This project will develop and test a Web-based innovative analytics assessment system that will give students and teachers immediate feedback and just-in-time support to advance science literacy and science learning.
EDC’s role is to author universal design elements into four learning experiences from Foundation Science: Physics.
EDC is cosponsoring the 9th annual Massachusetts STEM Summit for policymakers, educators, and business leaders to discuss education initiatives in science, technology, engineering, and mathematics, and progress on implementation of the statewide STEM plan. The summit will be held October 18 at Gillette Stadium in Foxborough, Massachusetts.
How can digital games support conceptual learning? And how can games be made accessible and useful for teachers? Those are the questions addressed by Possible Worlds, a five-year research and development effort led by EDC.
EDC and the Lawrence Hall of Science (LHS) in Berkeley, California, are leading a national initiative to promote long-term professional development in project-based science for afterschool program providers.
The project is developing materials and training institutes to support a network of professional trainers from children’s museums, science centers, and 4-H affiliates across the country. These trainers will provide training and support to community-based organizations that implement high-quality, hands-on science and engineering projects for children.
This project is conducting a formative and summative evaluation of the Maine ScienceCorps.
A project of the biosciences community at the University of Southern Maine (USM) and the Education Division of the Foundation for Blood Research, Maine ScienceCorps works with university professors, teaching fellows, and over 30 teachers across the state. Teachers and researchers bring authentic lab experiences—involving nucleic acids, proteins, microbes, viruses, human disease, and immune responses—to over 2,500 students.
Electronic Teacher’s Guide, or eTG, is a research and development project of EDC. The aim of eTG is to enhance the ability of teachers to provide science education.
The project will:
Develop a prototype eTG
Conduct classroom-based studies to determine the impact of eTG on teachers’ learning and practice, particularly in relation to the fidelity with which teachers modify and adapt instructional materials at the secondary level
Be a Scientist! is a full-scale development project that examines the impact of a scalable STEM (science, technology, engineering, and math) afterschool program that trains engineers to develop and teach inquiry-based Family Science Workshops (FSWs) in underserved communities.
The project targets underserved youth in grades 1–5 in Los Angeles and New York, their parents, and engineering professionals. The science activities are provided in a series of FSWs that occur in afterschool programs in eight partner schools in Los Angeles and at the New York Hall of Science in New York City.
The project’s multidisciplinary research and development team has been investigating whether the integration of a specific kind of computational model i.e., simulations into a high school science curriculum, can support students from diverse academic, ethnic, and socio-economic backgrounds in developing computational literacy—a capacity to understand relationships between domain knowledge and the mathematical, algorithmic, and modeling processes that are the building blocks of computational science.
Through the Math and Science Partnership (MSP) Knowledge Management and Dissemination (KMD) project, EDC collects, synthesizes, and shares knowledge from the field of mathematics and science education and MSPs.
In this project, CSE draws on its own and other resources at EDC to provide technical assistance to the management of the Presidential Award program. Every year, that program honors exceptional science and mathematics teachers from every state. CSE facilitates the program’s work in several ways. Staff connects the project with national science and mathematics leaders who take a role in the awards process.
This project established a model program for developing and supporting middle-grades science mentor-teachers. The project team worked closely with a group of experienced science teachers to improve their skills, knowledge, and confidence so they can effectively support novice science teachers from 10 to 12 demographically diverse school districts. Based on this model, CSE is developing a Facilitator’s Guide and accompanying videotapes. The model has been adapted in Cleveland, Ohio, Orlando, Florida (through the University of Central Florida) and Xalapa, Veracruz, Mexico.
ScienceQuest was a unique after-school program that supported community-based organizations who wanted to increase staff and organizational capacity; assisted youth (ages 10–14) in learning science, technology, and literacy; and increased the youths’ positive experiences with learning. Through training in I-Search methods and ongoing in-person and electronic support, coaches lead small groups in personally relevant explorations documented through youth-designed Web sites.
The National Science Foundation has funded the Pittsburgh Public Schools’ Local Systemic Change (LSC) and Urban Systemic Programs in K–12 mathematics and science. EDC is performing an evaluation of the programs. The evaluation is formative, shaping the work of teachers, teacher leaders, and administrators, and summative, looking at the impact of the work on teaching, learning, and district policies.
The Ford Partnership for Advanced Studies (Ford PAS) program includes an interdisciplinary high school curriculum that challenges students academically while also developing their problem-solving, teamwork, and communication skills.
Through its national network of school districts, CSE created and disseminated Selecting Computer-Based High School Science Curricula: A Guide for Teachers. The guide enables teachers to maximize the growing and considerable investment this country is making in technology. Research shows that a scientific and technical education is critical for students to function in and contribute to society. The guide is available through the CSE Web site.
In this project, EDC staff synthesize research, undertaken since 1984, that examines the impact of inquiry science instruction on student outcomes. A range of studies are included, such as quantitative and qualitative research, formal experimental models, ethnographies, dissertations, and teacher-led studies. This project increases understanding of inquiry’s impact and helps explain the reasons for its effects.
The WEEA Equity Resource Center was a national center that for 25 years promoted gender-equitable education for all students. The center offered educators and others a range of resources to help make gender equity a reality in the classroom and in educational systems, focusing especially on equity for girls and women who face multiple barriers due to gender and race, ethnic origin, disability, or age. The center’s funding ended in 2003 and select resources and information continue to be available through the achieved Web site.
EDC created this K–6 standards-based science curriculum, whose topics reflect a balance of life, physical, and earth sciences. The 17 modules and accompanying kits provide a hands-on, inquiry-based approach that builds skills and explores concepts through exciting science experiences. The curriculum, published by Kendall/Hunt, was revised in 2004. Four new modules are currently in production.
EDC developed and field-tested this biology curriculum for grades 9 and 10. The curriculum addresses the needs of all students and connects understanding of core biological principles with applications to social, health, economic, and other critical issues. The curriculum, published by Kendall/Hunt Publishing Company, includes an implementation guide to support users.
EDC is collaborating with three universities to study how classroom teachers in grades four through eight can provide access to a rigorous, standards-based curriculum to students with disabilities. Over five years, REACH is developing and studying instructional approaches that support all students as they engage in challenging content learning in language arts (EDC), mathematics (University of Puget Sound), science (University of Michigan), and social studies (University of Delaware). The project has a special focus on the discourse practices that students use in learning rigorous content.
EDC and the Concord Consortium collaborated to develop “web-labs”: online genetics applications designed for middle and high school students. The project supports teachers’ use of the software by customizing it to teach specific genetics concepts and content. Project staff also developed teachers guides and other support materials.
In collaboration with the National Institute of Out-of-School Time (NIOST), EDC’s Center for Science Education worked with six science centers around the country to introduce design-engineering activities into afterschool programming. CSE developed the curricula for the engineering projects; NIOST provided technical support for their implementation. Through monthly workshops, science centers introduced the curricula to program leaders of participating community agencies.
CSE is developing Explore It!, an out-of-school curriculum in which children explore familiar phenomena in an extended manner using simple materials to foster science learning. These investigations will provide an experiential foundation for the development of concepts aligned with the national standards addressed in formal school curricula.