Science Investigations and Engineering Design for Grades 6-12

Webinar

March 28, 2019

1:00 PM - 2:00 PM (ET)

Past

About

This third webinar provides additional information on the recently released consensus study report, Science and Engineering for Grades 6-12: Investigation and Design at the Center, from the National Academies of Sciences, Engineering, and Medicine. Two members of the study committee, Brett Moulding and Anne Egger, will discuss approaches to professional learning and pre-service teacher preparation that can help teachers to place investigation and design at the center of middle and high school science and engineering learning. They will describe how to help prepare teachers to run classes that focus on students asking questions, collecting and analyzing data, and using this evidence to better understand the natural and built world around them. Specific example will be provided that will help illustrate the changing roles of both teachers and students and the need for changes to pre-service teacher preparation and on-going professional learning throughout teachers' careers.

Additional Information

Contact

Jessica Covington

(202) 334-2149
jcovington@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Science Investigations and Engineering Design for Grades 6-12

March 7, 2019

3:00 PM - 5:00 PM (ET)

Past

About

This second webinar provides additional information on the recently released consensus study report, Science and Engineering for Grades 6-12: Investigation and Design at the Center, from the National Academies of Sciences, Engineering, and Medicine. Two members of the study committee, Joe Krajcik and Erin Furtak, will discuss approaches to instruction that place investigation and design at the center of middle and high school science and engineering learning. They will describe how to run classes that focus on students asking questions, collecting and analyzing data, and using this evidence to better understand the natural and built world around them. Specific example will be provided that will help illustrate the changing roles of both teachers and students.

Additional Information

Contact

Jessica Covington

(202) 334-2149
jcovington@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Webinar

Science Investigations and Engineering Design for Grades 6-12

January 31, 2019

3:00 PM - 5:00 PM (ET)

Past

About

This webinar provides an overview of the recently released consensus study report, Science and Engineering for Grades 6-12: Investigation and Design at the Center, from the National Academies of Sciences, Engineering, and Medicine. The study co-chairs, Brett Moulding and Nancy Songer, will explain how making science investigation and engineering design the center of all science courses is an effective way to help students learn science and engineering. When investigation and design are at the center, classes focus on students asking questions, collecting and analyzing data, and using this evidence to better understand the natural and built world around them. Centering classes in this way requires a dramatic shift from the traditional classroom dynamic, both the role of the students and the role of the teachers is altered. The report describes evidence-based ways that teaching and learning should shift and provides guidance for teachers, administrators, providers of professional development, and creators of instructional materials on how to support students and teachers as they learn and instruct in this new way.

Additional Information

Contact

Jessica Covington

(202) 334-2149
jcovington@nas.edu

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Meeting

Science Investigations and Engineering Design for Grades 6-12 Public Briefing

February 12, 2019

1:15 PM - 5:00 PM (ET)

Past

About

Join the Board on Science Education on February 12th from 9:00 a.m.–5:00 p.m. in Washington, DC for a public event to discuss the recent reports English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives and Science and Engineering from Grades 6-12: Investigation and Design at the Center.
The afternoon session will explore deeply, topics such as the instructional resources and professional learning necessary to prepare and support teachers in the implementation of approaches based on the Framework for K-12 Science Education. There will be an overview of the report's conclusions, and recommendations, as well as, panels that explore some of its main messages. We will also attend to surrounding educational systems and the important roles of schools and district administrators in supporting change that will allow an inclusive approach to providing science investigation and engineering design experiences for all middle and high school students.

Additional Information

Is it a Closed Session event?

Not Closed

Contact

Jessica Covington

(202) 334-2149
jcovington@nas.edu

Location

National Academy of Sciences Building

2101 Constitution Ave NW

Washington DC 20418, USA

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Closed

Science Investigations and Engineering Design for Grades 6-12 Meeting 4

January 30 - 31, 2018

Past

Additional Information

Is it a Closed Session event?

Institution Closed

Contact

Matthew Lammers

202-334-2164
mlammers@nas.edu

Location

Arnold and Mabel Beckman Center

100 Academy Way

Irvine CA 92617, USA

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Closed

Updating America’s Lab Report meeting 3

November 2 - 3, 2017

Past

Additional Information

Is it a Closed Session event?

Institution Closed

The following committee members were present at the closed sessions of the event

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 07, 2017

Contact

Coreetha Entzminger

202-334-3153
CEntzminger@nas.edu

Location

National Academy of Sciences Building

2101 Constitution Ave NW

Washington DC 20418, USA

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Closed

Updating America’s Lab Report meeting 2

July 24 - 25, 2017

Past

Additional Information

Is it a Closed Session event?

Institution Closed

The following committee members were present at the closed sessions of the event

Brett Moulding (Cochair)
Utah Partnership for Effective Science Teaching and Learning
Nancy Songer (Cochair)
Drexel University
Juan-Carlos Aguilar
Georgia State Department of Education
Anne Egger
Central Washington University
Erin Furtak
University of Colorado, Boulder
Kenneth Huff
Williamsville Middle School
Williamsville, NY
Joseph Krajcik
Michigan State University
Michael C. Lach
University of Chicago
Mitchell Nathan
University of Wisconsin-Madison
Eileen R. Parsons
University of North Carolina, Chapel Hill
Cynthia Passmore
University of California, Davis
Andrea Tracy
MacArthur High School
Lawton OK

The following topics were discussed in the closed sessions:

Statement of Task
Work Group Assignments
Literature Review
Timeline
Report Audience

The following materials (written documents) were made available to the committee in the closed sessions:

work group notes, agenda, timeline, bios, ideas for next meeting
report on literature review prepared by contractor
• Angela Calabrese Barton Commissioned Paper (2012): Identity Research in Science Education: Implications for Integrated Experiences and Best Practices:
• Erin Marie Furtak Commissioned Paper (2017): Formative Assessment and Instructional Materials
• Rick Duschl Commissioned Paper (2017): Investigations & Nature of Science: Beyond Planning and Carrying Out Investigations:
• Reimers, J. E., Farmer, C.L., and Klein-Gardner, S. S. (2015) "An Introduction to the Standards for Preparation and Professional Development for Teachers of Engineering," Journal of Pre-College Engineering Education Research (J-PEER): Vol. 5: Iss. 1, Article 5:
• Science Professional Learning Standards from the Council of State Science Supervisors
• Perez, M. and Romero, P. (2014). “Secondary STEM Teacher Preparation as a Top Priority for the University of the Future: National UTeach Replication as a Strategic Initiative”:
• Wasserman, N. and Walkington, C. (2014). “Exploring links between beginning UTeachers’ beliefs and observed classroom practices”:
• Breslyn, W. and McGinnis, J. R. (2012). “A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry”: Science Education, Vol. 96, No. 1, pp. 48-77:
• Sadler, P. M., Sonnert, G., Coyle, H. P., Cook-Smith, N., and Miller, J. L. (2013). The Influence of Teachers’ Knowledge on Student Learning in Middle School Physical Science Classrooms: American Educational Research Journal, Vol. 50, No. 5, pp. 1020–1049:
• Rutten, N., van Joolingen, W., and van der Veen, J. (2012). The learning effects of computer simulations in science education. Computers and Education, Vol 58, Issue 1, pp. 136-153:
• Lara Kathleen Smetana & Randy L. Bell (2012). Computer Simulations to Support Science Instruction and Learning: A critical review of the literature, International Journal of Science Education, 34:9, 1337-1370:
• Kozma, R. (2003). The material features of multiple representations and their cognitive and social affordances for science understanding. Learning and Instruction 13, 205–226:
• Nathan, M. J. *Srisurichan, R., +Walkington, C., Wolfgram, M., *Williams, C. & Alibali, M. W. (2013). Building cohesion across representations: A mechanism for STEM integration. Journal of Engineering Education (Special issue on representations in engineering education), 102(1), 77–116.
• Nathan, M. J., Wolfgram, M., *Srisurichan, R., Walkington, C., & Alibali, M. W. (2017). Threading mathematics through symbols, sketches, software, silicon and wood: Teachers produce and maintain cohesion to support STEM integration. The Journal of Educational Research, 110(3), 272-293. DOI: 10.1080/00220671.2017.1287046
• Summary of Lawrence Hall of Science’s SEPUP (Science Education for Public Understanding Program)-Related Research from June 2013:
• Report of the 2012 National Survey of Science and Mathematics Education (NSSME)-Horizon Research, Inc.
• Civil Rights Data Collection-Wide-Ranging Education Access and Equity Data Collected from Our Nation’s Public Schools:
• Summary of A Framework for K-12 Science Education:

• Engineering in K12 Education (Chapter 4):

Date of posting of Closed Session Summary:

July 26, 2017

Contact

Coreetha Entzminger

202-334-3153
CEntzminger@nas.edu

Location

Keck Center

500 5th St NW

Washington DC 20001, USA

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

Closed

Updating America’s Lab Report

May 4 - 5, 2017

Past

Additional Information

Is it a Closed Session event?

Institution Closed

The following committee members were present at the closed sessions of the event

Brett Moulding (Cochair), Utah Partnership for Effective Science Teaching and Learning
Nancy Songer (Cochair), Drexel University
Juan-Carlos Aguilar, Georgia State Department of Education
Anne Egger, Central Washington University
Erin Furtak, University of Colorado, Boulder
Kenneth Huff, Williamsville Middle School, Williamsville, NY
Joseph Krajcik, Michigan State University
Michael C. Lach, University of Chicago
Ronald M. Latanision, Exponent, Inc.
Mitchell Nathan, University of Wisconsin-Madison
Eileen R. Parsons, University of North Carolina, Chapel Hill
Cynthia Passmore, University of California, Davis
Helen R. Quinn, Stanford University
Andrea Tracy, MacArthur High School, Lawton, OK

The following topics were discussed in the closed sessions:

policies, procedures, committee composition, study charge, study timeline, information gathering plans

The following materials (written documents) were made available to the committee in the closed sessions:

institutional policies and procedures, timelines, bios, agenda, plans for literature search
“America’s Lab Report: Investigations in High School Science”
“A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas”

Date of posting of Closed Session Summary:

May 09, 2017

Contact

Coreetha Entzminger

202-334-3153
CEntzminger@nas.edu

Location

Keck Center

500 5th St NW

Washington DC 20001, USA

Disclaimer

It is essential to the National Academies mission of providing evidence-based advice that participants in any of our meetings or events avoid political or partisan statements or commentary and maintain a culture of mutual respect. The statements and presentations during our meetings or events are solely those of the individual participants and do not necessarily represent the views of other participants or the National Academy of Sciences, which is a non-partisan, tax exempt organization that includes under its Charter the National Academy of Engineering and National Academy of Medicine, and that operates the National Research Council.

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Science Investigations and Engineering Design for Grades 6-12

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