientific argumentation in grades 3-5. This handbook provides detailed information on how to conduct a series of research-based professional learning sessions focused on helping elementary classroom teachers to facilitate science argumentation with their students.

Resource(s): 
PDF icon Overview of the PRACTISE Handbook

Instructional Scaffolding in STEM Education

Assessment
Research
Middle

This book uses meta-analysis to synthesize research on scaffolding and scaffolding-related interventions in STEM (science, technology, engineering, and mathematics) education. Specifically, the volume examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.

Access Link: 
http://doi.org/10.1007/978-3-319-02565-0
Author/Presenter: 
Brian Belland
Lead Organization(s): 
Utah State University (USU)
Year: 
2017
Short Description: 

This book examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.

Game-Based Learning Assessments: Using Data from Digital Games to Understand Learning

Assessment
Educational Technology
Gaming/Virtual Environments
Research
Elementary School
Middle School
High School
STEM Categorization: 
Science
Technology
Math
Day: 
Thu

Discover how digital games can inform classroom teaching using data from innovative formative assessments from three different game-based projects.

Date/Time: 
9:30 am to 11:00 am
Presenters: 
Jodi Asbell-Clarke
James Diamond
Edys Quellmalz
Location: 
Jefferson
Session Materials: 
PDF icon Slides

This session aims to open up a conversation about of how games can be used for formative assessment and how data from digital games can inform classroom teaching.

Session Types: 
Concurrent Session

Pages

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