This resource features various lesson plans and multimedia embed ideas for your students in science. http://collaborizeclassroom.com/resources

1. Use Case: Supporting Students In Science
Research Related to This Challenge:
“In the PISA 2006 science literacy assessment, students completed exercises designed
to assess their performance in using a range of scientific competencies, grouped and
described as ‘competency clusters.’ These clusters— identifying scientific issues,
explaining phenomena scientifically, using scientific evidence —describe sets of skills
students may use for scientific investigation. PISA 2006 provides scores on three
subscales based on these competency clusters in addition to providing a combined
science literacy score.
• Identifying scientific issues includes recognizing issues that are possible to
investigate scientifically; identifying keywords to search for scientific
information; and recognizing the key features of a scientific investigation.
• Explaining phenomena scientifically covers applying knowledge of science in a
given situation; describing or interpreting phenomena scientifically and
predicting changes; and identifying appropriate descriptions, explanations, and
predictions.
• Using scientific evidence includes interpreting scientific evidence and making
and communicating conclusions; identifying the assumptions, evidence, and
reasoning behind conclusions; and reflecting on the societal implications of
science and technological developments.
Combined science literacy scores are reported on a scale from 0 to 1,000 with a mean
set at 500 and a standard deviation of 100.6. Fifteen-year-old students in the United
States had an average score of 489 on the combined science literacy scale, lower than
the OECD average score of 500 (tables 2 and C-2). U.S. students scored lower in
science literacy than their peers in 16 of the other 29 OECD jurisdictions and 6 of the 27
non- OECD jurisdictions. Twenty-two jurisdictions (5 OECD jurisdictions and 17 non-
OECD jurisdictions) reported lower scores than the United States in science literacy.”
Baldi, S., Jin, Y., Skemer, M., Green, P.J., and Herget, D. (2007). Highlights From PISA
2006: Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in
an International Context (NCES 2008–016). National Center for Education Statistics,
Institute of Education Sciences, U.S. Department of Education. Washington, DC.1
1 Baldi, S., Jin, Y., Skemer, M., Green, P.J., and Herget, D. (2007). Highlights From PISA 2006:
Performance of U.S. 15-Year-Old Students in Science and Mathematics Literacy in an International
Context (NCES 2008–016). National Center for Education Statistics, Institute of Education Sciences, U.S.
Department of Education. Washington, DC
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2. Use Case: Supporting Students In Science
Challenge: Supporting Student Success in Science
• Given the 30% reduction in students choosing a college major in STEM
courses (science, technology, engineering and math), science teachers need to
develop innovative strategies for engaging and interesting students in the
various branches of science.
• Students are struggling to identify scientific issues, explain phenomena
scientifically, and use scientific evidence to reach conclusions (as discussed in
research above).
• Science teachers have limited time in the classroom to both perform dynamic
labs/experiments and have meaningful follow-up collaborative discussions
about the results.
Proposed Solutions
• Use Collaborize Classroom™ as a space for students to conduct follow-up
conversations about lab results and discuss the implications and relevance of
those results.
• Use Collaborize Classroom to allow students to work collaboratively to reach
conclusions, address concerns, clarify confusions, make connections, analyze
and synthesize results.
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3. Use Case: Supporting Students In Science
• Post questions online to facilitate focused, high quality discussions. Students
could then use those conversations and the information gleaned to write more
insightful, dynamic lab reports, which demonstrate their thorough
understanding of the lab/experiment and the implications of its outcome(s).
• Post questions online that require students to make real world connections and
discuss possible applications on a larger scale given their findings. These
extension questions would make the material more meaningful for students.2
Expected Results
• These conversations would facilitate a deeper comprehension of the scientific
principles at work, provide the necessary follow-up to engage and interest
students, as well as produce a tangible outcome that could be discussed in
class.
• Students would be more engaged in the process of performing the lab/
experiment because they would be held accountable for their findings in the
online forum.
• Students struggling with particular labs/experiences/scientific principles would
have a supportive venue in which to have their questions and concerns
addressed by their peers.
• Lab work would truly become a collaborative team building experience for
students, positively impacting the classroom community and culture.
2Wheaton Shorr, Pamela. "The Science Crisis". Scholastic. April 10, 2010 <http://www2.scholastic.com/
browse/article.jsp?id=7153>.
Go to www.CollaborizeClassroom.com for more information