The group has been busy this past year presenting empirical research from the PIESC3, RAES, and MoHSES projects at NARST, AERA, and other conferences, as well as invited talks at Florida State University and the Lawrence Hall of Science. Recent presentations include:
Sabel, J., Forbes, C. T., & Zangori, L. (2013, November). Design of an integrated teaching and learning biological sciences course for prospective elementary teachers. Poster presented at the annual meeting of the National Association of Biology Teachers, Atlanta, GA.
Zangori, L., Forbes, C.T., & Schwarz, C. (2013, November). Elementary students’ model-based explanations about the water cycle. Paper presented at the annual meeting of the School Science and Mathematics Association, San Antonio, TX.
Biggers, M., Forbes, C.T., & Zangori, L. (2013, April). Elementary teachers’ ideas about, planning for, and implementation of learner-guided and teacher- guided inquiry. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Biggers, M., Forbes, C.T., & Zangori, L. (2013, April). Investigating variations of inquiry in elementary science classrooms: Establishing validity/reliability of a modified observation protocol. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Forbes, C.T. (2013, April). Supporting teachers to attend to students’ ideas in elementary science learning environments: The Reflective Assessment for Elementary Science in Iowa (RAES-Iowa) project. Invited presentation at the Lawrence Hall of Science, Full Option Science System (FOSS) group.
Forbes, C.T., Biggers, M., & Zangori, L. (2013, August). Teachers’ pedagogical reasoning about students’ sense-making in elementary science learning environments. Paper presented at the annual meeting of the European Association of Research in Learning and Instruction, Munich, Germany.
Forbes, C.T., Lange, K., Möller, K., Biggers, M., Laux, M., & Zangori, L. (2013, April). A comparative study of early learners’ engagement in scientific practices in the U.S. and Germany. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Forbes, C.T., Long, K J., Kennedy, C.A., Bancroft, J., Soldat, C., Biggers, M., & Sabel, J. (2013, April). Supporting elementary teachers’ learning to use formative assessment for science: The RAES- Iowa professional development model. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Forbes, C.T. (2013, March). Multifaceted approaches to research and development on elementary students’ formulation and evaluation of scientific explanations. Invited presentation at Florida State University College of Education.
Zangori, L., Forbes, C.T., & Biggers, M. (2013, April). Elementary students’ explanation construction of seed structure and function: A concurrent mixed methods study. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Zangori, L., Forbes, C.T., & Biggers, M. (2013, April). Elementary teachers’ use of science curriculum materials to foster explanation construction. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
Zangori, L., Forbes, C.T., & Biggers, M. (2013, April). Elementary teachers’ use of science curriculum materials to promote students’ sense making: An embedded mixed methods study. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA
Early this month I had the opportunity to travel to Enschede in the Netherlands to give an invited talk at the International Conference on New Teacher Competencies. The conference was held at the University of Twente and was sponsored by DoCenter, Center for Knowledge Creation on Teacher Development and Curriculum Design, and SLO (National Institute for Curriculum Development in The Netherlands). Through my talk, entitled ‘Supporting teachers use of curriculum materials for science: Empirically-grounded perspectives on teachers’ curriculum design competencies’, I was able to share conceptual foundations and research findings from our work with elementary teachers to use instructional materials for science in the PIESC3, RAES, and MoHSES projects. It was a great opportunity to learn from others similarly interested in instructional design, teacher design teams, and supporting teachers to use curriculum materials effectively. Thank you to Jules Pieters, Joke Voogt, Adam Handelzalts, Nienke Nieveen, Maaike Heitink, and Sandra Schele for being wonderful hosts and making the trip both productive and enjoyable.
