Bscs Science Learning

SCALING AND SUSTAINING THE SCIENCE TEACHERS LEARNING FROM LESSON ANALYSIS (STELLA) PROFESSIONAL DEVELOPMENT PROGRAM

SCIENCE TEACHERS LEARNING FROM LESSON ANALYSIS (STELLA) PROFESSIONAL DEVELOPMENT PROGRAM: SCALING FOR EFFECTIVENESS

ENGAGING SCIENCE LEARNING WITH OPENSCIED

SCIENCE TEACHERS LEARNING FROM LESSON ANALYSIS (STELLA): HIGH SCHOOL BIOLOGY

EMPOWERING INFORMAL EDUCATORS TO PREPARE FUTURE GENERATIONS IN WIRELESS RADIO COMMUNICATIONS WITH MOBILE RESOURCES

ENERGY: A MULTIDISCIPLINARY APPROACH FOR TEACHERS (EMAT) DESIGNING AND STUDYING A MULTIDISCIPLINARY, ONLINE COURSE FOR HIGH SCHOOL TEACHERS

COMMUNITIES SUPPORTING TEACHER LEARNING: USING VIDEOCASE ANALYSIS OF TEACHING AND LEARNING TO SUPPORT UNDERGRADUATE PRESERVICE SECONDARY SCIENCE TEACHERS

THREE-DIMENSIONAL TEACHING AND LEARNING: REBUILDING AND RESEARCHING AN ONLINE MIDDLE SCHOOL CURRICULUM

SUPPORTING HIGH SCHOOL STUDENTS AND TEACHERS WITH A DIGITAL, LOCALIZABLE, CLIMATE EDUCATION EXPERIENCE

VIDEOCASES FOR SCIENCE TEACHING ANALYSIS PLUS (VISTA PLUS): EFFICACY OF A VIDEOCASE-BASED, ANALYSIS-OF-PRACTICE TEACHER PREPARATION PROGRAM

TRANSLATING A VIDEO-BASED MODEL OF TEACHER PROFESSIONAL DEVELOPMENT TO AN ONLINE ENVIRONMENT

COLLABORATIVE RESEARCH: EXTENDING AND INVESTIGATING THE IMPACT OF THE HIGH SCHOOL MODEL-BASED EDUCATIONAL RESOURCE

PROJECT BEST: BETTER EDUCATION FOR SCIENCE TEACHERS

NATIONAL CENTER FOR EDUCATION RESEARCH

EXPLORING THE VALIDITY OF THREE-DIMENSIONAL ASSESSMENTS FOR UNDERSTANDING STUDENT LEARNING OF SCIENCE -THE NEXT GENERATION SCIENCE STANDARDS (NGSS LEAD STATES, 2013) ORGANIZES GOALS FOR STUDENT LEARNING ALONG THREE DIMENSIONS: (1) SCIENTIFIC AND ENGINEERING PRACTICES SUCH AS DEVELOPING AND USING MODELS; (2) CROSSCUTTING CONCEPTS SUCH AS CAUSE AND EFFECT; AND (3) DISCIPLINARY CORE IDEAS WHICH INCLUDES FOUNDATIONAL IDEAS FROM THE LIFE, PHYSICAL, AND EARTH SCIENCES, AND ENGINEERING AND TECHNOLOGY. STUDENTS IN 44 STATES ARE BEING OR WILL SOON BE HELD ACCOUNTABLE TO SCIENCE STANDARDS BASED ON THE NGSS. HIGH-QUALITY ASSESSMENTS ALONG THESE THREE DIMENSIONS (TERMED 3-D ASSESSMENTS) ARE NEEDED TO HELP STATES, TEACHERS, AND RESEARCHERS MEASURE STUDENTS? PROGRESS AND THE IMPACT OF EDUCATIONAL INTERVENTIONS. WHILE THERE IS EMERGING AGREEMENT ABOUT THE FEATURES OF HIGH-QUALITY 3-D ASSESSMENTS, DEVELOPERS HAVE STRUGGLED TO CREATE THEM FOR THE NGSS THAT MEET THE CRITERIA THAT HAVE BEEN SET IN THE STANDARDS. IN THE PROCESS, THEY HAVE DEVELOPED ASSESSMENTS THAT STUDENTS FIND MORE DIFFICULT TO COMPLETE AND SCORE LOWER ON THAN TRADITIONAL ONES. IN ADDITION, THERE IS LITTLE EVIDENCE TO DETERMINE IF CURRENT ASSESSMENTS ARE MEASURING WHAT THEY PURPORT TO MEASURE. THIS PROJECT ADDRESSES THIS ISSUE BY CONDUCTING STUDIES TO EXPLORE WHAT THESE ASSESSMENTS ARE ACTUALLY MEASURING. THIS PROJECT WILL EXTEND PRIOR WORK AROUND ASSESSMENT RESEARCH AND DEVELOPMENT AND PROMISES TO HAVE A SIGNIFICANT IMPACT ON HOW THE FIELD OF SCIENCE EDUCATION THINKS ABOUT 3-D ASSESSMENTS. THE FINDINGS FROM THIS PROJECT WILL PROVIDE INFORMATION ABOUT HOW THE ASSESSMENTS FUNCTION FOR ENGLISH-LANGUAGE LEARNERS LEARNERS WHICH COULD BE USED TO INCREASE THE EQUITY OF 3-D ASSESSMENTS. THE FINDINGS COULD ALSO HELP ASSESSMENT DEVELOPERS BETTER DEVELOP INSTRUMENTS THAT MEASURE STUDENTS? ABILITY TO DEMONSTRATE KNOWLEDGE ALONG THE THREE DIMENSIONS ARTICULATED IN THE NGSS. ADDITIONALLY, IF THE ASSESSMENTS USED IN THIS PROJECT ARE FOUND TO BE VALID MEASURES OF STUDENTS? 3-D SCIENCE UNDERSTANDING, THE PROJECT?S FINDINGS COULD BE USED TO INVESTIGATE THE IMPACT OF 3-D SCIENCE LEARNING AT THE MIDDLE SCHOOL LEVEL. IN ORDER TO ADVANCE THE NGSS, IT IS CRITICAL THAT ADVANCES IN THE ASSESSMENT OF LEARNING ALONG THESE THREE DIMENSIONS OF KNOWING BE MADE. THUS FAR, 3-D ASSESSMENT DEVELOPMENT HAS LARGELY FOCUSED ON DEVELOPING CLUSTERS OF ITEMS THAT ARE BUILT AROUND A FOCAL PHENOMENON, KNOWN AS PHENOMENA-BASED ITEM CLUSTERS (PBICS). THE OVERARCHING RESEARCH QUESTION THAT THIS PROJECT SEEKS TO ANSWER IS TO WHAT EXTENT ARE PBICS VALID MEASURES OF STUDENTS? SCIENCE UNDERSTANDING ALONG THESE THREE NGSS DIMENSIONS? THIS QUESTION WILL BE ANSWERED BY DEVELOPING AN EVIDENCE-BASED VALIDITY ARGUMENT BASED ON THE VARIETY OF EVIDENCE OUTLINED IN THE UPDATED STANDARDS FOR EDUCATIONAL AND PSYCHOLOGICAL TESTING (AERA, APA, & NCME, 1999/2014). FIRST, THE PROJECT TEAM WILL DEVELOP A POOL OF EXTANT PBICS AND INVESTIGATE THE EXTENT TO WHICH THEY MEET THE QUALITY CRITERIA ESTABLISHED FOR 3-D ASSESSMENTS (EVIDENCE BASED ON TEST CONTENT). THE RESULTS OF THIS INVESTIGATION WILL THEN INFORM REVISIONS TO THE ASSESSMENTS THAT WILL BE MADE BEFORE THEY ARE USED IN A SERIES OF STUDIES DESIGNED TO GATHER VALIDITY EVIDENCE. NEXT, THINK-ALOUD INTERVIEWS WILL BE CONDUCTED WITH MIDDLE SCHOOL STUDENTS TO STUDY HOW WELL PBICS TAP INTO THE INTENDED COGNITIVE PROCESSES RELATED TO THE NGSS DIMENSIONS (EVIDENCE BASED ON RESPONSE PROCESSES). CONCURRENTLY, A LARGER GROUP OF MIDDLE SCHOOL STUDENTS FROM ACROSS THE U.S. WHO WILL BE USING THE OPENSCIED MATERIALS WILL BE RECRUITED TO PARTICIPATE IN A PRE-TEST/POST-TEST STUDY. RASCH MODELING OF THE PRE- AND POST-TEST DATA WILL BE USED TO DETERMINE THE DIMENSIONALITY OF THE ITEMS THAT MAKE UP THE PBICS (EVIDENCE BASED ON INTERNAL STRUCTURE), INVESTIGATE THE CORRELATION BETWEEN PERFORMANCE ON PBICS AND DISCIPLINARY CORE IDEA-FOCUSED, MULTIPLE-CHOICE ASSESSMENTS (EVIDENCE BASED ON RELATIONS TO OTHER VARIABLES), AND EXPLORE WHETHER THE PBICS FUNCTION DIFFERENTLY FOR ENGLISH LEARNERS AND NATIVE ENGLISH SPEAKERS (EVIDENCE BASED ON INTERNAL STRUCTURE). HIERARCHICAL LINEAR MODELS WILL BE USED TO UNCOVER WHAT PROPORTION OF VARIANCE EXPLAINED BY PBICS IS EXPLAINED BY MEASURES OF READING OR WRITING ABILITY (EVIDENCE BASED ON RELATIONS TO OTHER VARIABLES). FINALLY, MEASURES OF INSTRUCTIONAL SENSITIVITY FOR BOTH THE PBICS AND THE DISCIPLINARY CORE IDEA-FOCUSED ASSESSMENTS WILL BE CALCULATED TO INVESTIGATE THE EXTENT TO WHICH THESE ASSESSMENTS ARE SENSITIVE TO SCIENCE INSTRUCTION ALONG THE THREE NGSS DIMENSIONS (EVIDENCE BASED ON CONSEQUENCES OF TESTING). THIS PROJECT IS SUPPORTED BY NSF'S EHR CORE RESEARCH (ECR) PROGRAM. THE ECR PROGRAM EMPHASIZES FUNDAMENTAL STEM EDUCATION RESEARCH THAT GENERATES FOUNDATIONAL KNOWLEDGE IN THE FIELD. INVESTMENTS ARE MADE IN CRITICAL AREAS THAT ARE ESSENTIAL, BROAD, AND ENDURING: STEM LEARNING AND STEM LEARNING ENVIRONMENTS, BROADENING PARTICIPATION IN STEM, AND STEM WORKFORCE DEVELOPMENT. THE PROGRAM SUPPORTS THE ACCUMULATION OF ROBUST EVIDENCE TO INFORM EFFORTS TO UNDERSTAND, BUILD THEORY TO EXPLAIN, AND SUGGEST INTERVENTION AND INNOVATIONS TO ADDRESS PERSISTENT CHALLENGES IN EDUCATION. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.

TOWARDS A MORE HUMAN(E) GENETICS EDUCATION: EXPLORING HOW KNOWLEDGE OF GENETIC VARIATION AND CAUSATION AFFECTS RACIAL BIAS AMONG ADOLESCENTS

COLLABORATIVE RESEARCH: SCIENTIFIC DATA IN SCHOOLS: MEASURING THE EFFICACY OF AN INNOVATIVE APPROACH TO INTEGRATING QUANTITATIVE REASONING IN SECONDA

REDUCING RACIALLY-BIASED BELIEFS BY FOSTERING A COMPLEX UNDERSTANDING OF HUMAN GENETICS RESEARCH IN HIGH-SCHOOL BIOLOGY STUDENTS

UNKNOWN TITLE

ALLERGIES AND SCIENTIFIC INQUIRY: AN INNOVATIVE, ONLINE MODULE FOR MIDDLE SCHOOL

ADVANCING METHODOLOGICAL KNOWLEDGE IN STEM EDUCATION RESEARCH: AN EMPIRICAL INVESTIGATION OF DESIGN PARAMETERS FOR PLANNING CLUSTER RANDOMIZED TRIALS

COLLABORATIVE RESEARCH : IMPROVING THE TEACHING OF GENETICS IN HIGH SCHOOL TO AVOID INSTILLING MISCONCEPTIONS ABOUT GENDER DIFFERENCES

VALIDATING A RAPID MEASURE OF STUDENT MOTIVATION: USING THE EXPECTANCY-VALUE THEORY OF MOTIVATION TO UNDERSTAND STUDENT ACHIEVEMENT AND INTEREST IN S

DEVELOPING SKILLS IN HEALTH LITERACY

CARBON CONNECTIONS - EARTH, COMMUNITIES, AND YOU: THREE WEB-BASED MODULES FOR IMPROVING HIGH SCHOOL STUDENTS' UNDERSTANDING OF KEY CONCEPTS IN GLOBAL

COLLABORATIVE RESEARCH: EXPLORING HOW UNDERGRADUATE LEARNING OF MULTIFACTORIAL GENETICS AFFECTS BELIEF IN GENETIC DETERMINISM

COLLABORATIVE RESEARCH: ARGULEX--APPLYING AUTOMATED ANALYSIS TO A LEARNING PROGRESSION FOR ARGUMENTATION

DEVELOPING SKILLS IN HEALTH LITERACY

COLLABORATIVE RESEARCH: PCK*LEX: APPLYING COMPUTERIZED LEXICAL ANALYSIS TO DEVELOP A COST-EFFECTIVE MEASURE OF SCIENCE TEACHER PEDAGOGICAL CONTENT K

FOSTERING CLIMATE HOPEFULNESS: A SYNTHESIS STUDY OF THE IMPACTS OF OUTDOOR ENVIRONMENTAL EDUCATION PROGRAMS -THIS PROJECT, LED BY BSCS SCIENCE LEARNING WITH PARTNERS NATUREBRIDGE AND THE NORTH AMERICAN ASSOCIATION FOR ENVIRONMENTAL EDUCATION (NAAEE), WILL CONDUCT A RESEARCH SYNTHESIS STUDY TO UNDERSTAND THE EXTENT, RANGE, AND NATURE OF EXISTING LITERATURE OUTDOOR AND NATURE-BASED ENVIRONMENTAL EDUCATION PROGRAMS, INCLUDING THE IMPACTS OF OUTDOOR ENVIRONMENTAL PROGRAM DESIGNS, PROFESSIONAL LEARNING, AND PEDAGOGICAL PRACTICES ON EDUCATORS AND YOUTH PARTICIPANT OUTCOMES OVER A THIRTY-YEAR PERIOD (1994-2024), AND HIGHLIGHTING THE ROLE OF CLIMATE-RELATED EMOTIONS. THE RESEARCH WILL BE BROADLY DISSEMINATED AND COMMUNICATED IN MULTIPLE FORMATS TAILORED TO REACH THE MANY VALUE HOLDERS OF ENVIRONMENTAL EDUCATION PROGRAMS: OUTDOOR EDUCATORS, PRACTITIONERS, RESEARCHERS, SCIENTISTS, LEADERS OR POLICY MAKERS AND THE GENERAL PUBLIC. THIS RESEARCH SYNTHESIS STUDY WILL PROVIDE NEW EVIDENCE AND KNOWLEDGE OF THE RELATIONSHIPS AMONG OUTDOOR AND NATURE-BASED ENVIRONMENTAL EDUCATION PROGRAMS, PROGRAM DESIGN, PEDAGOGICAL PRACTICES, AND CLIMATE-RELATED EMOTIONS OF EDUCATORS AND YOUTH PARTICIPANTS. USING CLIMATE HOPEFULNESS AS A GUIDING CONCEPT, THE RESEARCH SYNTHESIS WILL REVIEW PUBLISHED ARTICLES AND LITERATURE ACROSS MULTIPLE FIELDS RELATED TO ENVIRONMENTAL EDUCATION OVER A THIRTY-YEAR PERIOD. THE CONTRIBUTIONS WILL BE IDENTIFICATION OF GAPS IN CURRENT RESEARCH, THEORIES OF CHANGE, CRITICAL INSIGHTS AND LEVERAGE POINTS WHERE INFORMAL STEM AND OUTDOOR ENVIRONMENTAL EDUCATIONAL PROGRAMS HAVE HAD AN INFLUENCE, AND IMPACTS ON CURRENT THEORIES AND PRACTICES ADDRESSED IN EDUCATOR PROFESSIONAL LEARNING AND PROGRAM DESIGNS. THE RESEARCH WILL ALSO POTENTIALLY CONTRIBUTE A DESCRIPTIVE MODEL OF THE INDIVIDUAL OR INTERNAL FACTORS, SUCH AS KNOWLEDGE, ATTITUDES, VALUES, AND EMOTIONS, AND EXTERNAL FACTORS, SUCH AS PROGRAM INTERVENTIONS, EDUCATIONAL ACTIVITIES, COMMUNITY PROJECT, THAT AFFECT LEARNING AND ENGAGEMENT IN OUTDOOR AND NATURE-BASED ENVIRONMENTAL EDUCATION. THE FINDINGS FROM THIS RESEARCH SYNTHESIS WILL INFORM PRACTICES FOR NATURE-BASED ENVIRONMENTAL EDUCATION PROGRAMS AND PROFESSIONAL AND A WIDER RANGE OF PEDAGOGIES TO PREPARE EDUCATORS AND REACH YOUTH PROGRAM PARTICIPANTS. THIS SYNTHESIS PROJECT IS FUNDED BY THE ADVANCING INFORMAL STEM LEARNING (AISL) PROGRAM, WHICH SEEKS TO ADVANCE NEW APPROACHES TO, AND EVIDENCE-BASED UNDERSTANDING OF, THE DESIGN AND DEVELOPMENT OF STEM LEARNING IN INFORMAL ENVIRONMENTS. THIS INCLUDES PROVIDING EVERYONE MULTIPLE PATHWAYS FOR ACCESSING AND ENGAGING IN STEM LEARNING EXPERIENCES. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

TESTING A PROFESSIONAL DEVELOPMENT MODEL FOR HIGH SCHOOL SCIENCE REFORM AND THE RELATIONSHIP OF KEY VARIABLES TO STUDENT ACHIEVEMENT

VIDEOCASES FOR SCIENCE TEACHING ANALYSIS (VISTA)

COLLABORATIVE RESEARCH: EXPLORING TEACHER TOLERANCE FOR AMBIGUITY: IMPLICATIONS FOR SCIENCE INSTRUCTION -THIS RESEARCH PROJECT EXPLORES HOW HIGH SCHOOL TEACHERS' COMFORT WITH AMBIGUITY IN INSTRUCTIONAL SITUATIONS--CALLED TOLERANCE FOR AMBIGUITY (T4A)--AFFECTS SCIENCE TEACHING AND LEARNING. BUILDING ON PREVIOUS WORK SHOWING THAT OPEN-ENDED, MODEL-BASED LESSONS HELP STUDENTS BETTER UNDERSTAND SCIENCE, THE RESEARCHERS FOUND THAT TEACHERS WHO WERE MORE COMFORTABLE WITH UNCERTAIN OR OPEN-ENDED SITUATIONS WERE MOST SUCCESSFUL IN SUPPORTING STUDENT LEARNING. THE NEW STUDY WILL EXAMINE HOW CLASSROOM ACTIVITIES UNFOLD DIFFERENTLY ACROSS DIFFERENT TEACHERS' T4A, CO-DEVELOP A PROFESSIONAL LEARNING PROGRAM TO HELP TEACHERS BECOME MORE COMFORTABLE WITH AMBIGUITY, AND TEST THE IMPACT OF THIS PROGRAM ON TEACHERS' INSTRUCTION AND STUDENT LEARNING. ULTIMATELY, THE GOAL IS TO CREATE MORE EFFECTIVE SCIENCE CLASSROOM LEARNING EXPERIENCES BY HELPING TEACHERS EMBRACE AND MAKE PRODUCTIVE USE OF SCIENTIFIC UNCERTAINTY IN WAYS THAT SUPPORT DEEPER LEARNING AND SENSEMAKING. THE FINDINGS FROM THIS WORK WILL HELP IMPROVE HOW TEACHERS IMPLEMENT HIGH-QUALITY SCIENCE INSTRUCTIONAL MATERIALS. FINDINGS ALSO WILL DIRECTLY INFORM EFFORTS IN SCIENCE EDUCATION MORE GENERALLY THAT INVOLVE ENGAGING STUDENTS IN RIGOROUS AND AMBITIOUS SCIENTIFIC REASONING. THIS PROJECT BUILDS ON AN NSF-FUNDED PROJECT THAT EXAMINED THE EFFICACY OF THE MODEL-BASED EDUCATIONAL RESOURCE (MBER), WHICH DEVELOPS SCIENTIFIC UNDERSTANDING BY ENGAGING HIGH SCHOOL STUDENTS IN MODELING. THIS STUDY DEMONSTRATED A SIGNIFICANT POSITIVE EFFECT OF THE PROGRAM ON STUDENTS' ABILITIES TO REASON WITH SCIENTIFIC MODELS, AND THAT TEACHERS' T4A WAS A SIGNIFICANT MODERATOR ON STUDENT ACHIEVEMENT. THE PRESENT STUDY INCLUDES CO-DESIGN OF A PROFESSIONAL LEARNING INTERVENTION TO INCREASE TEACHERS T4A; AN OBSERVATIONAL STUDY AND TEACHER INTERVIEWS WITH 10 TEACHERS TO DOCUMENT RESULTS AND DISTINGUISH INSTRUCTIONAL MOVES RELATED TO T4A; A SUBSEQUENT STUDY OF 60 TEACHERS TO FURTHER REFINE THE OBSERVATIONAL CODING SCHEME; AND MEASURE DEVELOPMENT FOR T4A AND TEACHER CONFIDENCE IMPLEMENTING OPEN-ENDED TASKS. THE FINDINGS WILL CONTRIBUTE TO BOTH THEORY AND PRACTICE BY ADVANCING UNDERSTANDING OF HOW TEACHER DISPOSITIONS INFLUENCE SCIENCE INSTRUCTION AND BY DEVELOPING PRACTICAL STRATEGIES TO HELP TEACHERS MANAGE AMBIGUITY IN SUPPORT OF DEEPER AND MORE EFFECTIVE SENSEMAKING. THE RESEARCH IS FOUNDATIONAL TO INSTRUCTIONAL MATERIALS DEVELOPMENT, PROFESSIONAL LEARNING DESIGN, AND PRE-SERVICE SCIENCE TEACHER EDUCATION. THIS STUDY IS FUNDED BY THE ECR PROGRAM, WHICH SUPPORTS FUNDAMENTAL RESEARCH IN SERVICE OF STEM EDUCATION. THIS AWARD REFLECTS NSF'S STATUTORY MISSION AND HAS BEEN DEEMED WORTHY OF SUPPORT THROUGH EVALUATION USING THE FOUNDATION'S INTELLECTUAL MERIT AND BROADER IMPACTS REVIEW CRITERIA.- SUBAWARDS ARE NOT PLANNED FOR THIS AWARD.

TEACHING STUDENTS TO REASON ABOUT VARIATION AND COVARIATION IN DATA: WHAT DO WE KNOW AND WHAT DO WE NEED TO FIND OUT?

THE TEACHER LEARNING AND LEADERSHIP THROUGH AGRICULTURAL ENGINEERING (TILLAGE) PROJECT WILL COLLABORATIVELY DESIGN, DEVELOP, FIELD TEST, EVALUATE, AND REFINE AN INNOVATIVE PROFESSIONAL DEVELOPMENT PROGRAM MODEL FOR UPPER ELEMENTARY TEACHERS FOCUSED ON IMPLEMENTING AGRICULTURAL ENGINEERING DESIGN CHALLENGES IN SCHOOL GARDENS. THE PROGRAM WILL INVOLVE CURRICULUM-BASED PROFESSIONAL LEARNING IN WHICH TEACHERS LEARN ABOUT AGRICULTURAL ENGINEERING IN GARDENS BY EXPLORING A MODEL UNIT OF INSTRUCTION, AS WELL AS ONGOING VIRTUAL STUDY GROUPS TO SUPPORT CLASSROOM IMPLEMENTATION. THE PROGRAM GOALS ARE TO: A) HELP TEACHERS DEVELOP AN UNDERSTANDING OF SCIENCE AND ENGINEERING CONCEPTS, B) HELP TEACHERS DEVELOP SKILLS TO FACILITATE ENGINEERING DESIGN IN A GARDEN SETTING, AND 3) TRANSLATE THIS KNOWLEDGE INTO LEARNING EXPERIENCES FOR THEIR STUDENTS. THIS PROJECT IS A COLLABORATION BETWEEN BSCS SCIENCE LEARNING AND LIFE LAB, TWO NON-PROFIT EDUCATION ORGANIZATIONS COMMITTED TO ADVANCING SCIENCE AND AGRICULTURAL LITERACY THROUGH K-12 EDUCATION. PROJECT GOALS AND OBJECTIVES ALIGN WITH AFRI PRIORITIES AND NATIONAL SCIENCE EDUCATION REFORMS, INCLUDING THE NEXT GENERATION SCIENCE STANDARDS. OVER THE TWO-YEAR GRANT PERIOD, THE PROGRAM WILL DIRECTLY IMPACT 20 TEACHERS AND FOUR TEACHER LEADERS, WITH AN INDIRECT IMPACT ON APPROXIMATELY 600 STUDENTS. PROFESSIONAL LEARNING MATERIALS WILL BE FREELY AVAILABLE OPEN EDUCATIONAL RESOURCES AND THE PROGRAM WILL BE SUSTAINED BY PROJECT PARTNERS FOR AN ENDURING IMPACT ON FUTURE TEACHERS AND THEIR STUDENTS.

DEVELOPING MATH/SCIENCE TEACHER LEADERSHIP: A CONSENSUS APPROACH TO EVALUATING PROGRAM QUALITY

DEVELOPING CONSENSUS GUIDELINES FOR TOOLS AND PROCESSES THAT ASSESS SCIENCE INSTRUCTIONAL MATERIALS

ANALYZING FUNDING AND PUBLICATION PATTERNS IN STEM EDUCATION RESEARCH: ESTABLISHING A BASELINE FOR IMPROVED MONITORING OF RESEARCH TO ADVANCE STEM ED

A PCK SUMMIT: CURRENT AND FUTURE RESEARCH DIRECTIONS

UNDERSTANDING EBOLA VIRUS DISEASE

VIDEO ANALYSIS OF SCIENCE TEACHING: DEVELOPING A SHARED ?WORDS-TO-IMAGES? ANALYTICAL TOOL

CONNECTING OUR YOUTH TO AINA THROUGH INVESTIGATIONS OF PLACE