Science

This project builds on existing work on three-dimensional learning progressions in high school physical sciences to develop an artificial intelligence supported scoring system for student text and models. These tools will be used to support learning of electrical forces in an integrated curriculum with real-time feedback on formative assessment items. We report on early attempts to design coding rubrics for automatic scoring of explanations and modeling responses and outcomes of developing text classification models.

In this project, we are developing strengths-based formative assessment tools to support students’ use of the crosscutting concepts (CCCs) in phenomenon-based science learning. We have used the practice of Developing and Using Models as a window into student use of the CCCs, co-developing instructional supports with participating teachers. We are now connecting these supports to aspects of the formative assessment process (e.g., visualizing success, eliciting evidence of student thinking, providing feedback, and cultivating student self-assessment).

“Dimensions of Success: Transforming Quality Assessment in Middle School Science and Engineering” aims to update and expand the Dimensions of Success (DoS) quality observation tool (created for informal science learning settings under NSF Award #1008591) to middle school science and engineering classrooms. This project will create a sustainable and scalable system of support for teachers as they 1) implement current science and engineering standards, and 2) create classroom cultures that are equitable and inclusive.

The goal of this project is to develop and test an online professional development (PD) platform, Science Comprehensive Online Learning Platform (SCOLP), against traditional face-to-face (F2F) PD to build the capacity of rural teachers to collaborate and support the successful implementation of Toward High School Biology (THSB) in their own settings through online job-embedded professional learning.

We are utilizing a novel form of professional learning--Technology-Mediated Lesson Study--to support rural science teachers' professional networks and capacity for 3D science teaching. We are studying changes in teacher practice, and changes in their professional social networks. The teachers are producing 3D lesson plans responsive to rural students' cultures, interests, and needs.

Developing Teachers' Epistemic Cognition and Teaching Practices for Supporting Students' Epistemic Practices with Scientific Systems.

Developing Science Assessments for Language Diversity in Early Elementary Classrooms (SALDEE) is developing Next Generation Science Standards (NGSS) aligned formative assessments for first grade. The assessments will be small group checks and individual checks to explore types of design features, implementation practices, and affordances of each assessment format for first grade learners. SALDEE will generate new assessments that reliably measure young learners’ NGSS three-dimensional science proficiency and provide teachers with resources for implementation and scoring.

Most STEM education reforms aim to prepare learners to use science in their post-school daily lives. This goal is not about content – reproducing correct science facts is not sufficient to solve practical problems of real people. However, even in classes structured by reformed curricula, students are often permitted to construct knowledge only insofar as it aligns with canon. Here, we argue that the tension between reproducing “correct” ideas and constructing one’s own ideas is exacerbated by - and partially arises from - our approach to designing and refining curricula.

The goals of the project include foundational research and development work related to the assessment of content knowledge for teaching (CKT) about matter and its interactions, as well as supporting the development of this CKT in teacher education settings. The project has four major goals including:

CKT for Matter: The project designed and developed assessment tools and instructional materials for use in teacher education programs, and is supporting a professional learning community as part of an implementation study of the impacts of the materials on preservice teacher and teacher educator learning.