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Making Formative Use of Student Experience Data to Promote Equity in a Cycle of Collaborative Teacher Inquiry

Science Scope—March/April 2024 (Volume 47, Issue 2)

By William Penuel, Ali Raza, Yamileth Salinas Del Val, Rosa Salinas-Estevez, Emily Williamson, Jennifer Smith, Quincy Gill

This article describes a cycle of teacher collaborative inquiry called the Student Experience Improvement Cycle (SEIC). The SEIC is a novel form of assessment: it focuses on supporting teachers in using evidence of the quality of student experience formatively to make the classroom more equitable. The SEIC begins by setting a goal for improvement in one of three aspects of student experience: coherence, relevance, and contribution. Then, teachers review, adapt, and test research-based strategies for improving the quality of student experience overall and for students from systemically marginalized groups and communities. The article presents examples of improvement goals teachers set and the strategies they tried as part of one inquiry cycle. It also provides examples of survey items used to elicit student experience.
This article describes a cycle of teacher collaborative inquiry called the Student Experience Improvement Cycle (SEIC). The SEIC is a novel form of assessment: it focuses on supporting teachers in using evidence of the quality of student experience formatively to make the classroom more equitable. The SEIC begins by setting a goal for improvement in one of three aspects of student experience: coherence, relevance, and contribution.
This article describes a cycle of teacher collaborative inquiry called the Student Experience Improvement Cycle (SEIC). The SEIC is a novel form of assessment: it focuses on supporting teachers in using evidence of the quality of student experience formatively to make the classroom more equitable. The SEIC begins by setting a goal for improvement in one of three aspects of student experience: coherence, relevance, and contribution.
 

The Standard Answer: Considerations for Implementing Standards-based Grading in an NGSS-aligned Science Classroom

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Jesse Wilcox, Matt Townsley

Standards-based grading (SBG) is an alternative approach to grading that uses standards, such as the NGSS, to communicate what students have learned. While SBG has increased in popularity in the last decade, questions still remain in regard to what constitutes SBG and how to effectively implement it in science classrooms. However, questions remain in regard to how to best use SBG alongside the NGSS. This article seeks to illustrate three commonly agreed-upon core ideas for SBG and provide examples for middle school science teachers in how they might implement SBG using the NGSS.
Standards-based grading (SBG) is an alternative approach to grading that uses standards, such as the NGSS, to communicate what students have learned. While SBG has increased in popularity in the last decade, questions still remain in regard to what constitutes SBG and how to effectively implement it in science classrooms. However, questions remain in regard to how to best use SBG alongside the NGSS. This article seeks to illustrate three commonly agreed-upon core ideas for SBG and provide examples for middle school science teachers in how they might implement SBG using the NGSS.
Standards-based grading (SBG) is an alternative approach to grading that uses standards, such as the NGSS, to communicate what students have learned. While SBG has increased in popularity in the last decade, questions still remain in regard to what constitutes SBG and how to effectively implement it in science classrooms. However, questions remain in regard to how to best use SBG alongside the NGSS. This article seeks to illustrate three commonly agreed-upon core ideas for SBG and provide examples for middle school science teachers in how they might implement SBG using the NGSS.
 

Designing Performance-Based Assessments that Engage!

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Katie Coppens

Rather than feel stressful for students, an assessment should feel like a celebration of learning. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students’ scientific knowledge, teachers get a better sense of students’ interests and strengths that they bring to each open-ended assignment. Three examples of performance-based assessments are provided as well as an explanation of the challenges and successes that come with this assessment approach.
Rather than feel stressful for students, an assessment should feel like a celebration of learning. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students’ scientific knowledge, teachers get a better sense of students’ interests and strengths that they bring to each open-ended assignment.
Rather than feel stressful for students, an assessment should feel like a celebration of learning. Performance-based assessments allow students to demonstrate their understanding of one or more standards by accomplishing tasks that are engaging and flexible in how students approach them. In addition to seeing students’ scientific knowledge, teachers get a better sense of students’ interests and strengths that they bring to each open-ended assignment.
 

Socioscientific Modeling: Helping Students See Systems and Understand Messy Issues

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Eric Kirk, Troy Sadler, Zhen Xu, Jamie Elsner, Li Ke, Laura Zangori, Rebecca Lesnefsky

In this article we present a strategy to help students unpack complex, socioscientific issues. We outline a 90-minute learning experience where students are asked to explore the complicated cause and effect relationships that shaped the course of the COVID-19 pandemic. This approach challenges students to represent the ways scientific content like viral transmission can shape social issues like economic hardship and mental health. Students engage in the scientific practice of modeling and address two crosscutting concepts: cause and effect, and systems and system models. Although this example uses COVID-19 as an anchoring phenomenon, this lesson can be adapted easily to target other content, making it a versatile tool for teachers trying to help students make sense of complex issues and understand how science impacts their daily lives.
In this article we present a strategy to help students unpack complex, socioscientific issues. We outline a 90-minute learning experience where students are asked to explore the complicated cause and effect relationships that shaped the course of the COVID-19 pandemic. This approach challenges students to represent the ways scientific content like viral transmission can shape social issues like economic hardship and mental health. Students engage in the scientific practice of modeling and address two crosscutting concepts: cause and effect, and systems and system models.
In this article we present a strategy to help students unpack complex, socioscientific issues. We outline a 90-minute learning experience where students are asked to explore the complicated cause and effect relationships that shaped the course of the COVID-19 pandemic. This approach challenges students to represent the ways scientific content like viral transmission can shape social issues like economic hardship and mental health. Students engage in the scientific practice of modeling and address two crosscutting concepts: cause and effect, and systems and system models.
 

Introducing Engineering Aims and Values through Rover Wheel Design

Science Scope—March/April 2024 (Volume 47, Issue 2)

By Jerrid Kruse, Isaiah Kent-Schneider, Dan Chibnall, Sarah Voss, Emma Marie, Bridgid Miller, Jayme Scheck

Engineering activities often emphasize the practices of engineers, but pay less attention to aspects of the nature of engineering. One important aspect of the nature of engineering is an understanding of the aims and values that underlie engineers’ decision-making. This activity helps students develop an understanding of the role of aims and values in engineering through an activity wherein students design and test a wheel for a Mars rover. In addition to providing opportunities to discuss the role of aims and values in engineering, the activity also targets MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Engineering activities often emphasize the practices of engineers, but pay less attention to aspects of the nature of engineering. One important aspect of the nature of engineering is an understanding of the aims and values that underlie engineers’ decision-making. This activity helps students develop an understanding of the role of aims and values in engineering through an activity wherein students design and test a wheel for a Mars rover.
Engineering activities often emphasize the practices of engineers, but pay less attention to aspects of the nature of engineering. One important aspect of the nature of engineering is an understanding of the aims and values that underlie engineers’ decision-making. This activity helps students develop an understanding of the role of aims and values in engineering through an activity wherein students design and test a wheel for a Mars rover.

Sponsored Archive: Examining the Evidence: How Probeware Supports Three-Dimensional Learning, April 23, 2024

Explore the transformative impact of probeware technology through the latest research supporting its use. Learn how these tools enhance three-dimensional science teaching, deepen student engagement, and foster scientific understanding and critical thinking across grades. Get recommendations for planning the successful implementation of data-collection technology. Attendees will also have the opportunity to explore the new web-based platform for interactive, three-dimensional learning, Vernier Connections™.

Explore the transformative impact of probeware technology through the latest research supporting its use. Learn how these tools enhance three-dimensional science teaching, deepen student engagement, and foster scientific understanding and critical thinking across grades. Get recommendations for planning the successful implementation of data-collection technology. Attendees will also have the opportunity to explore the new web-based platform for interactive, three-dimensional learning, Vernier Connections™.

Explore the transformative impact of probeware technology through the latest research supporting its use. Learn how these tools enhance three-dimensional science teaching, deepen student engagement, and foster scientific understanding and critical thinking across grades. Get recommendations for planning the successful implementation of data-collection technology. Attendees will also have the opportunity to explore the new web-based platform for interactive, three-dimensional learning, Vernier Connections™.

Explore the transformative impact of probeware technology through the latest research supporting its use. Learn how these tools enhance three-dimensional science teaching, deepen student engagement, and foster scientific understanding and critical thinking across grades. Get recommendations for planning the successful implementation of data-collection technology. Attendees will also have the opportunity to explore the new web-based platform for interactive, three-dimensional learning, Vernier Connections™.

Book Beat Live! Creating and Using Instructionally Supportive Assessments in NGSS Classrooms, May 21, 2024

Join us on Tuesday, May 21, 2024, from 7:00 PM to 8:15 PM ET and meet Joe Krajcik and Christopher Harris authors of the new NSTA Press Book, Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

Join us on Tuesday, May 21, 2024, from 7:00 PM to 8:15 PM ET and meet Joe Krajcik and Christopher Harris authors of the new NSTA Press Book, Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

Join us on Tuesday, May 21, 2024, from 7:00 PM to 8:15 PM ET and meet Joe Krajcik and Christopher Harris authors of the new NSTA Press Book, Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

Join us on Tuesday, May 21, 2024, from 7:00 PM to 8:15 PM ET and meet Joe Krajcik and Christopher Harris authors of the new NSTA Press Book, Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

Join us on Tuesday, May 21, 2024, from 7:00 PM to 8:15 PM ET and meet Joe Krajcik and Christopher Harris authors of the new NSTA Press Book, Creating and Using Instructionally Supportive Assessments in NGSS Classrooms.

 

Sensing in Animals and Robots: Collaborative, Transdisciplinary Learning in an Undergraduate Science Course

Journal of College Science Teaching—March/April 2024 (Volume 53, Issue 2)

By Anna DeJarnette, Stephanie Rollmann, Dieter Vanderelst, John Layne, Anna Hutchinson

Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepare students for the most pressing real-world problems. Because transdisciplinary education often requires reimagining the content and design of undergraduate science courses, it can be a challenge for instructors to envision how such work might take place. With this paper, we share an example of an undergraduate course developed at the intersection of animal sensory biology and robotics engineering. Students in the course developed knowledge from both disciplines to design a robot that could mimic the sensory behaviors of some animal to achieve a pre-determined task. We share examples of students’ work in the course and evidence of how students’ perceptions of science and engineering changed throughout their participation in the course. Additionally, we describe how we adapted a hybrid hybrid model of collaboration that made it feasible for students to work together on an open-ended project requiring access to robotics equipment during the COVID-19 pandemic. This course can serve as a model for instructors working to incorporate more interdisciplinary or transdisciplinary perspectives into existing science courses.
Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepare students for the most pressing real-world problems. Because transdisciplinary education often requires reimagining the content and design of undergraduate science courses, it can be a challenge for instructors to envision how such work might take place. With this paper, we share an example of an undergraduate course developed at the intersection of animal sensory biology and robotics engineering.
Transdisciplinary learning—where students develop and apply knowledge from multiple disciplines to solve open-ended problems—is necessary to prepare students for the most pressing real-world problems. Because transdisciplinary education often requires reimagining the content and design of undergraduate science courses, it can be a challenge for instructors to envision how such work might take place. With this paper, we share an example of an undergraduate course developed at the intersection of animal sensory biology and robotics engineering.
 

Implementing Universal Design for Learning in the Higher Education Science Classroom

Journal of College Science Teaching—March/April 2024 (Volume 53, Issue 2)

By Breanne Kirsch, Theodore Bryan, David Hoferer

There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be used to create inclusive learning materials and activities in the higher education science classroom. A UDL Academy introduced science faculty to the UDL framework, which led to them implementing UDL in their classes. A chemistry and physics professor and an environmental science and biology professor participated in the UDL Academy during the summer of 2021 and implemented UDL in at least one course during the fall 2021 semester. They share their perspectives on the UDL implementations and implications for college science teaching.
There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be used to create inclusive learning materials and activities in the higher education science classroom. A UDL Academy introduced science faculty to the UDL framework, which led to them implementing UDL in their classes. A chemistry and physics professor and an environmental science and biology professor participated in the UDL Academy during the summer of 2021 and implemented UDL in at least one course during the fall 2021 semester.
There is a growing need for college science faculty to teach a diverse group of learners. The Universal Design for Learning (UDL) framework can be used to create inclusive learning materials and activities in the higher education science classroom. A UDL Academy introduced science faculty to the UDL framework, which led to them implementing UDL in their classes. A chemistry and physics professor and an environmental science and biology professor participated in the UDL Academy during the summer of 2021 and implemented UDL in at least one course during the fall 2021 semester.
 

Open Access

Scaling Up: Lessons for Persuading Science Faculty to Adopt an Evidence-Based Intervention

Journal of College Science Teaching—March/April 2024 (Volume 53, Issue 2)

By Jessi Smith, Dustin Thoman

The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based interventions that support the motivation and performance of students in introductory classes. The literature is replete with interdisciplinary research presenting such interventions. Unfortunately, the process of developing and evaluating pedagogical practices is not the same as the process required to scale those efforts into actual university classrooms. Efforts to spread the word about successful practices often move slowly, through relatively small personal and professional networks. We present a complementary proactive strategy designed to raise awareness of one exemplar intervention across a broad swath of U.S. biology faculty. Our 30-minute anonymous engagement (in three 10-minute asynchronous virtual sessions) resulted in this particular intervention being adopted in some form by more than 4 in 10 of faculty who learned about it, reaching an estimated 7,500 students across the U.S. We describe the three phases of our intervention adoption process, each informed by social psychology theories of persuasion and decision-making, and provide a detailed guide and ready-to-use resources to replicate the process using other evidence-based interventions ready for scale.
The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based interventions that support the motivation and performance of students in introductory classes. The literature is replete with interdisciplinary research presenting such interventions. Unfortunately, the process of developing and evaluating pedagogical practices is not the same as the process required to scale those efforts into actual university classrooms.
The science education community is deeply vested in growing the next generation of scientists. One way to do this is through evidence-based interventions that support the motivation and performance of students in introductory classes. The literature is replete with interdisciplinary research presenting such interventions. Unfortunately, the process of developing and evaluating pedagogical practices is not the same as the process required to scale those efforts into actual university classrooms.
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