Projects

This research study is examining the persistence of improved teacher skills achieved during the K-2 Science & Technology Assistance for Rural Teachers and Small Districts project (K-2 STARTS). K-2 STARTS provided four years of professional development to teachers in 16 rural school districts with high populations of traditionally underserved students. Project data indicates that the project increased teacher content knowledge, pedagogical content knowledge, abilities to integrate science and literacy and to use research-based instructional strategies.

Educating the Imagination will develop a studio approach to science for underrepresented high school students. The approach integrates scientific and artistic habits of mind and forms of engagement for meaningful learning in water-related sciences. Youth will a) investigate significant water-related phenomena, b) develop creative responses to the phenomena that foster new understandings and possibilities for action, and c) exhibit their responses community-wide to involve others in re-imagining water locally and globally.

This project will investigate the implementation of a Teacher Residency Academy model to recruit, license, induct, employ, and retain middle school and secondary science teachers for high-need schools that serve more than 119,000 diverse students. The Alliance will: create a high-quality, rigorous, and clinically-based teacher preparation program for aspiring middle and secondary science teachers; recruit and support diverse science educators and contribute to the knowledge base regarding the implementation of a clinically-based science teacher.

This award is for the funding of a regional conference to study the future of STEM education, the impact of underrepresented and disadvantaged groups with regards to STEM, and STEM job growth and workforce development in a regional, as opposed to a national, context.

This is a planning effort to explore future directions and innovations related to educational design in science, technology, engineering, and mathematics education in partnership with the International Society for Design and Development in Education. The planning activity will engage a core group of ISDDE principals in the articulation and examination of design processes for the Transforming STEM Learning program at NSF with a goal of developing an agenda for further discussion and research conceptualization.

This 3-year project seeks to develop and test curricular resources built around handheld mobile technology to study how these materials foster urban middle school student engagement with and learning of local biodiversity and the patterns of evolution.

In this project, investigators will convene a group of 15 African American science educators, scientists, and doctoral student scholars and assign them to small work groups to design and conduct multi-site micro-research studies on learning activities that promote science learning and teaching. Work groups will investigate different learning and teaching approaches used in K-12 rural and urban school settings to identify effects on student science learning using quantitative, qualitative, or mixed design studies.

This project is studying three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos.

This project is studying three models of professional development (PD) to test the efficacy of a practicum for grade 3-5 in-service teachers organized in three cohorts of 25. There will be 75 teachers and their students directly impacted by the project. Additional impacts of the project are research results and professional development materials, including a PD implementation guide and instructional videos.

The RISE project is creating curriculum resources for dual language learners (DLLs) in science, technology and engineering (STE). Participants include teachers in pre-K programs in the Boston area selected to target Hispanic and Chinese students and their families. The curriculum will be based on the Massachusetts framework, one of only a few states with pre-K standards. The evaluation will monitor both the progress of the research and development and the dissemination to the target audiences.

In this project, investigators are developing and testing a learning progression for the study of chemistry. Likely pathways are investigated for how grade 8-13 student's implicit assumptions develop on five major threads of chemical design. A focus on chemical design facilitates the coherent integration of scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. This approach should make chemistry more engaging to a greater variety of students.

This curriculum project is using empirically-tested mathematics and science programs and research-based approaches to develop a six module interdisciplinary curriculum for pre-K students. Mathematics and science content is included with literacy/language and social-emotional development. The curriculum is being designed to counter the frequent situation of devoting most pre-school instructional time to literacy by having activities that join literacy with mathematics and science.

In this project, investigators are developing and testing a learning progression for the study of chemistry. Likely pathways are investigated for how grade 8-13 student's implicit assumptions develop on five major threads of chemical design. A focus on chemical design facilitates the coherent integration of scientific and engineering practices, cross-cutting concepts, and disciplinary core ideas. This approach should make chemistry more engaging to a greater variety of students.

This study addresses the question: Does gaining admission to a selective STEM specialty school improve students' academic success on the SAT, SAT II, and Advanced Placement exams? Other portions of the investigation follow additional student outcomes, including: participation and success in STEM competitions; STEM publications; intentions for postsecondary STEM education and STEM careers; and initial postsecondary STEM education. This study seeks to inform considerations of the cost/benefit of directing resources to support such schools.

Ocean Tracks is developing and classroom testing powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data. Powerful Web-based visualization and analysis tools, derived from state-of-the-art knowledge about how to support student inquiry with data, allow students to learn and apply core concepts in ecology, biology, environmental science, earth science, oceanography, and climate science.

This proposal leverages the re-design of the Advanced Placement (AP) curricula currently under way to study the impact of teacher professional development on student achievement in a natural experiment at scale. In addition to supporting the improvement of professional development of AP teachers by the College Board, the findings contribute to a better understanding of the relationship between professional development and student achievement more generally.

This study examines the impact of the newly revised Advanced Placement (AP) Biology and Chemistry courses on students' understanding of and ability to utilize scientific inquiry, on students' confidence in engaging in college-level material, and on students’ enrollment and persistence in college STEM majors. The project provides estimates of the impact of students' AP-course taking on their progress into postsecondary educational experiences and their intent to continue to prepare to be future engineers and scientists.

This project is developing evidence about the efficacy of the Engineering is Elementary curriculum under ideal conditions by studying the student and teacher-level effects of implementation. The project seeks to determine the core elements of the curriculum that support successful use. The findings from this study have broad implications for how engineering design curricular can be developed and implemented at the elementary level.

Ocean Tracks is developing and classroom testing powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data. Powerful Web-based visualization and analysis tools, derived from state-of-the-art knowledge about how to support student inquiry with data, allow students to learn and apply core concepts in ecology, biology, environmental science, earth science, oceanography, and climate science.

The goal of this project is to develop and validate a middle school physical science assessment strand composed of four suites of simulation-based assessments for integrating into balanced (use of multiple measures), large-scale accountability science testing systems. It builds on the design templates, technical infrastructure, and evidence of the technical quality, feasibility, and instructional utility of the NSF-funded Calipers II project. The evaluation plan addresses both formative and summative aspects.

Concord Consortium is exploring K-2 students' understanding of heat and temperature in two Massachusetts school districts using sensors that display temperatures as colors. Exploration activities are being created, and students are being videotaped carrying out the activities. Students complete a short assessment for each activity. The exploration activities, assessments, and project data are available via open source through a website at Concord Consortium and are being presented to multiple professional audiences.

This project examines the design principles by which computer-based science learning experiences for students designed for classroom use can be integrated into virtual worlds that leverage students' learning of science in an informal and collaborative online environment. GeniVille is the integration of Geniverse, a education based game that develops middle school students' understanding of genetics with Whyville, an educational virtual word in which students can engage in a wide variety of science activities and games.

The goal of this project is to develop a provisional learning progression spanning grades K-5 that articulates and tests the potential of experiencing, describing, and representing space as the core of an integrated STEM education. The science of space has an extensive scope within and across disciplinary boundaries of science, mathematics and engineering; the project will create a coherent approach to elementary instruction in which mathematical reasoning about space is systematically cultivated.

The goal of the grant is to establish a culture of inquiry with all partners in order to develop interdiciplinary, authentic STEM learning environments. Design-based research provides iterative cycles of implementation to explore and refine the approach as a transformative model for STEM programs. The model supports a sustainable approach by building the capacity of schools to focus on design issues related to content, pedagogy, and leadership.

This project provides a virtual environment in which high school physics students can engage in the cutting edge science of studying exoplanets. Using online telescopes and learning software, students gain a deeper understanding of science inquiry, including reasoning from models, gathering assessing, and interpreting authentic data, and drawing conclusions from multiple line of evidence. The research advances our understanding of ways to increase students' knowledge of data literacy.