scholarly journals Instructor formative assessment practices in virtual learning environments : a posthumanist sociomaterial perspective

2019 ◽  
Author(s):  
◽  
Shannon Marie Burcks
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Science Learning ◽  
Research Council ◽  
Course Design ◽  
National Research Council ◽  
Assessment Practices ◽  
Student Centered ◽  
Undergraduate Science ◽  
K 12

The importance of undergraduate science learning for the workforce and scientific literacy is consistently emphasized by prominent organizations and influential publications such as the American Association for the Advancement of Science (AAAS) (1993, 2013), the National Research Council (NRC) (2010, 2011, 2012a, 2012b, 2013) and the Coalition for Reform of Undergraduate Science, Technology, Engineering, and Math (STEM) Education (CRUSE) (2014). Moreover, important undergraduate and K-12 reform policy documents including the National Research Council (NRC) (2012) and the Next Generation Science Standards (NGSS) (Achieve Inc., 2013) set lofty goals aimed at improving science education. At the same time, science curricula content and assessment are shifting to virtual formats (Smetana and Bell, 2012), and enabling learning and assessment to be depicted in more dynamic and interactive ways. Furthermore, assessment scholarship offers opportunities to make instructional decisions with the aim to aid student learning (e.g. Bell, 2007; Black and Wiliam, 1998, NRC, 2012; Shepard, 2000). Nonetheless, harnessing the full potential of virtual formats to reach these goals for science learning and assessment has proven challenging. Therefore, in this research study, I explored how the technology in one online undergraduate biological science course can impact how an instructor can aid student learning. ... The findings have implications for instruction and research and suggest that learning communities may want to consider that student centered learning theories and student-centered course design for online education could be incomplete. The primary implication includes ways to support formative assessment practices for science instructors in virtual environments by looping instructor formative assessment opportunities throughout a course. Finally, these findings can help others develop assessments that fully support student learning by including the instructor's assessment needs and abilities. The conclusions I present cannot be considered a solution to all courses. However, I encourage other researchers to consider alternative explanation(s) by thinking with theory.

Undergraduate Biology Instructors Still Use Mostly Teacher-Centered Discourse Even When Teaching with Active Learning Strategies

BioScience ◽  
2020 ◽  
Vol 70 (10) ◽  
pp. 901-913
Author(s):  
Petra Kranzfelder ◽  
Jennifer L Bankers-Fulbright ◽  
Marcos E García-Ojeda ◽  
Marin Melloy ◽  
Sagal Mohammed ◽  
...  
Keyword(s):  
Active Learning ◽  
Student Learning ◽  
Learning Strategies ◽  
Strong Positive Correlation ◽  
Biology Teachers ◽  
Student Centered ◽  
Undergraduate Biology ◽  
Dialogic Discourse ◽  
And Mathematics ◽  
Undergraduate Science

Abstract Reform efforts in undergraduate science, technology, engineering, and mathematics (STEM) instruction often emphasize student-centered teaching approaches, but relatively little attention is paid to the way STEM teachers use discourse when interacting with their students. In the present study, we examined the instructional and discourse behaviors of biology faculty members (N = 20) teaching in undergraduate biology classes. Although we found that the biology teachers spent most of their time guiding student learning in active learning activities and less time presenting, an analysis of their classroom communicative approaches showed that the participants mostly used authoritative and not dialogic discourse to teach biology content. Similarly, we found a strong positive correlation between biology teachers guiding student learning and authoritative, interactive approaches, suggesting that these teachers mostly asked the students to recall facts or basic concepts rather than asking them to collaboratively build knowledge. We describe the implications of these findings and our results for undergraduate biology instruction.

scholarly journals The College Science Learning Cycle: An Instructional Model for Reformed Teaching

2016 ◽  
Vol 15 (4) ◽  
pp. es12 ◽  
Author(s):  
Michelle Withers
Keyword(s):  
Science Teachers ◽  
Science Learning ◽  
Curriculum Study ◽  
Learning Cycle ◽  
Teaching Approaches ◽  
Efficient Manner ◽  
Student Centered ◽  
College Science ◽  
And Mathematics ◽  
K 12

Finding the time for developing or locating new class materials is one of the biggest barriers for instructors reforming their teaching approaches. Even instructors who have taken part in training workshops may feel overwhelmed by the task of transforming passive lecture content to engaging learning activities. Learning cycles have been instrumental in helping K–12 science teachers design effective instruction for decades. This paper introduces the College Science Learning Cycle adapted from the popular Biological Sciences Curriculum Study 5E to help science, technology, engineering, and mathematics faculty develop course materials to support active, student-centered teaching approaches in their classrooms. The learning cycle is embedded in backward design, a learning outcomes–oriented instructional design approach, and is accompanied by resources and examples to help faculty transform their teaching in a time-efficient manner.

scholarly journals Using Rubrics for an Evaluation: A National Research Council Pilot

2017 ◽  
Vol 32 (2) ◽  
Author(s):  
Ghislaine Hélène Tremblay ◽  
Frédéric Bertrand ◽  
Melissa Fraser
Keyword(s):  
Program Evaluation ◽  
Student Learning ◽  
Research Council ◽  
National Research Council ◽  
Pilot Project ◽  
Education Sector ◽  
Evaluation Practice

Rubrics are commonly used in the education sector to assess performance, products, or processes of student learning. Rubrics are gaining importance in or-ganizational performance and program evaluation practice. According to several evaluation practitioners, rubrics can elucidate how excellence and value are defined and applied to evaluation questions or indicators in a given context. This practice note summarizes a pilot project of the National Research Council Canada (NRC) using evaluative rubrics for characterizing relevance and generating conclusions in an evaluation.En pédagogie, on se sert souvent de rubriques pour évaluer la perfor-mance, les résultats ou la démarche d’apprentissage de l’étudiant. De plus en plus, les rubriques sont utilisées en analyse de la performance organisationnelle et dans la pratique évaluative. Selon certains évaluateurs, les rubriques peuvent contribuer à éclairer la façon dont l’excellence et le rendement sont définies et intégrées aux ques-tions d’évaluation ou aux indicateurs dans un contexte donné. Cette note de pratique résume un projet pilote du Conseil national de recherches du Canada (CNRC) dans lequel on a utilisé des rubriques pour caractériser la pertinence d’un programme et générer les conclusions de l’évaluation.

Using Flipped Classroom Components in Blended Courses to Maximize Student Learning

2016 ◽  
Vol 11 (1) ◽  
pp. 54-57 ◽  
Author(s):  
Scott Heinerichs ◽  
Gina Pazzaglia ◽  
Mary Beth Gilboy
Keyword(s):  
Student Learning ◽  
Athletic Training ◽  
Flipped Classroom ◽  
Course Design ◽  
Educational Approach ◽  
Student Centered ◽  
Blended Courses ◽  
Consistent Basis ◽  
Bloom Taxonomy ◽  
Blended Course

Context: The flipped classroom is an educational approach that has become popular in higher education because it is student centered. Objective: To provide a rationale for a specific way of approaching the flipped classroom using a blended course design and resources necessary to help instructors be successful. Main Outcome Measure(s): Three class components are important to the flipped classroom: before-, during-, and after-classroom sessions. Each is important in helping instructors deliver content in ways that will engage students to use all levels of the Bloom taxonomy on a consistent basis. Implementing each component using a blended course delivery will allow faculty to meet the students where they are in their learning as well as maximize class time. Conclusions: Athletic training educators can successfully use flipped classroom principles in blended courses to create student-centered classes. Educators should strategically think about the course objectives and activities for each of the 3 components. Being deliberate in this approach will ensure the educator is both an expert and a facilitator helping students achieve all levels of the Bloom taxonomy to maximize student learning.

scholarly journals A LINGUAGEM CARTOGRÁFICA COMO SUPORTE AO DESENVOLVIMENTO DO PENSAMENTO ESPACIAL DOS ALUNOS NA EDUCAÇÃO BÁSICA

2017 ◽  
Vol 7 (13) ◽  
pp. 187-206
Author(s):  
Ronaldo Goulart Duarte
Keyword(s):  
Research Council ◽  
National Research Council ◽  
Field Research ◽  
The United States ◽  
Scientific Field ◽  
Geography Education ◽  
Daily Activities ◽  
Spatial Thinking ◽  
Education School ◽  
K 12

Apesar dos mapas e globos serem percebidos por muitos como um símbolo da Geografia, são conhecidos os problemas e desafios que envolvem a dupla Educação Geográfica-Cartografia Escolar. Estamos entre aqueles que defendem a perspectiva de que a articulação entre a Educação Geográfica e a Cartografia Escolar possui grande relevância para o desenvolvimento do pensamento espacial dos estudantes da escola básica e que essa dimensão da inteligência é essencial para a cidadania consciente e para o exercício das mais diversas atividades profissionais e cotidianas. Para fundamentar essa posição, recorremos ao campo de pesquisas do pensamento espacial (spatial thinking), desenvolvido principalmente nos Estados Unidos no decorrer das últimas décadas. Dessa forma, adotamos a definição apresentada no relatório do National Research Council (2006) e que se tornou a referência nessa seara de investigação: “Pensamento espacial – um tipo de pensamento – é baseado na amálgama de três elementos: conceitos espaciais, instrumentos de representação e processos de raciocínio” (NRC, 2006, ix). Neste artigo, apresentamos, de maneira sinótica, os significados e articulações que envolvem esses três elementos e também alguns fundamentos para justificar a nossa defesa da pertinência desse campo científico como capaz de agregar potência teórica e metodológica à Cartografia Escolar brasileira. PALAVRAS-CHAVE Educação Geográfica. Cartografia Escolar. Pensamento Espacial. CARTOGRAPHIC LANGUAGE AS A SCAFFOLD FOR THE DEVELOPMENT OF SPATIAL THINKING OF STUDENTS ABSTRACT Despite the fact that maps and globes are popularly known as symbols of geography, there are old and persistent problems and challenges that remain strong, concerning school cartography in geography education. We are among those who defend that Geography Education and School Cartography have both great importance for the development of spatial thinking among students in K-12 and that this dimension of intelligence is crucial for citizenship and for the practice of many professional and daily activities. To support this perspective we decided to betake the field research known as “spatial thinking”, developed mostly in the United States during the last two decades. As a consequence we adopted the definition that was presented in the report of the National Research Council (2006), which has become the main reference in the field: “Spatial thinking—one form of thinking— is based on a constructive amalgam of three elements: concepts of space, tools of representation, and processes of reasoning” (NRC, 2006, ix). In this paper we briefly present the meanings and connections between those three elements and also some foundations to justify our position that this scientific field is capable of adding theoretical and methodological power to Brazilian school cartography. KEYWORDS Geography Education. School Cartography. Spatial Thinking. ISSN: 2236-3904REVISTA BRASILEIRA DE EDUCAÇÃO EM GEOGRAFIA - RBEGwww.revistaedugeo.com.br - [email protected]

Online Assessment in the K-12 Classroom

2011 ◽  
pp. 181-195
Author(s):  
Jacqueline B. Shrago ◽  
Michael K. Smith
Keyword(s):  
Formative Assessment ◽  
Student Learning ◽  
Large Scale ◽  
National Level ◽  
Online Assessment ◽  
Large Scale Assessment ◽  
Teachers And Students ◽  
Online Formative Assessment ◽  
Improving Student Learning ◽  
K 12

ThinkLink Learning has developed an online formative assessment model that helps teachers and students prepare throughout the year for end-of-year state and national summative assessments. Four aspects of the ThinkLink system are discussed in this chapter: (a) how online formative assessment can help improve student learning on standards tested at a state or national level, (b) the advantages and disadvantages of using online assessment, (c) three case studies that demonstrate the predictive validity of this system and its use in improving student learning, and (d) future trends in the use of online assessment and directions in measuring student learning on standardized tests. In general, ThinkLink Learning has pioneered online solutions to large-scale assessment problems.

scholarly journals An Entrepreneurship Venture for Training K–12 Teachers to Use Engineering as a Context for Learning

2019 ◽  
Vol 9 (1) ◽  
pp. 54
Author(s):  
Anant Kukreti ◽  
Jack Broering
Keyword(s):  
Student Learning ◽  
Training Program ◽  
Scale Up ◽  
Educational Innovation ◽  
Success Rates ◽  
Student Centered ◽  
Business Model Canvas ◽  
Challenge Based Learning ◽  
Math And Science ◽  
K 12

In this paper, the authors present their experiences from participating in a National Science Foundation (NSF) I-Corps L training program established for business startups, using Blank’s Lean LaunchPad, Osterwalder’s Business Model Canvas, and associated tools. They used the entrepreneurial skills acquired through this training to scale-up their emerging innovation, the Cincinnati Engineering Enhanced Math and Science Program (CEEMS), which had been developed, implemented, and evaluated with successful results over a period of seven years in a targeted 14 school-district partnership in Greater Cincinnati. The overriding goal was to improve student learning and success rates in K–12 math and science courses by helping to accelerate the process of bringing effective educational innovation, CEEMS, to scale. In CEEMS, teachers were trained in using challenge-based learning (CBL) and the engineering design process (EDP), teaching pedagogies to transform their classrooms into student-centered, hands-on learning environments, while also assisting students to improve their evaluation scores related to science, math, and engineering instruction. CEEMS teachers acquired the necessary skills through coursework, professional development (PD) workshops, and longitudinal professional guidance provided by assigned coaches over a period of two years to become proficient in developing CBL–EDP curriculum, teaching it, and assessing student learning and reflecting after teaching. The authors have documented how they used customer market research conducted during the I-Corps L training to define their minimum viable product (MVP) to duplicate the successful CEEMS methodology through a condensed (≤16 week) self-paced, completely online training program with virtual coaching support. The authors also describe the process they used to move forward very quickly from an MVP to a more complete product offering, its branding, the process of trademarking it, and finally licensing it to an established non-profit organization (NPO) for future marketing. Details of the whole experience are presented with the hope that it will serve as a useful guide for other venture creators.

scholarly journals Promoting deep learning through project-based learning: a design problem

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Emily C. Miller ◽  
Joseph S. Krajcik
Keyword(s):  
Science Education ◽  
Learning Environments ◽  
Science Learning ◽  
National Research Council ◽  
Project Based Learning ◽  
Design Solution ◽  
Knowledge And Skills ◽  
Usable Knowledge ◽  
Curricular Design ◽  
K 12

AbstractIn this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to science learning put forth by the Framework for K-12 Science Education (National Research Council (NRC), A framework for K–12 science education: Practices, crosscutting concepts, and core ideas, 2012) to optimize science learning environments. We offer a process for designing a curricular system that enhances how students learn science as a progression toward sophisticated practice of usable knowledge by focusing on coherence, depth, and motivation. We saw the potential of these distinct approaches for informing one another, and we extrapolate on 4 years of research that involves the process of iterating on our curricular design to best integrate the two approaches to support student learning.

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