Recent reform efforts in science education include a focus on science practices. Teachers require support in integrating these practices into instruction. Multimedia educative curriculum materials (MECMs), digital materials explicitly designed to support teacher learning, offer one potential resource for this critical need. Consequently, the authors investigated how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation. They conducted a randomised experimental study with 90 middle school science teachers in the USA.
Online math videos for student learning are abundant; yet they are surprisingly uniform in their monologic, expository mode of presentation and their emphasis on procedural skill. In response, we created an alternative model of online math videos that feature the unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.
Science education stakeholders worldwide are engaged in efforts to support teachers' noticing and making sense of students' thinking in science. Here we introduce the design of a science teaching video club and present a study of its implementation. The current design extends prior research on video clubs as a form of professional development for supporting mathematics teachers. Results indicate that the current design supported science teachers in noticing and discussing students' thinking in sustained and meaningful ways.
On May 17th – 23rd, 2016, more than 150 projects will showcase three-minute videos of their innovative work broadening participation and access to STEM. We invite researchers, practitioners, administrators, policy makers and the general public to view the videos and to interact with each of the presenters online. We look forward to your participation!
Consider the role project videos can play in dissemination of research with OSPrI describing their video experience, and NSF situating the work within their efforts to improve policymakers’ understanding of DR K–12 research and development.
A challenge for researchers and federal research funding institutions in the 21st century is how to get the word out on how research is pertinent and being used in by the field. According to Neild (2016, p1):
Neild, R.C. (2016, April). Federally-supported education research doesn't need a do-over. Brookings Institute SERIES: Evidence Speaks, Number 32 of 33. http://www.brookings.edu/research/papers/2016/04/07-federally-supported-research-doesnt-need-do-over-neild?rssid=education&utm_source=feedblitz&utm_medium=FeedBlitzRss&utm_campaign=FeedBlitzRss&utm_content=Federally-supported+education+research+doesn%27t+need+a+do-over
Learn practical tips for planning and producing videos that effectively convey project work and intended messages.