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Meeting Information



Project Title: Science Investigations and Engineering Design for Grades 6-12

PIN: DBASSE-BOSE-15-03         

Major Unit:
Division of Behavioral and Social Sciences and Education
National Academy of Engineering

Sub Unit:
Board on Science Education

RSO:
Brenner, Kerry

Subject/Focus Area:
Education


Updating America’s Lab Report meeting 3
November 2, 2017 - November 3, 2017
National Academy of Sciences Building
2101 Constitution NW
Washington D.C. 20148


If you would like to attend the sessions of this meeting that are open
to the public or need more information please contact:


Contact Name: Coreetha Entzminger
Email: CEntzminger@nas.edu
Phone: 202-334-3153
Fax:


Agenda:

10:00 am Welcome
Heidi Schweingruber, Director, Board on Science Education
Overview of the Workshop
Nancy Songer and Brett Moulding, co-chairs

10:10 am Engaging Students in Investigations-How Students Use Evidence
Ravit Golan Duncan, Rutgers University


10:45 am The Teacher Role
Matt Kloser, University of Notre Dame
Commentary by Stacey van der Veen, NGSSPD Consultants

12:00 pm Lunch

1:00 pm Inclusive Pedagogy for Investigations
Megan Bang, University of Washington, Seattle (participating virtually)

1:35 pm Panel on Professional Development
Lizette Burks, Kansas State Department of Education (participating virtually),
Susan Gomez Zwiep, California State University, Long Beach
Wil van der Veen, Raritan Valley Community College

3:05 pm Break

3:30 pm The Role and Impact of Technology on Teaching Investigations
Scott McDonald, The Pennsylvania State University


4:05 pm Panel on Engineering Design
Christian Schunn, University of Pittsburgh
Tamara Moore, Purdue University
John Kamal, Science Leadership Academy @ Center City


5:20 pm Reflections, and Concluding Remarks
Nancy Songer and Brett Moulding





Closed Session Summary Posted After the Meeting

The following committee members were present at the closed sessions of the meeting:
Brett Moulding
Nancy Songer
Juan-Carlos Aguilar
Anne Egger
Erin Furtak
Ken Huff
Joe Krajcik
Michael Lach
Ron Latanision
Mitchell Nathan
Eileen Parsons
Cynthia Passmore
Helen Quinn
Andrea Tracy

The following topics were discussed in the closed sessions:
writing drafts, report organization and main messages

The following materials (written documents) were made available to the committee in the closed sessions:
drafts of commissioned papers and

Mehalik, M. M., & Doppelt, Y., & Schunn, C. D. (2008). Middle-school science through design-based learning versus scripted inquiry: Better overall science concept learning and equity gap reduction. Journal of Engineering Education, 97(1), 71-85 http://www.lrdc.pitt.edu/schunn/papers/MehaliketalJEE2008.pdf
Apedoe, X., Reynolds, B., Ellefson, M. R., & Schunn, C. D. (2008). Bringing engineering design into high school science classrooms: The heating/cooling unit. Journal of Science Education and Technology, 17(5), 454–465 http://www.lrdc.pitt.edu/schunn/papers/apedoeetal-SET2008.pdf
Ellefson,M., Brinker, R., Vernacchio, V., & Schunn, C. D.(2008). Design-based learning for biology: Genetic engineering experience improves understanding of gene expression. Biochemistry and Molecular Biology Education, 36(4), 292–298. http://www.lrdc.pitt.edu/schunn/papers/Ellefson_etal_2008.pdf
Apedoe,X. & Ellefson, M. E., Schunn, C. D. (2012). Learning together while designing: Does group size make a difference? Journal of Science Education and Technology, 21(1), 83-94. http://www.lrdc.pitt.edu/schunn/papers/apedoeellefsonschunn2012.pdf
Silk, E., Schunn, C. D., & Strand-Cary, M. (2009). The impact of an engineering design curriculum on science reasoning in an urban setting. Journal of Science Education and Technology, 18(3), 209-223. http://www.lrdc.pitt.edu/schunn/papers/silk-schunn-cary2009.pdf


Schunn, C. D., Silk, E. M., & Apedoe, X. S. (2012). Engineering in/&/or/for science education. In S. M. Carver and J. Shrager (Eds.), From Child to Scientist.Washington, DC: APA Press http://www.lrdc.pitt.edu/schunn/papers/Schunn-Silk-Apedoe2012.pdf

The importance of teacher professional development for this kind of instruction:
Doppelt, Y. , Schunn, C. D., Silk, E., Mehalik, M., Reynolds, B., & Ward, E. (2009). Evaluating the impact of a facilitated learning community approach to professional development on teacher practice and student achievement. Research in Science & Technological Education, 27(3), 339-354 http://www.lrdc.pitt.edu/schunn/papers/Doppelt-etal-RSTE.pdf

Cognitively meaningful vs. meaningless forms of integrated content+practices science learning:
Tekkumru-Kisa, M., Stein, M. K., & Schunn, C. D. (2015). A framework for analyzing cognitive demand and content-practices integration: Task analysis guide in science. Journal of Research in Science Teaching, 52(5), 659-685 http://www.lrdc.pitt.edu/schunn/papers/tekkumru-kisa-stein-schunn-2015.pdf
Tekkumru-Kisa, M., Schunn, C. D., Stein, M. K., & Reynolds, B. (in press). Change in thinking demands for students across the phases of a science task: An exploratory study. Research in Science Education. http://www.lrdc.pitt.edu/schunn/papers/Tekkumru-Kisa-Schunn-Stein-Reynolds.pdf


Date of posting of Closed Session Summary: November 7, 2017