Congrats to Molly Brandt for publication of her thesis work in the Journal of Agricultural Education. This study explored the use of Evidence-Centered Design to develop, validate, and test assessment items aligned with standards for student learning focused on the integration of STEM and agriculture. The study provides important insights into upper elementary (grades 3-5) students’ reasoning about interdisciplinary STEM concepts and contributes to efforts to design an assessment system designed around these standards that can provide an essential tool for program evaluation.
At the end of September, our CliMES team came together with a group of high school teachers from our district partner – Lincoln Public Schools – to begin collaborating on development of the CliMES curriculum module. We are working to develop a 6-week module designed around EzGCM for LPS’ 9th-grade Geoscience course. The proposed module will be aligned with national, state, and district standards, with a particular emphasis on HS-ESS3-5:
Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts to Earth systems.
We’re looking forward to continuing these discussions and working with our collaborating teachers as we move forward with development of the curriculum module, planned for pilot implementation in spring, 2018.
Congrats to Dr. Jaime Sabel for publication of dissertation work in CBE–Life Sciences Education. This study explored the used of reflective scaffolds and metacognitive tools to support and enhance undergraduate students’ learning in the context of an introductory undergraduate course for non-majors. Study findings provide insight into how students use these tools, how they can be integrated into the design of course activities, and ways in which they productively impact students’ life science learning.
I am excited to announce our new project funded by the National Science Foundation’s Discovery Research K-12 program (DRL 1720838 and 1719872). In the High School Students’ Climate Literacy through Epistemology of Scientific Modeling (CliMES) project, we will engage in a 4-year, mixed-methods, design-based research project to investigate classroom use of EzGCM (Easy Global Climate Modeling), a web-based climate modeling suite designed to provide non-scientists experiences with climate modeling. We are developing and implementing a 6-week climate science module for secondary science classrooms designed around EzGCM. Each year, we will collect and analyze evidence of students’ model-based reasoning about climate, including pre-/post- measures of students’ conceptual and epistemic knowledge, curriculum-embedded modeling tasks, interviews, and videorecorded observations of instruction to investigate two research questions: 1) how do secondary students develop epistemic and conceptual knowledge about the Earth’s climate and climate science? and 2) how do secondary science teachers support students’ use of EzGCM to develop epistemic and conceptual knowledge about the Earth’s climate and climate science? The project will impact over 50 secondary teachers and 3000 secondary students over four years and leverages a new partnership between Columbia University and the University of Nebraska-Lincoln, promoting cross-fertilization between climate scientists and science educators, in partnership with Nebraska school districts.
Many thanks to all members of our research and instructional team who collaborated on a study investigating undergraduate students’ reasoning about water-focused socioscientific issues. Carried out in the first iteration of the revised SCIL 101 course (formerly AGRI/NRES 103) with more than 200 students, study results illustrate strengths and limitations of students’ thinking about the use of groundwater for agriculture in the context of a multi-week course module. Thanks to Dr. Jaime Sabel for leading this effort!
Sabel, J.L., Vo, T., Alred, A., Dauer, J.M., & Forbes, C.T. (2017). Undergraduate students’ scientifically-informed decision-making about socio-hydrological issues. Journal of College Science Teaching, 46(6), 64-72.
In June, the WELS2 project team held a 1-week workshop for more than 30 Nebraska middle- and high school science teachers at the University of Nebraska-Lincoln. The workshop focused on supporting teachers to learn to use a computer-based groundwater modeling tool, the Hydrogeology Challenge, and to develop instructional materials and supports that would enable them to use this tool within their existing science curriculum.
As part of the workshop, teachers explored the Next Generation Science Standards, conducted water-related investigations, learned about the scientific practice of modeling, and worked on curricular resources to support their own teaching. Teachers also had the opportunity to participate in the workshop as part of a UNL graduate course – NRES 898 Teaching and Learning about Water Systems. We thank our project partners from the Groundwater Foundation and Water for Food Global Institute for contributing to making this workshop a successful experience for all involved. We look forward to continuing to work with NE teachers through ongoing academic year activities and a teacher research experience in summer, 2018.
As the MoHSES project rapidly draws to a close, we are very pleased to continue publishing project research that reflects our project work over the 5 years of the project. Our latest study, published in the International Journal of Science Education, explores implementation of the revised FOSS Water unit and 3rd-grade students’ model-based reasoning about water over the first two years of the project. The study provides evidence that the ‘modeling-enhanced” version of the curriculum positively impacts student learning, though these effects vary greatly by teacher. How teachers implement the curriculum appears to significantly impact the sophistication of students’ model-based explanations for water-related phenomena.
As part of the WELL project, our team had the chance to teach our new course – SCIL 109 Water in Society – this past spring semester. It was an amazing opportunity work with 45 undergraduate students, both STEM and non-STEM majors from an array of programs. It was also a wonderfully enriching experience to collaborate with colleagues spanning multiple disciplines as part of our instructional team. The course touched on core hydrology concepts, exploration of contemporary real-world water-related challenges, and opportunities to communicate about both the scientific and non-scientific dimensions of these issues. Students used computer-based water modeling tools based upon authentic datasets, worked in collaborative teams on long-term projects, participated in site visits, and developed and presented infographics to attendees at an international water-focused conference. Please see our spring, 2017 syllabus and course calendar here.
In a new video series from CADRE, a network for STEM education researchers funded by the National Science Foundation’s Discovery Research K-12 (DR K-12) program, I had a chance to share a bit about the importance of scientific modeling in science learning environments. It’s very exciting to be featured as part of a group, including Dan Damelin (The Concord Consortium) and Brian Reiser (Northwestern University), discussing this important topic related to our MoHSES, NE WETS, WELS2, and WELL projects.
In a new video series from CADRE, a network for STEM education researchers funded by the National Science Foundation’s Discovery Research K-12 (DR K-12) program, I had a chance to share a bit about the importance of education research. It’s very exciting to be featured as part of a group, including Christine Cunningham (Museum of Science), Kathy Perkins (University of Colorado, Boulder), Vikram Kapila (NYU), discussing the empirical work that goes hand-in-hand with educational design and development associated with all my projects.