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.

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.

Automated Analysis for a Learning Progression on Scientific Argumentation in Middle School

Argumentation is a scientific practice identified by the Next Generation Science Standards, and requires students to develop skills to identify, construct and critique arguments based on evidence. Teachers and students need assessments that can measure students’ argumentation skills, and constructed response (CR) assessments provide a more complete picture of student thought processes than do closed forms of assessments (e.g, multiple choice questions).

Next Generation Project-Based Learning Initiative

CREATE for STEM has developed and continues to develop high-quality, research-based curricular materials and instructional strategies that enable K-12 teachers to make the transformative shift from traditional science as telling to the science as doing approach advocated by the National Academies of Science and embodied in the Next Generation Science Standards.

With its next GEneration Project-Based Learning (NGPBL) initiative, CREATE is now establishing ways for teachers, schools, and districts to access these materials and teacher supports.

Problematizing: Understanding the Nature of Mathematical Uncertainty

Problematizing, in which students address problematic situations that encourage uncertainties in mathematics, is an important but often neglected principle of productive disciplinary engagement. We share a new framework for mathematical uncertainty as a tool to understand how problematizing occurs in the middle school mathematics classroom.

Submitted by Taren Going on

Productive Disciplinary Engagement: Digital Affordances for Open Problems in Middle School Mathematics

Building on Connected Mathematics, a widely adopted and researched middle school mathematics curriculum, this design research project aims to examine how the affordances of digital environments can allow for productively scaffolded open problems. The project involves the construction of software to promote productive disciplinary engagement and learning in mathematics through use of "just-in-time" supports, which scaffold open problems to allow for broad student engagement without compromising depth.