Other

Educating the Imagination: A Studio Design for Transformative Science Learning

Educating the Imagination will develop a studio approach to science for underrepresented high school students. The approach integrates scientific and artistic habits of mind and forms of engagement for meaningful learning in water-related sciences. Youth will a) investigate significant water-related phenomena, b) develop creative responses to the phenomena that foster new understandings and possibilities for action, and c) exhibit their responses community-wide to involve others in re-imagining water locally and globally.

Lead Organization(s):

TERC, Inc.

Partner Organization(s):

Boston Arts Academy

Award Number:

1135120

Funding Period:

Sat, 10/01/2011 - Mon, 09/30/2013

Full Description:

TERC, in collaboration with the Boston Arts Academy is developing an innovative studio learning environment for students in grades 7-9. This pilot project focuses on object-centered inquiry about water and water-related problems of local and global significance. The project promotes student learning through multi-faceted studies involving hydrology, history, health, digital media, web-based artifact generation, real world data collection, interactions with scientists and artists, and community exhibitions of student work. The primary goal of the Educating the Imagination project is to develop a more effective model for engaging and improving the science learning and achievement of underrepresented urban students.

Studio learning intentionally integrates experimentation with practices of analysis, interpretation, critique of work and conceptual development. During a four week summer studio program, students, guided by teachers and scientists, will produce research-based projects about water and create plans to exhibit their work in the Boston area during the school year. Students will be assessed along multiple dimensions ranging from the depth of their understanding of water science ideas, their ability to make claims and arguments, their use of multiple tools and modes of representation, and the quality of their presentations. Over a two year period researchers will collect data on the studio design model and student learning to determine which aspects of the studio are effective in engaging students in object-oriented inquiry related to important water science ideas and problems.

Educating the Imagination will provide valuable insights about the studio design model and its application to promote science learning. In addition, this project directly addresses the problem of inequality in opportunities to learn and participate in science by developing and testing an innovative, non-traditional learning model with underrepresented urban students. The results of this project could significantly change how we think about and structure STEM learning environments in urban settings.

Description: Educating the Imagination: A Studio Design for Transformative Science Learning

Southeast Regional Technical Assistance and Information Workshop for Minority-serving Institutions To Broadening Participation in the National Science Foundation's Division of Research on Learning in Formal and Informal Settings (DRL)

This project will conduct a 1.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSIs) to broaden their participation in the Division of Research on Learning in Formal and informal Settings (DRL) programs. The workshop will consist of faculty institutional teams and will develop their research or program ideas and to become more skillful in the preparation and development of competitive proposals.

Lead Organization(s):

Spelman College

Award Number:

0948165

Funding Period:

Tue, 09/15/2009 - Tue, 08/31/2010

Full Description:

This is a request from Spelman College to conduct a 1.5 day regional technical assistance and information conference/workshop for Minority Serving Institutions (MSIs) to broaden their participation in the Division of Research on Learning in Formal and informal Settings (DRL) programs. Spelman College will invite accredited minority-serving institutions (MSIs) to participate in the workshop/conference who have not submitted proposals and/or have been unsuccessful in DRL proposal competition. The workshop will consist of approximately fifty 2-person faculty institutional teams consisting of a faculty member from an education specialty relevant to DRL programmatic activities, and a faculty member in a science, technology, engineering and mathematics (STEM) field supported by the National Science Foundation in order to develop their research or program ideas and to become more skillful in the preparation and development of competitive proposals.

Description: Southeast Regional Technical Assistance and Information Workshop for Minority-serving Institutions To Broadening Participation in the National Science Foundation's Division of Research on Learning in Formal and Informal Settings (DRL)

Teacher Learning of Technology-Enhanced Formative Assessment

This research study investigates the impact of the wireless environment on high school science resulting in a professional development model that will inform professional developers, administrators, policy-makers and teachers. The project uses in-depth case studies to examine context factors (e.g. technology implementation plans, school culture, extent and type of teacher professional development and teacher background) and critical interactions that may influence science instructional practice in wireless high school science classrooms.

Project Email:

idbeatty@uncg.edu

Lead Organization(s):

University of North Carolina, Greensboro

Partner Organization(s):

SRI International

University of Massachusetts, Amherst

Award Number:

1005652

Funding Period:

Wed, 06/01/2005 - Sun, 02/28/2010

Description: Teacher Learning of Technology-Enhanced Formative Assessment

Professional Development Materials to Develop Student Knowledge and Skills of Scientific Argumentation

This project is producing prototype professional development materials to enhance the capacity of middle school teachers to increase students' science knowledge and argumentation skills. The project is also investigating the level of teacher implementation of the professional development materials and documenting the development of scientific argumentation skills of the students. Research data on cognitive strategy, instructional procedures, cooperative discussion, writing protocols and the effectiveness of the professional development support material will be collected.

Lead Organization(s):

University of Kansas

Award Number:

0554414

Funding Period:

Thu, 06/01/2006 - Mon, 05/31/2010

Description: Professional Development Materials to Develop Student Knowledge and Skills of Scientific Argumentation

Connecting Science and Literacy Program: Professional Development Resources for Elementary Teachers

This project is developing multi-media professional development resources that will enhance PreK-8 teachers' understanding of how to employ instructional strategies from the field of literacy in developing students' scientific understanding. Four modules are resources on specific uses of science literacy; four are case studies offering examples of best practices, including video components. The 9th module provides an introduction to the theoretical underpinnings and research studies that support linking science and literacy.

Lead Organization(s):

Education Development Center, Inc. (EDC)

Award Number:

0353368

Funding Period:

Thu, 07/01/2004 - Wed, 06/30/2010

Description: Connecting Science and Literacy Program: Professional Development Resources for Elementary Teachers

CADRE

Educating the Imagination: A Studio Design for Transformative Science Learning

Southeast Regional Technical Assistance and Information Workshop for Minority-serving Institutions To Broadening Participation in the National Science Foundation's Division of Research on Learning in Formal and Informal Settings (DRL)

Teacher Learning of Technology-Enhanced Formative Assessment

Professional Development Materials to Develop Student Knowledge and Skills of Scientific Argumentation

Connecting Science and Literacy Program: Professional Development Resources for Elementary Teachers

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