To learn more, visit https://www.iteea.org/ITEEA2022.aspx.
To learn more, visit https://2022.isls.org/.
DRK-12 Presentations
To learn more, visit https://conference.iste.org/2022/.
To learn more, visit https://cosnconference.org/.
To learn more, visit https://csedu.scitevents.org/.
To learn more, visit https://cue.org/conferences/.
To learn more, visit https://www.astc.org/astc-2022/.
The Sensing Science through Modeling Matter: Kindergarten Students’ Development of Understanding of Matter and Its Changes project has developed and researched a technology-enriched curriculum to support learning about matter and its changes at the kindergarten level. Traditionally, particle-based worlds are introduced in upper elementary school when children already hold incorrect ideas that are difficult to change. Early learners have significant—and highly untapped—potential for understanding abstract concepts and reasoning in sophisticated ways.
With the increasing use of online interactive environments for science and engineering education in grades K-12, there is a growing need for detailed automatic analysis of student explanations to provide targeted and individualized guidance. In this work we describe a process of human annotation of student ideas based on deconstructed holistic scoring rubrics for knowledge integration in science learning and develop new NLP methods for identifying diverse expressions of student ideas and reasoning.
This is a 4-year, level II Exploratory study within the teaching strand of DRK12. The research explores the functioning and impact of a nationally-developed STEM professional development model within the Navajo Nation. Teacher participants represent the entire K-12 grade range and multiple content areas, and they all participate in an innovative STEM-content, culturally responsive, 8-month professional development fellowship. We explore the extent to which culturally responsive principles are evident in their self-authored curriculum units.
