Elementary

Teachers play a central role in designing structures which encourage the development of students’ individual creative capacity and the classroom’s sense of community. We offer considerations for designing engaging and collaborative experiences in elementary and intermediate computing education.

Although there has been increasing attention to the importance of teacher agency in professional development, there has been little attention to what it takes to facilitate collaborative work that both centers teachers’ assets and expertise and leads to productive learning. This paper presents a framework for focused and responsive facilitation of productive discourse around instructional practice in teacher learning communities.

The limited availability of research instruments that reflect the vision of the Next Generation Science Standards (NGSS) restricts the field's understanding of whether and how teachers are making instructional shifts called for by the standards. The need for such instruments is particularly urgent with teachers of multilingual learners (MLs), who are called on to make shifts in how they think about and enact instruction related to both science and language. The purpose of this study was to develop and gather validity evidence for a questionnaire that measures elementary teachers' beliefs, preparedness, and instructional practices for teaching NGSS science with MLs.

To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores.

To better understand integrated STEM education, this work explored scores on the STEM Observation Protocol (STEM-OP), a newly developed observation protocol for use in K-12 science and engineering classrooms. The goals of this work were to better understand how integrated STEM might look throughout an integrated STEM unit and identify limitations of the instrument when examining daily scores and full unit implementation scores.

Teaching science to elementary school students is complex, and teacher preparation programs must support preservice teachers’ learning to communicate science content and practices with children. Science teachers bring the experiences they have as students to their teacher preparation, and these experiences may support or conflict with what they are learning about effective teaching. In this study, we present stories of two first-year teachers who attended a STEM-focused teacher preparation program in the U.S.

This article presents a tool that teachers can use to support children in planning science investigations. Using an extended example from a second-grade investigation into seed dispersal, we describe strategies for structuring conversations that anchor investigations in phenomena and provide opportunities for students to be involved in making decisions about what materials to use in an investigation, how to use materials, and what to look for or count as evidence.

This curriculum workbook details a design process for engaging elementary students in citizen science investigations that are relevant to their school district’s curriculum and school site. The citizen science guide is designed to help users critically examine potential citizen science projects to determine whether they can be easily adapted for use in a classroom curriculum and schoolyard setting.

These resources are designed to help put high-quality, equitable math instruction into practice. The VISIONS Project fosters collaboration among state, district, and school-based leaders; mathematics teachers; mathematicians; and researchers who co-design essential tools for all grade levels.