STEM Practices

Supporting High School Students and Teachers with a Digital, Localizable, Climate Education Experience

This partnership of BSCS Science Learning, Oregon Public Broadcasting, and the National Oceanic and Atmospheric Administration advances curriculum materials development for high quality units that are intentionally designed for adaptation by teachers for their local context. The project will create a base unit on carbon cycling as a foundation for understanding how and why the Earth's climate is changing, and it will study the process of localizing the unit for teachers to implement across varied contexts to incorporate local phenomena, problems, and solutions.

Lead Organization(s): 
Award Number: 
2100808
Funding Period: 
Thu, 07/01/2021 to Mon, 06/30/2025
Full Description: 

Teachers regularly adapt curriculum materials to localize for their school or community context, yet curriculum materials are not always created to support this localization. Developing materials that are intentionally designed for localization has potential to support rich science learning across different contexts, especially for a topic like climate change where global change can have varied local effects. This partnership of BSCS Science Learning, Oregon Public Broadcasting, and the National Oceanic and Atmospheric Administration advances curriculum materials development for high quality units that are intentionally designed for adaptation by teachers for their local context. It will develop and test a design process bringing together national designers and teachers across the country. Teachers will be supported through professional learning to adapt from the base unit to create a local learning experience for their students. The project will create a base unit on carbon cycling as a foundation for understanding how and why the Earth's climate is changing, and it will study the process of localizing the unit for teachers to implement across varied contexts to incorporate local phenomena, problems, and solutions. The unit will be fully digital with rich visual experiences, simulations, and computer models that incorporate real-time data and the addition of localized data sets. These data-based learning experiences will support students in reasoning with data to ask and answer questions about phenomena. Research will study the unit development and localization process, the supports appropriate for teachers and students, and the impact on classroom practice.

The project will adopt an iterative design process to create a Storyline base unit, aligned to Next Generation Science Standards, for localization, piloting, and an implementation study with 40 teachers. To support teacher learning, the project adopts the STeLLA teacher professional learning model. To support student learning, the project addresses climate change content knowledge with a focus on socioscientific issues and students’ sense of agency with environmental science. The project will research how the educative features in the unit and the professional development impact teachers’ practice, including their content knowledge, comfort for teaching a socioscientific issue, and their ability to productively localize materials from a base unit. The study uses a cohort-control quasi-experimental design to examine the impact of the unit and professional learning experience on dimensions of students' sense of agency with environmental science. The study will also include exploratory analyses to examine whether all students benefit from the unit. It uses a pre-post design to examine impacts on teacher knowledge and practice.

Fostering Computational Thinking through Neural Engineering Activities in High School Biology Classes

This project will develop and study a curriculum and app that support computational thinking (CT) in a high school biology unit. The project will engage students in rich data practices by gathering, manipulating, analyzing, simulating, and visualizing data of bioelectrical signals from neural sensors, and in so doing give the students opportunities to apply CT principles.

Lead Organization(s): 
Award Number: 
2101615
Funding Period: 
Wed, 09/01/2021 to Sun, 08/31/2025
Full Description: 

Computational thinking (CT) is a set of processes to identify and solve problems using algorithms or steps, and can be applied not only in computer science but in other disciplines. This project will develop and study a curriculum and app that support CT in a high school biology unit. Through a month-long neural engineering unit, approximately 500 students in 18 classes will measure their own muscle and brain activity with a low-cost, portable, wearable technology. Students will then analyze the data and design a brain-computer interface to turn neural signals into real-world output (e.g., a mechanical claw controlled by brain activity). The curriculum will be supported by: (1) a web-based instructional application that will guide students through the neural engineering design process; (2) neuroscience and engineering PhD students and postdocs acting as STEM mentors; and (3) a professional development program for teachers and mentors. The goal is to increase the students’ knowledge and interest regarding neurobiology, engineering, and computational thinking. This can contribute to their long-term capacity to pursue STEM careers. By integrating CT education into high school science, this expands the accessibility of the engineering and computing experiences beyond other efforts that focus primarily on programming and computer science courses.

The project will engage students in rich data practices by gathering, manipulating, analyzing, simulating, and visualizing data of bioelectrical signals from neural sensors, and in so doing give the students opportunities to apply computational thinking principles. The project will produce curriculum materials for the neural sensors and associated data practices. It will develop an app to help students design and construct a brain-computer interface, including computational elements like coding blocks, sensor and data simulation, and connecting to external devices. The five proposed research questions of the study are: How does students’ CT change throughout their participation in the neural engineering design process? What is the cross-cultural validity of two CT scales in a sample of high school students in the US? How does the process of collecting and analyzing real-world data relate to students’ experience of he engineering design process? How do students’ attitudes toward STEM change over the course of their participation in a neural engineering design process? How does teachers’ self-efficacy for fostering CT in their students via engineering design change through their participation in professional development and in implementation of the proposed curriculum?

Supporting Instructional Decision Making: The Potential of Automatically Scored Three-Dimensional Assessment System (Collaborative Research: Zhai)

This project will study the utility of a machine learning-based assessment system for supporting middle school science teachers in making instructional decisions based on automatically generated student reports (AutoRs). The assessments target three-dimensional (3D) science learning by requiring students to integrate scientific practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena or solve complex problems.

Lead Organization(s): 
Award Number: 
2101104
Funding Period: 
Wed, 09/01/2021 to Sun, 08/31/2025
Full Description: 
This project will study the utility of a machine learning-based assessment system for supporting middle school science teachers in making instructional decisions based on automatically generated student reports (AutoRs). The assessments target three-dimensional (3D) science learning by requiring students to integrate scientific practices, crosscutting concepts, and disciplinary core ideas to make sense of phenomena or solve complex problems. Led by collaborators from University of Georgia, Michigan State University, University of Illinois at Chicago, and WestEd, the project team will develop computer scoring algorithms, a suite of AutoRs, and an array of pedagogical content knowledge supports (PCKSs). These products will assist middle school science teachers in the use of 3D assessments, making informative instructional changes, and improve students’ 3D learning. The project will generate knowledge about teachers’ uses of 3D assessments and examine the potential of automatically scored 3D assessments.
 
The project will achieve the research goals using a mixed-methods design in three phases. Phase I: Develop AutoRs. Machine scoring models for the 3D assessment tasks will be developed using existing data. To support teachers’ interpretation and use of automatic scores, the project team will develop AutoRs and examine how teachers make use of these initial reports. Based on observations and feedback from teachers, AutoRs will be refined using an iterative procedure so that teachers can use them with more efficiency and productivity. Phase II: Develop and test PCKSs. Findings from Phase I, the literature, and interviews with experienced teachers will be employed to develop PCKSs. The project will provide professional learning with teachers on how to use the AutoRs and PCKSs. The project will research how teachers use AutoRs and PCKSs to make instructional decisions. The findings will be used to refine the PCKSs. Phase III: Classroom implementation. In this phase a study will be conducted with a new group of teachers to explore the effectiveness and usability of AutoRs and PCKSs in terms of supporting teachers’ instructional decisions and students’ 3D learning. This project will create knowledge about and formulate a theory of how teachers interpret and attend to students’ performance on 3D assessments, providing critical information on how to support teachers’ responsive instructional decision making. The collaborative team will widely disseminate various products, such as 3D assessment scoring algorithms, AutoRs, PCKSs, and the corresponding professional development programs, and publications to facilitate 3D instruction and learning.

Anchoring High School Students in Real-Life Issues that Integrate STEM Content and Literacy

Through the integration of STEM content and literacy, this project will study the ways teachers implement project practices integrating literacy activities into STEM learning. Teachers will facilitate instruction using scenarios that present students with everyday, STEM-related issues, presented as scenarios, that they read and write about. After reading and engaging with math and science content, students will write a source-based argument in which they state a claim, support the claim with evidence from the texts, and explain the multiple perspectives on the issue.

Lead Organization(s): 
Award Number: 
2010312
Funding Period: 
Sat, 08/15/2020 to Sun, 07/31/2022
Full Description: 

The STEM Literacy Project sets out to support student learning through developing teacher expertise in collaborative integration of STEM in student writing and literacy skills development. Facilitated by teachers, students will read, discuss, and then write about real-world STEM scenarios, such as water quality or health. The project will build on and research a professional development program first developed through a state-supported literacy program for middle and high school science and math teachers to improve literacy-integrated instruction. The goals of this project include the following: (1) Create a community of practice that recognizes high school teachers as content experts; (2) Implement high quality professional development for teachers on STEM/Literacy integration; (3) Develop assessments based on STEM and literacy standards that inform instruction; and (4) Conduct rigorous research to understand the impact of the professional development. The program is aligned with state and national standards for college and career readiness. Project resources will be widely shared through a regularly updated project website (stemliteracyproject.org), conference presentations, and publications reaching researchers, developers, and educators. These resources will include scenario-based assessment tools and instructional materials.

Through the integration of STEM content and literacy, the project will study the ways teachers implement project practices integrating literacy activities into STEM learning. Teachers will facilitate instruction using scenarios that present students with everyday, STEM-related issues, presented as scenarios, that they read and write about. After reading and engaging with math and science content, students will write a source-based argument in which they state a claim, support the claim with evidence from the texts, and explain the multiple perspectives on the issue. These scenarios provide students with agency as they craft an argument for an audience, such as presenting to a city council, a school board, or another group of stakeholders. Project research will use a mixed methods design. Based on the work completed through the initial designs and development of scenario-based assessments, rubrics, and scoring processes, the project will study the impact on instruction and student learning. Using a triangulation design convergence model, findings will be compared and contrasted in order for the data to inform one another and lead to further interpretation of the data. project will analyze the features of STEM content learning after program-related instruction. Data collected will include pre-post student scenario-based writing; pre-post interviews of up to 40 students each year; pre-post teacher interviews; and teacher-created scenario-based assessments and supporting instructional materials. Student learning reflected in the assessments paired with student and teacher interview responses will provide a deeper understanding of this approach of integrating STEM and literacy. The use of discourse analysis methods will allow growth in content learning to be measured through language use. Project research will build knowledge in the field concerning how participation in teacher professional development integrating STEM content in literacy practices impacts teacher practices and student learning.

Online Practice Suite: Practice Spaces, Simulations and Virtual Reality Environments for Preservice Teachers to Learn to Facilitate Argumentation Discussions in Math and Science

This project will develop, pilot, and refine a set of coordinated and complementary activities that teacher education programs can use in both online and face-to-face settings to provide practice-based opportunities for preservice teachers to develop their ability to facilitate argumentation-focused discussions in mathematics and science.

Lead Organization(s): 
Award Number: 
2037983
Funding Period: 
Sat, 08/15/2020 to Mon, 07/31/2023
Full Description: 

In teacher education it is widely acknowledged that learning to teach requires that preservice teachers have robust, authentic, and consistent opportunities to engage in the work of teaching—ideally across different contexts, with diverse student populations, and for varied purposes—as they hone their instructional practice. Practice teaching experiences in K-12 classrooms, such as field placements and student teaching, are the most widely used approaches to provide these opportunities. In an ideal world these experiences are opportunities for preservice teachers to observe and work closely with mentor teachers and try out new instructional strategies with individual, small groups, and whole classes of K-12 students. While these experiences are critical to supporting preservice teachers' learning, it can be difficult to help preservice teachers transition from university classrooms to field placements in ways that provide them with opportunities to enact ambitious instructional strategies. This need is particularly acute in mathematics and science education, where classrooms that model strong disciplinary discourse and argumentation are not always prevalent. This challenge is amplified by the COVID-19 pandemic environment; with schools and universities across the nation operating online, many preservice teachers will miss out on opportunities to practice teaching both within their courses and in K-12 classrooms. To address this urgent challenge in STEM education, project researchers will develop, pilot, and refine a set of coordinated and complementary activities that teacher education programs can use in both online and face-to-face settings to provide practice-based opportunities for preservice teachers to develop their ability to facilitate argumentation-focused discussions in mathematics and science, a critical teaching practice in these content areas. The practice-based activities include: (1) interactive, online digital games that create targeted practice spaces to engage preservice teachers to respond to students' content-focused ideas and interactions; (2) facilitating group discussions with upper elementary or middle school student avatars in a simulated classroom using performance-based tasks; and (3) an immersive virtual reality whole-classroom environment that allows for verbal, textual and non-verbal interactions between a teacher avatar and 24 student avatars. The online practice suite, made up of these activities along with supports to help teacher educators use them effectively, represents not just an immediate remedy to the challenge of COVID-19, but a rich and flexible set of resources with the potential to support and improve teacher preparation well beyond the COVID-19 challenge.

This study will use design-based research to create this integrated system of practice teaching opportunities. This approach will involve developing and refining the individual practice activities, the integrated online practice suite, and the teacher educator support materials by working with a teacher educator community of practice and engaging up to 20 teacher educators and 400 preservice teachers in multiple rounds of tryouts and piloting during the three-year project. The project will proceed in three phases: a first phase of small-scale testing, a second phase trying the materials with teacher educators affiliated with the project team, and a third phase piloting materials with a broader group of mathematics and science teacher educators. Data sources include surveys of preservice teachers' background characteristics, perceptions of the practice activities, beliefs about content instruction, perceptions about preparedness to teach, and understanding of argumentation and discussion, videos and/or log files of their performances for each practice teaching activity, and scores on their practice teaching performances. The project team will also observe the in-class instructional activities prior to and after the use of each practice teaching activity, conduct interviews with teacher educators, and collect instructional logs from the teacher educators and instructional artifacts used to support preservice teachers' learning. Data analysis will include pre and post comparisons to examine evidence of growth in preservice math and science teachers' beliefs, perceptions, understanding, and teaching performance. The project team will also build a series of analytic memos to describe how each teacher educator used the online practice suite within the mathematics or science methods course and the factors and decisions that went into that each use case. Then, they will describe and understand how the various uses and adaptations may be linked to contextual factors within these diverse settings. Findings will be used to produce empirically and theoretically grounded design principles and heuristics for these types of practice-based activities to support teacher learning.

SimSnap: Orchestrating Collaborative Learning in Biology through Reconfigurable Simulations (Collective Research: Tissenbaum)

This project will develop and research collaborative learning in biology using tablet-style computers that support simulations of biological systems and that can be used individually or linked together. The project will be implemented over 4 years in middle school life science classes, in which students will solve important socio-scientific problems, such as growing healthy plants in community gardens to address the need to grow sufficient produce to fulfill ever increasing and varying demands.

Award Number: 
2010456
Funding Period: 
Sat, 08/01/2020 to Wed, 07/31/2024
Full Description: 

The project will develop and research collaborative learning in biology using tablet-style computers that support simulations of biological systems and that can be used individually or linked together. The project will be implemented over 4 years in middle school life science classes, in which students will solve important socio-scientific problems, such as growing healthy plants in community gardens to address the need to grow sufficient produce to fulfill ever increasing and varying demands. Working within a digital plant habitat simulation, students will investigate how different environmental and genetic factors affect the health of a variety of plants and vegetables. As students engage in design tasks, they will be able to seamlessly move between individual and collaborative work with peers by "snapping" their tablets together (by placing them next to each other) to create a single shared simulation that spans all their devices. Students will be able to drop elements of their individual inquiry activities (e.g., plant types, soil compositions) into their shared simulation, providing opportunities for collaborative discussion and knowledge integration. When students "unsnap" their tablets, their collaborative work will stay with them in a digital journal, for individual reflection or as a resource for future collaborative activities (with potentially new group members). Project curriculum units will help students see the connections between the science concepts and principles they are learning, as they iteratively work on their designs through a combination of individual, collaborative and whole class learning. This work will also develop new approaches that help teachers understand the state of the class when students are taking part open-ended biology investigations, and support the teacher classroom orchestration and facilitation. Project research findings, materials and software will be made available to interested teachers, administrators, policymakers, and researchers nationwide on the project website.

The project will research collaborative learning along three planesindividual, small group and whole classwith technologies and classroom teachers supporting learning in innovative ways. Research has shown that technology can support collaborative learning, but there is limited research on how it can support transitions between individual and collaborative learning. While research has also shown that collaborative or individual learning may be more beneficial depending on the task or learning goal, there are relatively few studies that examine the potential for learning when students move between these social planes. Further, as these configurations become increasingly complex, there is also the challenge of how to support teachers' orchestration and facilitation. Studies will focus around four main research questions: 1) How does engaging in personally relevant biology curriculum through user-driven investigations help students understand the underlying science content? 2) How are students using and sharing the work of others to develop their own understanding about the underlying science concepts? 3) How do designs that allow for the movement between individual, small group, and whole class configurations allow students to work as a learning community? 4) How does the technology platform support teachers in orchestrating and facilitating classroom activities? Project studies will follow a design-based research methodology, guided by the premise that learning in naturalistic settings is the product of multiple interacting variables that cannot be reduced to a small set of controlled factors. The research will be broken down across four main developmental arcs: Technology design and iteration; Facilitation, user testing, and co-design; Classroom implementation; and Research and analysis. Each of the designed technologies will be user tested in the lab prior to being deployed in the classroom. Part of the analysis will focus on how the different technologies (i.e., individual and connected tablets, the teacher orchestration tablet) support learning and collaboration in naturalistic settings. The project research framework provides a way to examine the usability, usefulness and impact of interactions in a multi-user collaborative context using a mixed-method approach with various quantitative measures and qualitative indicators. Teachers will be prepared to use the system through 2-week summer institutes, during which they will also participate in co-design of the curriculum and the technology. Project research findings, materials and software will be made available to interested teachers, administrators, policymakers, and researchers nationwide on the project website, as well as being disseminated to appropriate audiences via conference presentations and publications.

Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Miller)

This project addresses the need to make science relevant for school students and to support student interpretation of large data sets by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts.

Lead Organization(s): 
Award Number: 
2010155
Funding Period: 
Tue, 09/01/2020 to Thu, 08/31/2023
Full Description: 

There is an ongoing need to find ways to make science relevant for school students and an increasing need to support student interpretation of large data sets. This project addresses these needs by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts. Students construct and critique models that they and peers invent and, through the lens of models, develop foundational knowledge about the roles of variability and change in ecosystem functioning, as well as the roles of models and argumentation in scientific practice. The context for students' work is a set of citizen science-based investigations of changes in ecosystems in Maine conducted in twelve collaborating classrooms. The project studies how and to what extent students' use of different forms of modeling emerges from and informs how they investigate ecosystems. A parallel research effort investigates how and to what extent the development of teachers' comfort and proficiency with modeling changes students' engagement in these forms of modeling and students' understandings of ecosystems. A key contribution of the project is capitalizing on the Gulf of Maine Research Institutes's Ecosystem Investigation Network's citizen science field research to ground for middle school students the need to invent, revise, and contest models about real ecosystems. The understandings that result from the project's research provide evidence toward first, scaling the learning experiences to the network of 500+ teachers who are part of the Ecosystem Investigation Network, and, second, replication by programs nationally that aim to engage students in data-rich, field-based ecological investigations.

The investigation takes place in twelve collaborating middle-school classrooms, drawn from the network of 500+ Maine teachers trained in Maine's Ecosystem Investigation Network. Over the course of their field investigations, students engage in the construction, critique, and revision of three forms of modeling that play central roles in ecology: microcosms, system dynamics, and data modeling. Two innovations are introduced over the course of the project. The first is focused on enriching classroom supports for engaging in multiple forms of modeling. The second involves enhancing middle school teachers' learning about modeling, especially in the context of large data citizen science investigations. The study uses a mixed methods approach to explore the impact of the innovations on the experiences and understandings of both teachers and students. Instruments include teacher interviews and questionnaires, student interviews, and classroom observation. The understandings that result from the project's research will inform the design of professional development for teachers around data analysis and interpretation, and around how student understanding of modeling develops with sustained support, both of which are practices at the heart of scientific literacy.

Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Lehrer)

This project addresses the need to make science relevant for school students and to support student interpretation of large data sets by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts.

Lead Organization(s): 
Award Number: 
2010207
Funding Period: 
Tue, 09/01/2020 to Thu, 08/31/2023
Full Description: 

There is an ongoing need to find ways to make science relevant for school students and an increasing need to support student interpretation of large data sets. This project addresses these needs by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts. Students construct and critique models that they and peers invent and, through the lens of models, develop foundational knowledge about the roles of variability and change in ecosystem functioning, as well as the roles of models and argumentation in scientific practice. The context for students' work is a set of citizen science-based investigations of changes in ecosystems in Maine conducted in twelve collaborating classrooms. The project studies how and to what extent students' use of different forms of modeling emerges from and informs how they investigate ecosystems. A parallel research effort investigates how and to what extent the development of teachers' comfort and proficiency with modeling changes students' engagement in these forms of modeling and students' understandings of ecosystems. A key contribution of the project is capitalizing on the Gulf of Maine Research Institutes's Ecosystem Investigation Network's citizen science field research to ground for middle school students the need to invent, revise, and contest models about real ecosystems. The understandings that result from the project's research provide evidence toward first, scaling the learning experiences to the network of 500+ teachers who are part of the Ecosystem Investigation Network, and, second, replication by programs nationally that aim to engage students in data-rich, field-based ecological investigations.

The investigation takes place in twelve collaborating middle-school classrooms, drawn from the network of 500+ Maine teachers trained in Maine's Ecosystem Investigation Network. Over the course of their field investigations, students engage in the construction, critique, and revision of three forms of modeling that play central roles in ecology: microcosms, system dynamics, and data modeling. Two innovations are introduced over the course of the project. The first is focused on enriching classroom supports for engaging in multiple forms of modeling. The second involves enhancing middle school teachers' learning about modeling, especially in the context of large data citizen science investigations. The study uses a mixed methods approach to explore the impact of the innovations on the experiences and understandings of both teachers and students. Instruments include teacher interviews and questionnaires, student interviews, and classroom observation. The understandings that result from the project's research will inform the design of professional development for teachers around data analysis and interpretation, and around how student understanding of modeling develops with sustained support, both of which are practices at the heart of scientific literacy.

Developing a Modeling Orientation to Science: Teaching and Learning Variability and Change in Ecosystems (Collaborative Research: Peake)

This project addresses the need to make science relevant for school students and to support student interpretation of large data sets by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts.

Partner Organization(s): 
Award Number: 
2010119
Funding Period: 
Tue, 09/01/2020 to Thu, 08/31/2023
Full Description: 

There is an ongoing need to find ways to make science relevant for school students and an increasing need to support student interpretation of large data sets. This project addresses these needs by leveraging citizen science data about ecology and developing instruction to support student analyses of these data. This collaboration between Gulf of Maine Research Institute, Bowdoin College and Vanderbilt University engages middle-school students in building and revising models of variability and change in ecosystems and studies the learning and instruction in these classroom contexts. Students construct and critique models that they and peers invent and, through the lens of models, develop foundational knowledge about the roles of variability and change in ecosystem functioning, as well as the roles of models and argumentation in scientific practice. The context for students' work is a set of citizen science-based investigations of changes in ecosystems in Maine conducted in twelve collaborating classrooms. The project studies how and to what extent students' use of different forms of modeling emerges from and informs how they investigate ecosystems. A parallel research effort investigates how and to what extent the development of teachers' comfort and proficiency with modeling changes students' engagement in these forms of modeling and students' understandings of ecosystems. A key contribution of the project is capitalizing on the Gulf of Maine Research Institutes's Ecosystem Investigation Network's citizen science field research to ground for middle school students the need to invent, revise, and contest models about real ecosystems. The understandings that result from the project's research provide evidence toward first, scaling the learning experiences to the network of 500+ teachers who are part of the Ecosystem Investigation Network, and, second, replication by programs nationally that aim to engage students in data-rich, field-based ecological investigations.

The investigation takes place in twelve collaborating middle-school classrooms, drawn from the network of 500+ Maine teachers trained in Maine's Ecosystem Investigation Network. Over the course of their field investigations, students engage in the construction, critique, and revision of three forms of modeling that play central roles in ecology: microcosms, system dynamics, and data modeling. Two innovations are introduced over the course of the project. The first is focused on enriching classroom supports for engaging in multiple forms of modeling. The second involves enhancing middle school teachers' learning about modeling, especially in the context of large data citizen science investigations. The study uses a mixed methods approach to explore the impact of the innovations on the experiences and understandings of both teachers and students. Instruments include teacher interviews and questionnaires, student interviews, and classroom observation. The understandings that result from the project's research will inform the design of professional development for teachers around data analysis and interpretation, and around how student understanding of modeling develops with sustained support, both of which are practices at the heart of scientific literacy.

Exploring Changes in Teachers' Engineering Design Self-Efficacy and Practice through Collaborative and Culturally Relevant Professional Development

In this project, investigators from the University of North Dakota develop, evaluate, and implement an on-going, collaborative professional development program designed to support teachers in teaching engineering design to 5th-8th grade students in rural and Native American communities.

Lead Organization(s): 
Award Number: 
2010169
Funding Period: 
Fri, 01/01/2021 to Sun, 12/31/2023
Full Description: 

Promoting diverse, inclusive and equitable participation in engineering design education at the elementary and middle school levels is important for a number of reasons. In addition to benefits of a diverse STEM workforce to industry and the economy, youth are better able to make informed decisions about pursuing STEM degrees and STEM career pathways and youth are able to develop critical thinking and problem solving skills that allow them to be creative and innovative problem solvers. However, for youth to participate in inclusive and equitable engineering design experiences in elementary and middle schools settings, teachers need opportunities to develop engineering content knowledge, pedagogical content knowledge, and strategies for culturally-relevant teaching. In this project, investigators from the University of North Dakota develop, evaluate, and implement an on-going, collaborative professional development program designed to support teachers in teaching engineering design to 5th-8th grade students in rural and Native American communities.

The project advances the understanding of teacher training in K-12 engineering education and more specifically culturally-relevant engineering design education for 5th-8th grade students. The program design is guided by principles from Bandura's Social Learning Theory, Gladson-Billing's culturally-relevant teaching, and Gay's cultural-responsive teaching. The project combines promising, but often isolated, elements from previous engineering education professional development to give teachers a) pedagogical and content knowledge, b) culturally-relevant pedagogy that is inclusive of indigenous students, c) a supportive professional learning community, d) examples of project-based engineering problems implemented in real classrooms, e) extended scaffolded practice with their own classroom engineering tasks, and f) on-going support. The program is designed for teachers in rural and tribal schools with curricular materials developed collaboratively with community input to specifically address their community's unique needs. The project research team, guided by a diverse advisory board, will collect both quantitative and qualitative data in the forms of surveys, interviews, and videotaped observations to determine if and how the project is affecting classroom engineering instruction and pedagogy, as well as the sense of competence and self-efficacy of the teacher participants. The classroom engineering tasks created through this project, especially those developed to be specifically relevant to Native American and rural student populations, will be promoted and made available to other teachers through a project website, teaching practice journals, and teacher conferences.

Pages

Subscribe to STEM Practices