SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
SRI Research Study on Project-Based Inquiry Science Curriculum (June 2014)IT'S ABOUT TIME®
New NSF-backed, Independent Research Study Shows Project-Based Inquiry Curriculum Materials Has a Positive Effect on How Students Learn Science and on Leveling the STEM Playing Field.
NSF-backed study is the first to examine use by middle-school teachers and students of science curriculum aligned with the new Framework for K-12 Science Education and Next Generation Science Standards. The study used an NGSS-aligned curriculum called Project-Based Inquiry Science™ published by IT’S ABOUT TIME®.
The most profound finding to come out of the study indicates that students taught using project-based inquiry curriculum aligned with Next Generation Science Standards (NGSS) substantially outperformed students taught using a traditional science curriculum. The results of the research have broad-reaching implications for the entire education spectrum — from classroom and student engagement, to teacher Professional Development, to education policies at the state and national level.
The independent, randomized controlled study conducted by SRI International*, compared the impact of the research-based, NGSS-aligned curriculum called Project-based Inquiry Science™ (“PBIS”), published by IT’S ABOUT TIME® (“IAT”), to traditional science curriculum materials for middle-school students in a large and diverse urban school district. The study focused on two areas of science: earth science (processes that shape the Earth’s surface) and physical science (energy).
3 Big Takeaways
1. Success: Students taught using the Project-based Inquiry Science curriculum materials outperformed students who were taught using standard science curriculum materials.
2. The Great Equalizer: Project-based Inquiry Science curriculum can help close the learning gaps among students of underrepresented demographics in STEM fields and level the field between girls and boys.
3. Teacher/Student Engagement Increases: The study shows that PBIS teachers in the study (who were all new to the curriculum) were more likely to engage their students.
Addressing the falling interest in school science in rural and remote areas u...James Cook University
Anderson, N., Courtney,L., Zee, R., & Hajhashemi, K. (2014). Addressing the falling interest in school science in rural and remote areas using experiments and science fairs. World Applied Science Journal (WASJ). 30(12), 1839-1851.
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
Describes the interdisciplinary approach to instruction. Includes features of the method, its support from educational theorists, and requirements of teachers who use it.
Interdisciplinary methods for researching teaching and learningLina Markauskaite
This set of slides has been prepared for a workshop “Interdisciplinary methods for researching teaching and learning”. It summarises some ideas about intellectual work across conventional (disciplinary) boundaries in education. A number of them draw on the experiences writing Epistemic fluency book and working in the field of the leaning sciences more generally. The main message is the paradoxical tension between what educational research is as practice and how educational research is organised and institutionalised as a formal research field (aka. discipline).
Research-as-science, ….as disciplined inquiry
1. Finite cluster of social sciences: psychology, sociology, etc
2. Loose groupings: curriculum, professional development, etc
3. Discipline(s) on its own right: the learning sciences, other institutionalised practices
Research-as-project …as activity in the world
1. “Normal” science-as-project: compact vs. diffuse; explanatory vs. interpretative; conceptually driven vs. textually driven; explicit vs. implicit.
2. Researcher-participant collaboration
3. Multi-, Inter-, Trans-tribal research
In undergraduate research, students learn and are assessed in ways that come as close as possible to the experience of academic staff carrying out their disciplinary research.
Issues in Linking Teaching and Discipline Based Research: Disciplinary and De...NewportCELT
Professors Alan Jenkins (Oxford Brookes University) and Mick Healey (University of Gloucestershire) present Session 1 to the Higher Education Academy All Wales Research-Teaching Nexus Action Set Conference at Gregynog Hall, 1-2 September 2009 (near Newtown, Powys, Wales, UK). Session is introduced by the conference convenor Professor Simon Haslett of the Centre for Excellence in Learning and Teaching at the University of Wales, Newport (to skip introduction move to slide 2).
What is cooperative learning?
The acronym PIES may be used to denote the key elements of positive interdependence, individual accountability, equal participation, and simultaneous interaction.
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. Kritsonis has served as an elementary school teacher, elementary and middle school principal, superintendent of schools, director of student teaching and field experiences, professor, author, consultant, and journal editor. Dr. Kritsonis has considerable experience in chairing PhD dissertations and master thesis and has supervised practicums for teacher candidates, curriculum supervisors, central office personnel, principals, and superintendents. He also has experience in teaching in doctoral and masters programs in elementary and secondary education as well as educational leadership and supervision. He has earned the rank as professor at three universities in two states, including successful post-tenure reviews.
This course is designed to introduce both traditional and innovative approaches/strategies in teaching science for Master students engaging in the field of teaching developing a scientific literacy through learning the strategies in reading and writing as one of the component for students in learning science as they organized each thoughts in a scientific ways, communicate ideas, and share information with fidelity and clarity, to read and listen with understanding. Integration of STEM – infusing through teaching approach as a model integrating all content areas in the way that provides rich meaningful experience for students. Explore the practical implications of cognitive science for classroom assessments, motivating student effort and designing learner – centered circular units.
Reference as teaching: Breaking barriers for international students
Preparation for Standardized Testing and Inquiry
1. TEAMS SEMINAR, JANUARY 24, 2009 UNIVERSITY OF SAN FRANCISCO XENIA MEYER, DOCTORAL CANDIDATE, CORNELL UNIVERSITY Critical Thinking in Science Education and Standardized Testing: Two Birds with One Stone through Inquiry-based Instruction
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4. Inquiry? “ The diverse ways in which scientists study the natural world and propose explanations based on evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world” (National Research Council [NRC], 1996, p. 23). What is it?
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6. What does inquiry look like? From http://www.materialsworldmodules.org/pedagogy/inquiry_continuum.shtml
9. From http://www.brynmawr.edu/biology/franklin/InquiryBasedScience.html Comparing Inquiry and Traditional Science Instruction INQUIRY BASED TRADITIONAL Principle Learning Theory Constructivism Behaviorism Student Participation Active Passive Student Involvement in Outcomes Increased Responsibility Decreased Responsibility Student Role Problem solver Direction follower Curriculum Goals Process oriented Product oriented Teachers Role Guide/facilitator Director/ transmitter
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Editor's Notes
Introduction (CU Graduate Student) Environmental Science Teacher TEAMS alumna– 2004-2006
5 minutes per slide. Make an observation and interpretation of what is occurring in this image (draw from NAS).