It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards (NGSS Lead States, 2013).
Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards. In this cross-sectional study, we investigated secondary students’ evidence-based reasoning about GCC grounded in a curricular intervention involving the use of a data-driven, computer-based global climate model—EzGCM—over 3 years with four teachers who adapted the module in their own courses.
Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards (NGSS Lead States, 2013).
Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for empowering future citizens and a key focus of the Next Generation Science Standards. In this cross-sectional study, we investigated secondary students’ evidence-based reasoning about GCC grounded in a curricular intervention involving the use of a data-driven, computer-based global climate model—EzGCM—over 3 years with four teachers who adapted the module in their own courses.
Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment.
Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment. Here, we present the findings from the 2020–2021 school year pre-/post-implementation of a 3-week, model-based climate education curriculum module (EzGCM).
Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment.
Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage students in real-world issues, making it ideal for teaching global climate change (GCC). Additionally, technological advances have created a unique opportunity for teaching climate by making previously inaccessible computer-based computational models and data visualizations accessible to the typical K-12 learning environment. Here, we present the findings from the 2020–2021 school year pre-/post-implementation of a 3-week, model-based climate education curriculum module (EzGCM).
This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms.
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies.
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies.
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials.
Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials.
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student learning gains, and (3) teacher reflections on the value of the ECMs they used.
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student learning gains, and (3) teacher reflections on the value of the ECMs they used.
Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings.
Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings.
