Open to all grantees
This group will discuss current research and practice in K-12 engineering education and issues related to content and delivery.
Open to all grantees
This group will continue to discuss issues related to the development, revision, distribution, and implementation of STEM curricula in the electronic age, and mapping future research in this area.
Open to all grantees
The group will continue discussions started on the SIG e-list and panels held earlier in the day.
Presenters will provide an update on the process and progress of the science conceptual frameworks and the plan for development of next generation science education standards. (Note: The formal presentation and discussion will occur from 10:00 to 11:00am.)
In this session, Tom Keller from the National Research Council will update participants on the process and progress of the science conceptual framework and the plan for development of next-generation science education standards. How this effort is similar to and different from the Common Core State Standards initiative in Mathematics and English Language Arts will be made clear. Timelines for each phase of this undertaking will be described, and there will be opportunity for questions and answers.
Resource mentioned during the presentation:
For more information, see BOSE website http://nas.edu/BOSE or email tkellwe@nas.edu
The panel will present an overview of research-grounded evidence about what is critical for students to learn about algebra in grades 6–12.
One thread of the CADRE Algebra SIG discussion has focused on obstacles to student success in elementary algebra. For example, proficiency in numerical calculations with integers and rational numbers is often raised as a prerequisite for success in algebra; yet many students who have these skills still find algebra difficult. The panel will discuss other potential ingredients to success in high school algebra that are often short-changed in school mathematics and school culture.
Group members will discuss benefits, challenges, and strategies associated with partnerships between STEM education R&D projects and schools and districts, and introduce a group-developed practice brief.
A group of NSF grantees, all of whom have conducted research or development in partnership with schools and school districts, worked together during 2010 to share and capture their experiences. In this session, members of the working group on Partnerships with Schools and School Districts for Knowledge Use will discuss benefits, challenges, and strategies associated with partnerships between STEM education R&D projects and schools and districts.
This session will engage participants in discussion of design issues and expertise required to develop diagnostic assessments of science and mathematics learning.
The topic of this session will be the exploration of alternative approaches to designing diagnostic assessments in STEM learning. The discussion will concentrate on the full range of methodological decisions involved in drawing on current knowledge of student thinking on key ideas and transforming it into assessment strategies based on underlying models of how knowledge develops over time.
Presenters discuss how emerging technology and policy trends may shape the way science curriculum is developed and used in teaching and learning. Participant limit: 25
How should science curriculum developers respond to the changing technological landscape in school and out?
Engage in extended play and in-depth discussion around presenters’ games or virtual environments.
Investigations in Cyber-enabled Education presents an online course designed to facilitate collaboration between scientists and teachers. Participants will explore and provide feedback on course products. Please bring your laptop to participate. Participant limit: 20
This session will showcase and solicit feedback on a prototype online learning community designed to facilitate collaboration between teachers and scientists. A team of scientists and education researchers at the University of Alaska Fairbanks Geophysical Institute developed the learning community as part of the Investigations in Cyber-enabled Education (ICE) Program, a DR K–12 program. The unique learning community is the central component of an online course for secondary teachers.
