Leaders of three DR K-12 projects identify successful instructional strategies for using technology-enhanced curriculum materials, games, and models to achieve the NGSS practices.
The media, the public, and, indeed, many teachers have significantly criticized the introduction of the Common Core, citing concerns such as that it overcomplicates simple topics, diminishes innovation, and ignores equity issues. Following the recent introduction of the Next Generation Science Standards (NGSS), we need compelling examples and powerful research to prevent premature criticism and ensure successful implementation.
Four projects investigating the characteristics and effectiveness of STEM-focused high schools present their contrasting methods and early findings.
This session focuses on methods and results from four current NSF-funded studies (three of which are funded under DR K–12). Two studies are attempting to capture the essential features of inclusive STEM-focused high schools and are developing data-based conceptual frameworks. One of these is conducting rich case studies of eight high-functioning, inclusive STEM high schools (ISHSs), drawn from seven different states, to build a common model for designing such schools.
Participants explore assessments developed in the SimScientists Physical Science Links project, and discuss whether the developers successfully integrated the three dimensions of the NGSS.
The SimScientists Physical Science Links project aims to develop a multi-level system of assessments aligned to the Next Generation Science Standards (NGSS) at the middle school level. The first suite developed focuses on energy. The first iteration of these assessments have been developed and tried out in the classroom of a teacher co-developer with five classes of students.
This session explores the role of funding programs in shaping research agendas. The springboard for discussion is a case study that investigated DR K–12 contribution to research in science and mathematics education for English language learners.
This session explores the role of funding programs in shaping research agendas through deliberate and targeted funding for priority areas. With the English language learner (ELL) population in U.S. schools on the rise and a growing demand for expansion and development of STEM education, intersecting research in these two fields represents an important effort to address pressing issues in U.S. schools and the STEM workforce.
