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MSP News: Pedagogical Approaches to Science Education

December 6, 2018


NEWS IN BRIEF


Announcement
White House Releases New STEM Education Strategy: Charting a Course for Success: America’s Strategy for STEM Education
The White House unveiled their 5-year STEM Education strategic plan based on their vision "for a future where all Americans will have lifelong access to high-quality STEM education and the United States will be the global leader in STEM literacy, innovation, and employment."

New MSP Paper
"Understanding Science Teachers’ Implementations of Integrated STEM Curricular Units Through a Phenomenological Multiple Case Study," Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig,EngrTEAMS MSP, International Journal of STEM Education, December 2018.

New in Library
1. "A Summary of Inclusive Pedagogies for Science Education," Felicia Moore Mensah, Kristen Larson, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, December 2017.
2. "The Role of Interest and Motivation in Science Investigation and Engineering Design Instruction," Joseph E Michaelis, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, October 2017.
3. "Engineering Approaches to Problem Solving and Design in Secondary School Science: Teachers as Design Coaches," ┼×enay Purzer, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, December 2017.
4. "Designing NGSS-Aligned Curriculum Materials," William R. Penuel, Brian J. Reiser, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, 2017.


DETAILS BELOW


Announcement
White House Releases New STEM Education Strategy: Charting a Course for Success: America’s Strategy for STEM Education

The White House unveiled their 5-year STEM Education strategic plan, Charting a Course for Success: America’s Strategy for STEM Education, based on their vision "for a future where all Americans will have lifelong access to high-quality STEM education and the United States will be the global leader in STEM literacy, innovation, and employment."

The new document includes three aspirational goals: building strong foundations for STEM literacy; increasing diversity, equity, and inclusion in STEM; and preparing the STEM workforce for the future.

For more details:
Full report
Press release
Fact sheet
Press release on Joint NSF/NASA commitments


New MSP Paper
"Understanding Science Teachers’ Implementations of Integrated STEM Curricular Units Through a Phenomenological Multiple Case Study," Emily A. Dare, Joshua A. Ellis, Gillian H. Roehrig,EngrTEAMS MSP, International Journal of STEM Education, December 2018.

"Current reforms in K-12 STEM education call for integration between science, technology, engineering, and mathematics (STEM). Such integration of STEM disciplines at the K-12 level offers students an opportunity to experience learning in real-world, multidisciplinary contexts; however, there is little reported research about teachers' experiences in engaging in integrated STEM instruction. The purpose of this phenomenological multiple case study is to understand nine science teachers' first-time experiences in implementing integrated STEM curricular units in their middle school physical science classrooms. This study draws upon both classroom implementation data and teacher reflective interviews to illustrate different degrees of integrated STEM instruction and to understand teachers' challenges and successes with these varying approaches."

MSPnet Location: Library >> MSP Papers
http://hub.mspnet.org/index.cfm/33706


New in Library
1. "A Summary of Inclusive Pedagogies for Science Education," Felicia Moore Mensah, Kristen Larson, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, December 2017.

"In this paper, we offer a brief review of six pedagogical and theoretical approaches used in education and science education that we grouped as inclusive pedagogies. Though not an exhaustive list, these pedagogies are more commonly used in educational research and have commonalities, yet are distinctive in some ways. They collectively contribute to making science teaching and learning more inclusive to a broader population of learners, such as students from diverse cultural, linguistic, and social backgrounds and students with physical and learning differences who have traditionally been marginalized in learning science. Furthermore, these inclusive pedagogies aim to decrease educational inequities and raise the level of academic rigor and access for all students. Finally, we discuss ways these inclusive pedagogies can be extended to address reform efforts in science education."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33699


2. "The Role of Interest and Motivation in Science Investigation and Engineering Design Instruction," Joseph E Michaelis, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, October 2017.

"In this commissioned paper, I synthesize findings from interest and motivation intervention studies to recommend guidelines for designing learning environments in 6th -12th grade science and engineering education. Part I of the paper describes promising results from motivation studies designed to target student intelligence beliefs and intrinsic motivations. In part II, I utilize an interest development perspective to suggest interest scaffolding as a way to increase interest, motivation, and learning during science investigations and engineering design work. I then describe some discussion of considerations for interest and motivation interventions for underrepresented groups in science and engineering in part III, and the role of intrinsic versus extrinsic motivators in part IV. Finally, I conclude with a call for more experimental research using intervention design studies to further our understanding of what interest and motivation supports work best for improved learning in science and engineering."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33700


3. "Engineering Approaches to Problem Solving and Design in Secondary School Science: Teachers as Design Coaches," ┼×enay Purzer, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, December 2017.

"This position paper examines the integration of engineering and science in secondary education by synthesizing literature drawn from bodies of literature in engineering education, science education, learning sciences, design cognition, and engineering studies. This paper argues that realizing the vision of the Framework requires a clear understanding of its dimensions, a strive for authenticity, a vision of students as reflective decision-makers, and the development of teachers as design coaches. Promising models of teaching are discussed with evidence supporting student learning and engagement and recommendations for further scaffolding. The paper also describes epistemic, disciplinary practices in engineering and compares these practices to the depictions of engineering practices in the classroom. Recommendations are provided on how to support disciplinary core ideas in engineering design. In classrooms where three-dimensional learning is happening, students and teachers take roles that are more than receiving and delivering knowledge; they are part of a classroom learning community where students are reflective decision-makers and teachers are design coaches."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33701


4. "Designing NGSS-Aligned Curriculum Materials," William R. Penuel, Brian J. Reiser, Commissioned for the National Academies of Sciences, Engineering, and Medicine’s Committee on Science Investigations and Engineering Design for Grades 6-12, 2017.

"In this paper, we argue for the characteristics of curriculum materials needed that reflect the vision of the Framework for K-12 Science Education, can develop students' three-dimensional science proficiency, connect to their interests, identities, and experiences, and support teachers in making the necessary shifts in their own practice. We describe the kinds of artifacts students would produce as part of experiencing these new curricula. To illustrate these design features, we describe how these features are embodied in a unit that our team developed and that has been reviewed by Achieve, Inc. Then, we present evidence from studies of materials that partly reflect the new vision because they embody some important aspect of the vision and its core assumptions (Framework, Chapter 2), such as the importance of integrating knowledge and practices, building understanding over time, and promoting equity. Finally, we describe gaps in the evidence base about important curricular features, needed resources for development and implementation, and the kinds of capacities we can build upon but must also develop, in order for all students to experience curriculum materials that reflect the vision of the Framework."

MSPnet Location: Library >> Ed Change & Policy
http://hub.mspnet.org/index.cfm/33702