Science

Designing ‘Productive Uncertainty’ into Investigations to Support Meaningful Engagement in Science Practices

We want students to engage from the earliest ages in science and engineering practices with sincere curiosity and purpose. Science investigations can be viewed as “working through uncertainty.” However, 3D instructional materials often try to support engagement in science practices by making them very explicit and scaffolding the process to make it easy to accomplish—arguably, too easy.

Author/Presenter: 
Eve Manz
Sarah Arnold
Colleen Bazinet
Betsy Beckert
Diana Garity
Griselda George
Pat O'Brien
Lauren Reilly
Lead Organization(s): 
Year: 
2019
Short Description: 

This teaching tool focused on an alternative approach to science investigation that emphasizes productive uncertainty.

Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations

This column provides ideas and techniques to enhance your science teaching. This issue describes a framework for designing and adapting elementary school science investigations.

Manz, E. (2019). Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations. Science & Children.

Author/Presenter: 
Eve Manz
Lead Organization(s): 
Year: 
2019
Short Description: 

This column provides ideas and techniques to enhance your science teaching.

Designing Educative Curriculum Materials for Teacher Educators: Supporting Elementary Teachers' Content Knowledge for Teaching about Matter

Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative curriculum materials be developed to support teacher educators in acquiring the knowledge needed for teaching science teachers?

Author/Presenter: 
Deborah Hanuscin
Emily J. Borda
Josie Melton
Jamie N. Mikeska
Year: 
2020
Short Description: 

Building on the work of Ball and Cohen and that of Davis and Krajcik, as well as more recent research related to K12 teacher learning from and about curriculum materials, we seek to answer the question, How can educative curriculum materials be developed to support teacher educators in acquiring the knowledge needed for teaching science teachers? We present a set of theoretically and empirically based design principles and conceptual examples of ways in which educative curriculum materials might be used to support teacher educators in developing the knowledge needed for teaching elementary pre-service teachers. Specifically, we focus on helping teacher educators develop prospective teachers’ content knowledge for teaching about the structure and properties of matter.We follow these examples with consideration of unanswered questions related to the use of educative curriculum materials by teacher educators. This poster was prepared for the 2020 Annual International NARST Conference.

Elementary Pre-service Teachers' Perceptions of Assessment Tasks to Measure Content Knowledge for Teaching about Matter

This study explores how 79 elementary pre-service teachers evaluate the importance and pertinence of assessment tasks, designed to elicit information about content knowledge for teaching (CKT) about matter—a foundational topic for physical science. Drawing on a cognitive perspective and using think-aloud procedures, we had the participants answer different assessment items that described teaching scenarios related to elementary science instruction for topics such as properties of matter, changes in matter, the model of matter, and conservation of matter.

Author/Presenter: 
Dante Cisterna
Jamie N. Mikeska
Allison Bookbinder
David L. Myers
Heena R. Lakhani
Luronne Vaval
Lead Organization(s): 
Year: 
2020
Short Description: 

This study explores how 79 elementary pre-service teachers evaluate the importance and pertinence of assessment tasks, designed to elicit information about content knowledge for teaching (CKT) about matter—a foundational topic for physical science. Drawing on a cognitive perspective and using think-aloud procedures, we had the participants answer different assessment items that described teaching scenarios related to elementary science instruction for topics such as properties of matter, changes in matter, the model of matter, and conservation of matter. We aimed to explore (1) how familiar pre-service teachers felt these task scenarios were in regards to their (pre-service) teaching experience and (2) how important they considered these task scenarios for the work of elementary teachers. This poster was prepared for the 2020 Annual International NARST Conference.

Knowledge in Use: Examining Elementary Teachers’ Content Knowledge for Teaching (CKT) about Matter using Scenario-Based Assessment

This study explores how teachers across the United States answer and reason on “teacher assessment tasks” designed to elicit content knowledge for teaching (CKT) about matter and its interactions. It leverages a think aloud approach, where participants were asked to reason about different assessment items that described teaching scenarios related to elementary science instruction about topics such as properties of matter, changes in matter, the particulate model of matter, and conservation of matter.

Author/Presenter: 
Jamie Mikeska
Dante Cisterna
Heena R. Lakhani
Luronne Vaval
Allison Bookbinder
David L. Myers
Lead Organization(s): 
Year: 
2020
Short Description: 

This study explores how teachers across the United States answer and reason on “teacher assessment tasks” designed to elicit content knowledge for teaching (CKT) about matter and its interactions. It leverages a think aloud approach, where participants were asked to reason about different assessment items that described teaching scenarios related to elementary science instruction about topics such as properties of matter, changes in matter, the particulate model of matter, and conservation of matter. Specifically, this study investigates: (1) To what extent do the participants use the intended knowledge and reasoning when responding to items designed to assess their CKT about matter and its interactions? and (2) When participants struggle to respond accurately to these items, what were their reasons for doing so? In particular, we were interested in examining the patterns in the nature of the knowledge they fail to leverage when responding to these CKT matter items. These presentation slides were prepared for the 2020 Annual International NARST Conference.

National Science Teachers Association 2021 NSTA Area Conference; Los Angeles, CA

Event Date: 
Thu, 12/09/2021 (All day) to Sat, 12/11/2021 (All day)
Associated Dates and Deadlines: 

To learn more, visit https://www.nsta.org/conferences/.

Event Type: 
Discipline / Topic: 

National Science Teachers Association 2021 NSTA Area Conference; National Harbor, MD

Event Date: 
Thu, 11/11/2021 (All day) to Sat, 11/13/2021 (All day)
Associated Dates and Deadlines: 

To learn more, visit https://www.nsta.org/conferences/.

Event Type: 
Discipline / Topic: 

National Science Teachers Association 2021 NSTA Area Conference; Portland, OR

Event Date: 
Thu, 10/28/2021 (All day) to Sat, 10/30/2021 (All day)
Associated Dates and Deadlines: 

To learn more, visit https://www.nsta.org/conferences/.

Event Type: 
Discipline / Topic: 

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