This session seeks feedback on hands-on experiences for learning causal dynamics through collaborative inquiry activities in an immersive virtual ecosystem, including exploring potential opportunities for expanding the curriculum.
EcoMUVE (ecomuve.gse.harvard.edu) is a middle school science curriculum in which students explore an immersive virtual ecosystem and learn its causal dynamics through collaborative inquiry activities. In one experience, students explore a virtual pond and its biodiversity, traveling in time to see changes over the course of a virtual summer. They discover a fish kill and are tasked with figuring out why it happened. In another experience, students explore population dynamics and predator-prey relationships over 50 years in a virtual forest.
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.
