Science

Multiple Literacies in Project-Based Learning (ML-PBL)

The Multiple Literacies in Project-Based Learning (ML-PBL) project is funded through the George Lucas Educational Research Foundation. Its goal is to develop and test elementary school science materials that align with the Next Generation Science Standards (NGSS), CCSS-Literacy and CCSS-Mathematics, and that start children on a path of lifelong learning.

"Why Should I Care About Science?” An Ongoing Investigation of Teacher Task Value Statements and Their Impact On Student Engagement

Students often view their science learning experiences as disconnected from their lives outside of school, increasing the probability of disengagement. The Next Generation Science Standards (NGSS) focus on authentic learning experiences as important sources of connection between content and students’ daily lives. Additionally, teachers can foster these connections by the way they frame science content.

Graphing as a Tool to Build Mathematical Understanding in Chemistry

Proportional reasoning, particularly in the forms of understanding ratios and relationships between covarying quantities, is critical to student success in general chemistry. Students use this reasoning when doing unit conversions, performing stoichiometry calculations, and thinking about phenomena such as electrostatic forces or the relationship between temperature and average kinetic energy. This is an area where students enrolled in non-credit-bearing-remedial (NCBR) algebra courses often struggle.

Enhancing Imagination and Problem-Solving using Project-Based Learning

This poster, part of the international study Crafting Engagement in Science Environments, measures the effect of Project-Based Learning (PBL) on students' creative experiences in U.S. and Finnish high school physics and chemistry classrooms. We employed a single-case reversal (ABAB) design in which teachers alternated between regular instruction (baseline) and project-based units (treatment). Creativity was measured in situ via the experience sampling method (ESM), delivered by smartphone technology.

Sense-Making Moments: Accessing Elementary Teachers' Responsiveness Towards Students' Scientific Sense-Making

Noticing and responding to students' sense-making (NRSS) is one of the most important ways of advancing student learning and fostering equitable and meaningful participation in science. Nonetheless, NRSS is a difficult set of practices for teachers who often worry about off-task comments and behaviors and may not recognize the value of NRSS within the complexity of classroom activity.

Student Conceptions of Structure-Function Relationships in Cell Membranes.

Student understanding of the structure-function relationship is an important core concept for undergraduate biology education as seen in “Vision and Change In Undergraduate Biology Education: A Call to Action” (AAAS, 2011). Structure-function specifically regarding cellular membranes is an important underlying concept for understanding most cellular processes. The goal of this research is to identify the most common student ideas about cellular membranes. Forced choice assessments (e.g.,multiple choice) may not reveal the complete thought processes of students.

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USING AUTOMATED ANALYSIS OF CONSTRUCTED RESPONSE (AACR) FOR ASSESSING LEARNING PROGRESSIONS: PRINCIPLE-BASED REASONING IN UNDERGRADUATE PHYSIOLOGY (LEAP UP)

You are being prepped for heart surgery. While the nurses are measuring your vital signs, you read over the doctor’s biography. The doctor received his medical degree with only B’s and C’s in their classwork as a student. Would you still have the surgery after knowing this information? How do you know that they are or are not prepared for a successful surgery? So, what makes them more expert-like?

Trends in Student Thinking about Cellular Respiration Across Multiple Scales

Undergraduate biology education is currently undergoing a transformation, as highlighted in “Vision and Change In Undergraduate Biology Education: A Call to Action” (AAAS, 2011). This report has identified Systems Thinking in complex biological processes as a Core Concept across all realms of biology. These systems range from entire ecosystems to subcellular processes within a single organism.

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