Implementation

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

STEM Curriculum Development and Implementation

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

Author/Presenter

Gillian H. Roehrig

Emily A. Dare

Jenna R. Wieselmann

Elizabeth A. Ring-Whalen

Year
2023
Short Description

Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.

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

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.

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

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)

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

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.

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

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)

Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment

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.

Author/Presenter

Jonathan David Bostic

Lead Organization(s)
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.

From the Inside Out: Teacher Responses to the AP Curriculum Redesign

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, we explored how teachers prepared for and adapted to this reform over a three-year period. Data included four waves of individual interviews with 22 AP Biology and Chemistry teachers across the United States. Data were qualitatively analyzed using emic and etic coding.

Author/Presenter

Ayana McCoy

Abigail Jurist Levy

Kim Frumin

Frances Lawrenz

Christopher Dede

Arthur Eisenkraft

Christian Fischer

Barry Fishman

Brandon Foster

Year
2019
Short Description

From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.

Exploring the Relationship between Rigorous Curriculum Materials and the Development of Ambitious Mathematics Instructional Practices

STEM Categorization
Day
Fri

Hear the findings and perspectives of three projects investigating the impact of and challenges related to teachers’ use of ambitious instructional materials on their knowledge and practice.

Date/Time
-

This session will focus on implementations of curriculum materials, especially with regard to ambitious mathematics and pedagogy, and participants will consider how materials are interpreted and enacted, and the means of support that facilitate development of ambitious mathematics and pedagogy. Presenters from three DR K-12 projects will share frameworks and findings from their work, followed by participant discussion.

Session Types

Issues in Integrating NGSS Standards and Literacy/Language Arts in Grades K–5 Science

STEM Categorization
Day
Thu

Join in a discussion and give feedback on the work of a project integrating science and literacy/language arts, and issues associated with designing and implementing integrated science in K–5 schools.

Date/Time
-
Session Materials

The vision of meaningful learning in science from NGSS and the National Research Council’s A Framework for K-12 Science Education requires reform efforts that address 1) curricular issues (what is being taught); and 2) pedagogical practices (what teaching will look like with emphasis on both the practices of science and engineering and the integration of the Common Core State Standards – English Language Arts).

Session Types

Co-Design Processes to Support the Development of Educational Innovations

STEM Categorization
Day
Thu

Join a discussion about co-design approaches that can help ensure that educational innovations are designed and used to support teaching and learning in early childhood.

Date/Time
-
Facilitators