Scientific Literacy in the digital age: tools, environments and resources for co-inquiry

This paper describes some European and International projects to promote Scientific Literacy in the digital age as well as technologies, environments and resources for co-inquiry. The aim of this research is also to describe computer applications, software tools and environments that were designed to support processes of collaborative inquiry learning to promote Scientific Literacy. These tools are analyzed by describing their interfaces and functionalities. The outcomes of this descriptive research points out some effects on student learning and competences developed known from the literature. This paper argues the importance of promoting scientific citizenship not only through schools and Universities (formal learning), but also non-credit online courses and community-based learning programmes (non-formal context), as well as daily life activities, educational open digital materials through social networks (informal scenario)

Using Sociocultural Theory to Guide Teacher Use and Integration of Instructional Technology in Two Professional Development Schools

This article demonstrates how sociocultural theories can be used to support strategic structuring of professional development activities for preservice and practicing teachers on technology use and integration. Examples are drawn from the authors\u27 experiences with teachers in two professional development schools that participated in a four-year Preparing Tomorrow\u27s Teachers in Technology (PT3) project. After a review of sociocultural theory and their context, the authors describe three activity systems in these schools: one for practicing teachers, one for preservice teachers, and a joint preservice/practicing teacher system. Important supports for use and integration of technology built into each of these activity systems included varied activities aimed at both beginning and advanced technology users, multiple levels of assisted performance, and a collaborative culture that offered numerous opportunities for shared work. Lessons learned and implications for teacher educators involved in similar partnerships are outlined

Navigating the Context: Implementing Inquiry in the Middle School Social Studies Classroom

Abstract Despite over a century of advocacy by social studies scholars and professionals and the development of curricular resources to promote inquiry-based learning (IBL) in K-12 social studies, inquiry is not a defining element of the K-12 social studies classroom (Saye, 2017). Teachers face significant barriers to the use of inquiry-based learning. In particular, contextual barriers such as curriculum breadth, high-stakes testing, and lack of context-specific resources are indicated (e.g., Konopack et al., 1994; Martell, 2020; Voet & Wever, 2016). However, recent research presents applications of IBL in K-12 social studies classrooms, which suggests the potential to overcome barriers. This qualitative case study explored teachers’ practices to address contextual barriers to implement inquiry in middle school (6th-8th) social studies. This study aimed to identify and describe these exemplary practices to inform professional development and learning focused on increasing the use of IBL in social studies classrooms. The study was limited to contextual barriers and potentially transferable practices. The findings reveal that teachers’ backgrounds and experiences informed their practices, contextual barriers were dynamic, and teachers’ practices addressing contextual barriers related to their knowledge of students, and long-term instructional planning, collaboration, scaffolding, and facilitation skills. Recommendations are offered for professional development and learning

Information Uses and Learning Outcomes During Guided Discovery in a Blended E-Learning Game Design Program for Secondary Computer Science Education

This study investigates middle school and high school students’ online information uses and social constructivist engagement during a blended e-learning program of game design for computer science education. Students use a learning management system (LMS) pre-populated with curriculum and resources, participating in an in-school class, daily for credit and a grade for a year, with non-expert teachers. This blended e-learning model aims to contribute to scaling of CS education, towards meeting the needs of teacher shortages in this domain. The study draws on Google Analytics data to describe student activity patterns and investigate relationships between measured patterns and learning outcomes. Findings show two activity factors emerging in student resource uses (less advanced, more advanced), and correlations between uses of more advanced resource, and outcomes. Further, student uses of the “team page,” the locus of their social constructivist game design engagement online, are highly correlated with outcomes. The research offers some support for effectiveness of such blended learning approaches in supporting CS education in this age group through knowledge-building, while also showing areas for improvement in instructional design, including direct scaffolding of information literacy instruction in such contexts

Culturally and Linguistically Responsive Noticing and Wondering: An Equity-Inducing yet Accessible Teaching Practice

Noticing and Wondering is a promising practice with an emerging research base in mathematics education for helping move teachers to a more contemporary paradigm of learning where culturally and linguistically diverse students have more equitable opportunities for academic success. This paper documents and extends this emerging research of Noticing and Wondering to fill a gap in the literature by (1) conceptualizing six reasons for the value of Noticing and Wondering and (2) discussing its potential to support English learners, such as by providing teachers easy access to students’ cultural assets. We document application of Noticing and Wondering beyond mathematics and conclude with a call for empirical research and practice in this direction

Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms

The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic

Examining the Impact of Student-Generated Screencasts on Middle School Science Students’ Interactive Modeling Behaviors, Inquiry Learning, and Conceptual Development

Student activities involving screencast production can serve as scaffolds to enhance inquiry behavior, heighten explanation development, and encourage the connection of conceptual ideas developed by eighth grade science students engaged in interactive computer modeling. Screencast recordings enabled students to simultaneously combine their narrative explanations with a visual record of their computer modeling activity. Students (n=210) generated numerous screencasts and written explanations during an online exploration regarding global climate change. The quasi-experimental design used in this study prompted student groups in four classrooms to screencast their final explanations concerning their modeling activity, while groups in the four control classrooms used a text entry tool to provide their explanations. Results indicated that student groups constructing screencast explanations spent 72% more time with the model (t=7.13, p<.001, d=2.23) and spoke an average of 131 words compared to the 44 written by control classroom groups (t=3.15, p=.002, d=0.99). Screencast groups were 42% more likely to describe their inquiry behavior activity when prompted by two design components developed to measure on-task behavior (t=2.89, p=.003, d=0.90). Knowledge integration was also heightened as 24% of the screencast groups provided scientifically normative ideas to support their explanations compared to less than 5% of the text entry groups

“Indefensible, Illogical, and Unsupported”; Countering Deficit Mythologies about the Potential of Students with Learning Disabilities in Mathematics

This paper describes two myths that circulate widely about the potential of students with Learning Disabilities to learn mathematics: (1) that students with Learning Disabilities cannot benefit from inquiry-based instruction in mathematics, and only from explicit instruction; and (2) that students with Learning Disabilities cannot construct their own mathematical strategies and do not benefit from engaging with multiple strategies. In this paper, I will describe how these myths have developed, and identify research that counters these myths. I argue that these myths are the unintended consequences of deficit constructions of students with Learning Disabilities in educational research. Using neurodiversity to frame disability as diversity rather than deficit, I assert that students with Learning Disabilities can learn mathematics to the highest levels, and that these limiting mythologies hold them back

Social Studies Doesn’t Have to Be “Boring : Engaging Secondary Students in Social Studies Education Using Student-Centered Strategies and the C3 Framework for Inquiry Towards Real-World Social Justice Outcomes

The way that students have traditionally learned social studies in secondary schools, with their teacher at the front of the classroom lecturing as students are expected to take notes and memorize facts, is an outdated method. This way of “learning” makes social studies unenjoyable, and often makes social studies seem completely unrelated to students’ lives today. These are a few reasons why social studies is often considered the least favorite subject of students in school. When social studies is taught in ways that piques students’ curiosity and makes curriculum relevant to students’ lives, is becomes enjoyable and can even be transformative for a students’ education. To develop my ability as a teacher and go beyond the social studies classroom strategies I experienced in my secondary education, in this action research I implemented new strategies into the classroom where I am student teaching. I implemented lessons that worked towards a goal of social justice, using student- centered strategies and an inquiry model of learning for social studies from the College, Career, and Civic Life (C3) Framework, with an overall goal of engaging students in social studies learning that is relevant to them. Although implementing these changes in the classroom was not an easy task, as I found all students needed significant scaffolding for this style of learning they were unfamiliar with, the outcome was worthwhile

Units of Study: A Curriculum Supplemented with Problem-Based Learning and Technology

The research question addressed in this project was, How can I provide 5th grade students with opportunities to engage in reading, writing, and talking about texts and ideas across different instructional contexts using technology and problem-based learning? The motivating factor for this capstone was the struggle with providing students dynamic learning opportunities that teach academic content as well as 21st century skills and relevant technology integration. This capstone details problem-based learning as an opportunity to assuage this struggle. The capstone reviews the components of problem-based learning and outlines the research on successful implementation. The capstone goes on to describe the research surrounding 21st century skills and integrating technology into the classroom in accordance to the TPACK framework. Finally, research from these areas is synthesized to create a unit guide and supporting materials based on Challenge Based Learning, a type of problem-based learning