Science

Association of Science Technology Centers 2020 ASTC Annual Conference; Pittsburgh, PA - VIRTUAL

Event Date: 
Mon, 10/19/2020 (All day) to Wed, 10/21/2020 (All day)

Due to the COVID-19 pandemic, this conference will be held virtually.

To learn more, visit https://www.astc.org/astc-2020-virtual/.

Event Type: 
Discipline / Topic: 

“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment

Jaber, L. Z., Hufnagel, E., & Radoff, J. (2019). “This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment. Research in Science Education.

Author/Presenter: 
Lama Z. Jaber
Elizabeth Hufnagel
Jennifer Radoff
Year: 
2019
Short Description: 

This article discusses supporting inquiry in an online learning environment.

Toward Youth Participatory Science: In Search of Science (Education) for the People

Frausto, A., Morales-Doyle, D., Fitch, A., Hatch, S., & Nagy, K. (2019, April). Toward Youth Participatory Science: In Search of Science (Education) for the People. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Alejandra Frausto
Daniel Morales-Doyle
Alanah Fitch
Shelby Hatch
Kathryn Nagy
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Resource(s): 

Science Curriculum from the Grassroots

Morales-Doyle, D., Frausto, A., Childress Price, T., Chappell, M., & Hatch, S. (2019, April). Science curriculum from the grassroots. Presentation at the annual conference of the National Science Teachers Association, St. Louis, Missouri.

Author/Presenter: 
Mindy Chappell
Tiffany Childress Price
Alejandra Frausto
Shelby Hatch
Daniel Morales-Doyle
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual Conference of the National Science Teachers Association, St. Louis, Missouri.

Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice

Morales-Doyle, D., Frausto, A., Chappell, M.J., Childress-Price, T.L., Collins, D.A., Levingston, A., Aguilera, A., Canales, K., & Herrera, E. (2019, April). Beyond PCK: Science Teachers Building Critical Historical Knowledge for Environmental Justice. Presentation at the annual international conference of NARST, Baltimore, MD.

Author/Presenter: 
Daniel Morales-Doyle
Mindy Chappell
Tiffany Childress-Price
Alejandra Frausto
Darrin Collins
Adilene Aguilera
Karen Canales
Elizabeth Herrera
Amy Levingston
Year: 
2019
Short Description: 

These slides were presented at the 2019 Annual International Conference of NARST in Baltimore, MD.

Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer

Inquiry instruction often neglects graphing. It gives students few opportunities to develop the knowledge and skills necessary to take advantage of graphs, and which are called for by current science education standards. Yet, it is not well known how to support graphing skills, particularly within middle school science inquiry contexts. Using qualitative graphs is a promising, but underexplored approach.

Author/Presenter: 
Camillia Matuk
Jiayuan Zhang
Irina Uk
Marcia C. Linn
Year: 
2019
Short Description: 

This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.

Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners

We report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers. Given the power that assessments have in today’s education systems, our project provided a series of workshops for teachers where they explored students’ emergent reform-oriented science meaning-making in our project-designed assessments.

Author/Presenter: 
Cory Buxton
Ruth Harman
Lourdes Cardozo-Gaibisso
Lei Jiang
Khanh Bui
Martha Allexsaht-Snider
Lead Organization(s): 
Year: 
2019
Short Description: 

Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.

Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes

The success of the Next Generation Science Standards (NGSS) and similar reforms is contingent upon the quality of teaching, yet the shifts in teaching practice required are substantial. In this study, we propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Author/Presenter: 
Susan A. Yoon
Chad Evans
Katherine Miller
Emma Anderson
Jessica Koehler
Lead Organization(s): 
Year: 
2019
Short Description: 

In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.

Coordinating between Graphs and Science Concepts: Density and Buoyancy

Graphs illustrating complex scientific relationships require students to integrate multiple concepts and visual features into a coherent understanding. We investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density. We randomly assigned 325 8th-grade students to 1 of 2 graphing activities.

Author/Presenter: 
Jonathan M. Vitale
Lauren Applebaum
Marcia C. Linn
Year: 
2019
Short Description: 

Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.

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