Title: “Is biology education evolving?: Critiquing three cases of high school and undergraduate biology education reform.” Abstract: Questions are at the heart of biological inquiry. The discipline is shaped by an endless variety of avenues for investigation and an equally diverse and creative set of methods that help justify claims about the living world. Yet,… Read More »
Topic: The Learning Assistant Model as a Catalyst for Instructional Improvement and Institutional Change Abstract: The learning assistant model began at CU Boulder in 2001 with 4 LAs to support one section of Introductory Astronomy. Since then, the program has grown throughout campus, with 100+ faculty members each year working with 410 LAs in 14… Read More »
Title: Developing Urban Elementary Teachers’ Responsiveness to Students’ Scientific Sense-Making. Abstract: Traditional elementary science teaching is documented as limited, fact- and activity-based, and disconnected from students’ lived experiences and scientific sense-making. Responsive science teaching has the potential to disrupt this status quo in order to increase science literacy for students who have been historically marginalized… Read More »
Title: Using Automated Analysis to Reveal Student Thinking in STEM Abstract: In the Automated Analysis of Constructed Response (AACR) Research Group, we develop constructed response assessment items and associated predictive machine learning models that allow formative evaluation of student writing. This talk will provide a brief overview of the methodology we employ to develop automated… Read More »
Title: Importance of characterizing STEM faculty members’ instructional mindsets and practices in an era of instructional transformation Abstract: Local and national initiatives to improve the learning experiences of students enrolled in Science, Technology, Engineering, and Mathematics (STEM) courses have been on-going for a couple of decades with a heightened momentum within the last ten years.… Read More »
Title: ConnectedBio curriculum: three-dimensional learning from molecules to populations Abstract: Students are often taught evolution isolated from genetic and cellular mechanisms. In reality, a complete understanding of evolution requires knowledge spanning many biological sub-disciplines and levels. To address this issue, the ConnectedBio project team (MSU, Concord Consortium) is developing a set of technology-enhanced lessons for… Read More »
Title: Research in science education – experiences from University of Tartu Science Education Centre Abstract: Estonia has competence-based curriculum since 2011 and Estonian 15-year old students have high overall scores in the science component of the PISA study. At the same time, they are not interested in science-related careers and relatively few students achieve the… Read More »
Title: Using ecosystem models to examine students’ developing understanding of vector-borne disease. Abstract: The Next Generation Science Standards emphasize the interconnected nature of scientific practices, crosscutting concepts, and disciplinary core ideas. As part of a curriculum development/ professional development project, we have developed a curriculum unit that weaves together these three dimensions of science learning… Read More »
Title: Building a Stronger DBER Community: Disciplinary and Cross-Disciplinary Examples Abstract: An effective DBER community of practice is one that builds competency and capacity in DBER and generates results that can advance disciplinary teaching and learning. This presentation will draw on disciplinary and cross-disciplinary examples of recent efforts to strengthen the DBER community of practice.… Read More »
Title: GenZ and STEM Education Today – How to Capitalize on the Crossroads Abstract: Freeman and colleagues (2015) provided substantial proof what we have intuitively known for quite some time – active learning improves students’ learning in STEM. However, given the digital age, learning science research and students’ access to information, we as educators are… Read More »
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