JoinEmerging Connections
Transitioning an In-Person Elementary STEM After-School Program to Distance Learning During COVID-19
Connected Science Learning March-April 2022 (Volume 4, Issue 2)
By Brooke McMahon, Jasmin Sanchez, Emma Case, Lindsay Huerta, W. Martin Kast, and Dieuwertje J. Kast
Volume 4, Issue 2
(Re)connecting the STEM Learning Ecosystem: Lessons From the Pandemic
Volume 4, Issue 2
(Re)connecting the STEM Learning Ecosystem: Lessons From the Pandemic
Volume 4, Issue 2
(Re)connecting the STEM Learning Ecosystem: Lessons From the Pandemic
Fall 2022: Science and Engineering Practices: A Professional Book Study for Secondary Teachers
Discover what’s different about three-dimensional science teaching and learning!
Secondary school teachers working to enhance their knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education, the Next Generation Science Standards (NGSS), or your state’s new three-dimensional science standards will not want to miss this book study.
Discover what’s different about three-dimensional science teaching and learning!
Secondary school teachers working to enhance their knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education, the Next Generation Science Standards (NGSS), or your state’s new three-dimensional science standards will not want to miss this book study.
Discover what’s different about three-dimensional science teaching and learning!
Secondary school teachers working to enhance their knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education, the Next Generation Science Standards (NGSS), or your state’s new three-dimensional science standards will not want to miss this book study.
Discover what’s different about three-dimensional science teaching and learning!
Secondary school teachers working to enhance their knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education, the Next Generation Science Standards (NGSS), or your state’s new three-dimensional science standards will not want to miss this book study.
Discover what’s different about three-dimensional science teaching and learning!
Secondary school teachers working to enhance their knowledge and understanding of the Science and Engineering Practices from A Framework for K-12 Science Education, the Next Generation Science Standards (NGSS), or your state’s new three-dimensional science standards will not want to miss this book study.
Fall 2022 Topic Study: Assessing Three-Dimensional Learning: Using the Critical Aspects of Sensemaking to Design Assessments Meaningful to Both Teachers and Students
This topic study on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We’ll use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.
The fall 2022 topic study Assessing Three-Dimensional Learning: Using the Critical Aspects of Sensemaking to Design Assessments Meaningful to Both Teachers and Students starts October 11 and runs through November 1, 2022.
This topic study on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We’ll use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.
The fall 2022 topic study Assessing Three-Dimensional Learning: Using the Critical Aspects of Sensemaking to Design Assessments Meaningful to Both Teachers and Students starts October 11 and runs through November 1, 2022.
This topic study on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We’ll use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.
The fall 2022 topic study Assessing Three-Dimensional Learning: Using the Critical Aspects of Sensemaking to Design Assessments Meaningful to Both Teachers and Students starts October 11 and runs through November 1, 2022.
This topic study on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We’ll use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.
The fall 2022 topic study Assessing Three-Dimensional Learning: Using the Critical Aspects of Sensemaking to Design Assessments Meaningful to Both Teachers and Students starts October 11 and runs through November 1, 2022.
This topic study on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We’ll use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.
The fall 2022 topic study Assessing Three-Dimensional Learning: Using the Critical Aspects of Sensemaking to Design Assessments Meaningful to Both Teachers and Students starts October 11 and runs through November 1, 2022.
Fall 2022: Prioritizing Relationships and Equity: Leveraging Student Ideas to Accelerate Learning
Teachers can accelerate learning for students when they develop classroom communities where students feel known and valued. We explore the connection between deep science learning and student opportunities to express, clarify, and represent their ideas in a supportive learning community while receiving feedback from their trusted peers and teacher.
The NSTA Web Seminar Series Prioritizing Relationships and Equity: Leveraging Student Ideas to Accelerate Learning starts August 9 and runs through August 30, 2022.
Teachers can accelerate learning for students when they develop classroom communities where students feel known and valued. We explore the connection between deep science learning and student opportunities to express, clarify, and represent their ideas in a supportive learning community while receiving feedback from their trusted peers and teacher.
The NSTA Web Seminar Series Prioritizing Relationships and Equity: Leveraging Student Ideas to Accelerate Learning starts August 9 and runs through August 30, 2022.
Teachers can accelerate learning for students when they develop classroom communities where students feel known and valued. We explore the connection between deep science learning and student opportunities to express, clarify, and represent their ideas in a supportive learning community while receiving feedback from their trusted peers and teacher.
The NSTA Web Seminar Series Prioritizing Relationships and Equity: Leveraging Student Ideas to Accelerate Learning starts August 9 and runs through August 30, 2022.
Teachers can accelerate learning for students when they develop classroom communities where students feel known and valued. We explore the connection between deep science learning and student opportunities to express, clarify, and represent their ideas in a supportive learning community while receiving feedback from their trusted peers and teacher.
The NSTA Web Seminar Series Prioritizing Relationships and Equity: Leveraging Student Ideas to Accelerate Learning starts August 9 and runs through August 30, 2022.
Teachers can accelerate learning for students when they develop classroom communities where students feel known and valued. We explore the connection between deep science learning and student opportunities to express, clarify, and represent their ideas in a supportive learning community while receiving feedback from their trusted peers and teacher.
The NSTA Web Seminar Series Prioritizing Relationships and Equity: Leveraging Student Ideas to Accelerate Learning starts August 9 and runs through August 30, 2022.
Research & Teaching
Innovations in Undergraduate Teaching and Learning of Earth and Environmental Science, with a Focus on Climate Change
Journal of College Science Teaching—March/April 2022 (Volume 51, Issue 4)
By Gillian M. Puttick, Brian Drayton, and Christina Silva
In this study, we analyzed the literature on teaching or learning on a topic in Earth science, environmental science, or climate change between 1995 and 2017. We investigated the length of the intervention, intervention setting and instructional level, instructional purpose, pedagogical framing and pedagogical methods (including what materials and activities students used), degree of inquiry afforded to students, and student outcomes. The literature reveals that instructors are attempting to move beyond didactic practices by incorporating new pedagogical methods into existing courses they teach or revamping whole courses at the departmental level. In general, study authors frame their innovations in terms of a need to address student engagement; however, the extent to which studies explicitly link engagement and learning outcomes is mixed. In addition, while study authors express the goal of adopting active learning pedagogies, their theories of change are mostly unexamined. Finally, few researchers reported results relating directly to specific populations of interest, especially those underserved in STEM. We suggest several areas in which further research is needed.
In this study, we analyzed the literature on teaching or learning on a topic in Earth science, environmental science, or climate change between 1995 and 2017. We investigated the length of the intervention, intervention setting and instructional level, instructional purpose, pedagogical framing and pedagogical methods (including what materials and activities students used), degree of inquiry afforded to students, and student outcomes.
In this study, we analyzed the literature on teaching or learning on a topic in Earth science, environmental science, or climate change between 1995 and 2017. We investigated the length of the intervention, intervention setting and instructional level, instructional purpose, pedagogical framing and pedagogical methods (including what materials and activities students used), degree of inquiry afforded to students, and student outcomes.
Research & Teaching
The Stable and Persistent Alternative Conceptions Present in Prospective Elementary Teachers’ Understanding of Average Speed
Journal of College Science Teaching—March/April 2022 (Volume 51, Issue 4)
By Karthigeyan Subramaniam, Christopher S. Long, Pamela Esprivalo Harrell, and Nazia Khan
This study investigated the stability and persistence of prospective elementary teachers’ conceptual understanding of average speed. A questionnaire containing two questions about average speed was administered to the prospective teachers prior to their admission to an elementary science methods course (pretest) and at the end of the course (posttest). The pretest was administered to 84 prospective teachers, and the posttest was administered to 55 prospective teachers from the original sample of 84. A two-tier coding scheme was used to categorize responses as accurate and inaccurate definitions of average speed and to categorize the features of explanations of average speed. A chi-square test was carried out to test for statistical significance. Analysis of data indicated that prospective teachers used the conceptual understanding of speed to explain average speed. In addition to providing this explanation, prospective teachers used their conceptual understanding of average to explain average speed—that is, average speed as resulting from the calculation of the average of three or more recordings of an object’s speed. The reasons for the two stable and persistent alternative conceptions could be that participants in this study were exposed to K–16 instruction that did not identify, label, represent, and distinguish the concept of average speed as a complex concept.