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ACESSE Resource A - Introduction to Formative Assessment to Support Equitable 3D Instruction
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In this professional development session, we will develop a shared understanding of how formative assessment works and different approaches that have been developed. The material for this resource come from a series of PD sessions on formative assessment developed by the ACESSE team: Philip Bell, Shelley Stromholt, Bill Penuel, Katie Van Horne, Tiffany Neill, and Sam Shaw.We will be updating this Facilitator's Guide for ACESSE Resource A with the most up-to-date information about this resource over time. If you encounter problems with this resource, you can contact us at: STEMteachingtools@uw.edu

Subject:
Engineering
Education
Life Science
Physical Science
Material Type:
Module
Author:
Sarah Evans
Date Added:
12/20/2016
ACESSE Resource B - How to Assess Three-Dimensional Learning in Your Classroom
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The NRC Framework for K-12 Science Education and the resulting Next Generation Science Standards focus on an integrated three-dimensional view of science learning in which students develop understanding of core ideas of science and crosscutting concepts in the context of engaging in science and engineering practices.How is assessing three-dimensional science learning different than how we have thought of science learning in the past? How can we design assessment tasks that elicit student’s current understanding of specific aspects of the disciplinary core ideas, science and engineering practices, and crosscutting concepts in order to shape future instruction? In this workshop, participants will learn how to interpret and design cognitive formative assessment to fit a three-dimensional view of learning.This resource originates from a series of PD sessions on 3D formative assessment developed and provided by Katie Van Horne, Shelley Stromholt, Bill Penuel, and Philip Bell. It has been improved through a collaboration in the ACESSE project with science education experts from 13 states. Please cite this resource as follows:Stromholt, S., Van Horne, K., Bell, P., Penuel, W. R., Neill, T. & Shaw, S. (2017). How to Assess Three-Dimensional Learning in Your Classroom: Building Assessment Tasks that Work. [OER Professional Development Session from the ACESSE Project] Retrieved from http://stemteachingtools.org/pd/SessionB

Subject:
Applied Science
Engineering
Education
Life Science
Physical Science
Material Type:
Module
Author:
Sarah Evans
Date Added:
01/06/2017
ACESSE Resource C - Making Science Instruction Compelling for All Students
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How can science instruction be meaningfullyconnected to the out-of-school lives of students? In this professional development, we will consider how to design formative assessments that build on learners’ interest and knowledge, promoting equity and social justice in the process. The material for this resource comes from a series of PD sessions on formative assessment originally developed by Philip Bell and Shelley Stromholt.We will be updating this Facilitator's Guide for ACESSE Resource C with the most up to date information about this resource over time. If you encounter problesm with this resources, you can contact us at STEMteachingtools@uw.eduThis resource was refined through a 13-state collaboration to make the resource more broadly useful. If you choose to adapt these materials, please attribute the source and that it was work funded by the National Science Foundation (NSF).

Subject:
Applied Science
Engineering
Education
Life Science
Physical Science
Material Type:
Module
Author:
Sarah Evans
Date Added:
06/02/2017
ACESSE Resource D - How to Craft 3D Classroom Science Assessments
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Abstract: This session provides a step-by-step process to support participants as they design a 3D assessment task for the science classroom. Along the way, they learn how to define 3D learning performances for specific lessons—and how to use a range of tools to support their assessment design work. A key goal of the session activity is to improve the connection of intended learning goals to assessment practices. Participants build their 3D assessment design capacity by designing and workshopping tasks—before piloting them in their classrooms. The approaches learned in this workshop can be used with any curricula, at any grade level, and across all subjects of science. 

Subject:
Applied Science
Engineering
Education
Life Science
Physical Science
Material Type:
Module
Author:
Hank Clark
Date Added:
02/09/2018
ACESSE Resource E: Selecting Anchoring Phenomena for Equitable 3D Teaching and Assessment
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This pair of workshops is designed to introduce you to the process of selecting phenomena that can anchor an entire unit that supports students’ 3D science learning or that can serve as a basis for a multi-component assessment task. This resource can also be used by individuals wanting to refine their teaching practice around phenomena based instruction. You may have heard a lot about phenomena, but you may also be wondering what exactly they are, and whether using phenomena is any different from how teachers teach today already.This learning experience will help you:Explain to a peer the role of phenomena and design challenges in science teaching, with a particular focus on equity and justice. Generate working definitions of phenomena, design challenges, and disciplinary core ideas. Identify phenomena related to a bundle of three-dimensional standards. Experience how phenomena can be introduced at the start of a unit, in order to launch a student-driven series of questions.With respect to the assessment process, this resource supports the task of clarifying learning goals and eliciting evidence of student learning. Specifically, analyzing standards helps to clarify learning goals. In assessment, scenarios present phenomena to students, and then specific prompts are designed to elicit student understanding of core ideas, practices and crosscutting concepts. Once written as a scenario for an assessment, teachers can use the resources introduced in ACESSE Resource B to design specific prompts for their assessments (SEP Task Formats Tool, CCC Prompts Tool). This resource complements Resource C, in that it provides some ways to integrate tools to connect science instruction meaningfully to students’ everyday lives and cultural practices. This workshop has multiple segments, and it is broken into two sessions that last roughly three hours each, which can be organized as a full-day session or across multiple days.

Subject:
Applied Science
Education
Material Type:
Module
Author:
Hank Clark
And Now What, Ms. Ranger?  The Search for the Intelligent Designer
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Intelligent Design continues to be a hot political and educational topic in some parts of the country. This discussion case study uses the dramatic setting of a public school board as it considers whether district science teachers should be made to read a statement to their classes identifying Intelligent Design as a competing theory to evolution that is worthy of scientific consideration. The relevant statement is in fact the one that was at the center of the 2004 controversy in Dover, Pennsylvania. This case would be appropriate in general biology or advanced courses where the focus is on evolution.

Subject:
Education
Life Science
Material Type:
Case Study
Provider:
National Center for Case Study Teaching in Science
Provider Set:
Case Study Collection
Author:
Clyde Freeman Herreid
Date Added:
01/03/2008
Bad Blood: A Case Study of the Tuskegee Syphilis Project
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The ethics of human experimentation are explored in this case about the infamous syphilis studies performed at the Tuskegee Institute from the 1930s to the 1960s. Sponosred by the U.S. Public Health Service, 399 African American men with syphilis were recruited for a research study on the progression of the disease when left untreated. The case examines the science underlying the experiment as well as the ethical and racial issues. One of its goals is to help students understand the evolution in our thinking on issues of science, human experimentation, and race, and how they are conditioned by our culture. The case could be used in any course that explores the ethics of science.

Subject:
Education
Life Science
Ethnic Studies
Material Type:
Case Study
Provider:
National Center for Case Study Teaching in Science
Provider Set:
Case Study Collection
Author:
Ann W. Fourtner
Charles R. Fourtner
Clyde Freeman Herreid
Date Added:
01/01/2000
Blended Learning Open Source Science or Math Studies (BLOSSOMS), Spring 2010
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" BLOSSOMS stands for Blended Learning Science or Math Studies. It is a project sponsored by MIT LINC (Learning International Networks Consortium) a consortium of educators from around the world who are interested in using distance and e-Learning technologies to help their respective countries increase access to quality education for a larger percentage of the population.BLOSSOMS Online"

Subject:
Mathematics
Material Type:
Full Course
Provider:
MIT
Provider Set:
MIT OpenCourseWare
Author:
Larson, Richard C.
Date Added:
02/16/2011
A Case of Cheating?
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This case is based upon a real experience. It is written as an exercise for faculty to discuss, perhaps in a brown bag seminar at lunch time. In many ways it represents a rather common type of problem, cheating-what to do about it and how to prevent it. What makes the case more interesting is the cultural questions it raises and the issues associated with the use of peer evaluation and cooperative learning strategies in general.

Subject:
Education
Material Type:
Case Study
Provider:
National Center for Case Study Teaching in Science
Provider Set:
Case Study Collection
Author:
Clyde Freeman Herreid
Date Added:
01/01/2006
Clicker Resource Guide -- An Instructors' Guide to the Effective Use of Personal Response Systems (Clickers) in Teaching
Conditions of Use:
No Strings Attached
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The original of the Clicker Resource Guide, prepared by staff of the CU Science Education Initiative and the UBC Carl Wieman SEI. This module is a placeholder where the entire resource guide may be downloaded while the contents of the guide are being imported to the Connexions document language.

Subject:
Education
Material Type:
Reading
Provider:
Rice University
Provider Set:
Connexions
Author:
Cu Science Education Intiative
Ubc Carl Weiman Science Education Initiative
Date Added:
02/16/2011
Concept-Centered Teaching, Spring 2006
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Used for students receiving Advanced Placement credit and transfer credit. Program of study or research to be arranged with a Department faculty member. Written report required. Permission of Department required.

Subject:
Biology
Material Type:
Full Course
Provider:
MIT
Provider Set:
MIT OpenCourseWare
Author:
Kosinski-Collins, Melissa
Date Added:
01/01/2006
Conversations with History: Science and Society, with Dudley Herschbach
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Host Harry Kreisler welcomes Nobel Laureate Dudley Herschbach. Professor Herschbach discusses his research, creativity in science, science education and the role of science in society. (57 min)

Subject:
Arts and Humanities
Material Type:
Lecture
Provider:
U.C. Berkeley
UCTV Teacher's Pet
Date Added:
01/31/2010
Electronic Journal of Science Education
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The Electronic Journal of Science Education is a peer reviewed journal sponsored Southwestern University and Texas Christian University. It is published by Texas Christian University. EJSE publishes manuscripts relating to issues in science education/science teacher education from early childhood through the university level and informal science and environmental education. EJSE reviews original science education manuscripts that report meaningful research, present research methodology, develop theory, and explore new perspectives.

Subject:
Education
Material Type:
Reading
Provider:
Southwestern University
Texas Christian University
Date Added:
03/07/2016
Equal Time for Intelligent Design?: An Intimate Debate Case
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Whether Intelligent Design should be taught in a science classroom is a serious problem. This case study tackles the issue head-on by using intimate debate, a pedagogical structure in which small student groups are subdivided into opposing student pairs that take turns arguing each side of the issue. There is no audience for these concurrent mini-debates, and the session concludes with groups reaching consensus. This case study would be appropriate in general biology or advanced courses where the focus is on evolution.

Subject:
Education
Life Science
Material Type:
Case Study
Provider:
National Center for Case Study Teaching in Science
Provider Set:
Case Study Collection
Author:
Clyde Freeman Herreid
Date Added:
01/01/2007
The Evolution of Creationism: Critically Appraising Intelligent Design
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This PBL case on Intelligent Design was written for freshman biology majors at a Christian liberal arts college. Students read about the claims and actions of proponents of Intelligent Design as they work for its inclusion in the high school science curriculum. In the process, students learn about the nature of science and the importance of evolution in the field of biology. More advanced students are given the task of critically evaluating one specific (and much cited) claim made by Intelligent Design supporters that the irreducible complexity of the bacterial flagellum suggests it cannot be the product of evolution.

Subject:
Education
Life Science
Material Type:
Case Study
Provider:
National Center for Case Study Teaching in Science
Provider Set:
Case Study Collection
Author:
Robin Pals-Rylaarsdam
Date Added:
01/01/2005
A Field Season Gets Underway Set To Weddell Seal Song
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Weddell seals have a large repertoire of very strange vocalizations–everything from chugs, chirps, trills, and whistles to what sounds like something from outer space. Weddells make these sounds both underwater and on top of the sea ice. Our soundtrack composer Steve Perez used hydrophone recordings the project obtained under NMFS Permit 1032-1917 to interweave with guitar and midi to create an other-worldly composition consisting of some of those Weddell seal vocalizations recorded by the Weddell Population Ecology project. Video field footage obtained by project members Eric Boyd and Terrill Paterson under NMFS Permit 17236. Video editing and production by Mary Lynn Price. Learn more at WeddellSealScience.com!

Subject:
Applied Science
Education
Life Science
Material Type:
Diagram/Illustration
Primary Source
Author:
Mary Lynn Price
Date Added:
07/06/2017
Guia Didático para elaboração de projetos sustentáveis no ensino das Tecnologias da Informação e Comunicação
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O “Guia didático para elaboração de projetos sustentáveis no ensino das Tecnologias da Informação e Comunicação” está estruturado na ação educativa interativa, baseada em soluções de problemas e desenvolvimento de habilidades e competências para o mundo do trabalho e serve de referência metodológica para que outras escolas, professores e estudantes possam vivenciar experiências exitosas de aprendizagem, que colaborem para ancorar conhecimentos clássicos, dando-lhes uma aplicabilidade no mundo real, lançando mão do lúdico, da criatividade e do protagonismo dos estudantes do Ensino Proissional, a partir da elaboração de projetos socioambientalmente responsáveis. Este Guia Didático é um material de linguagem acessível e detalhada para que professores possam usar, junto aos seus estudantes, como referência no desenvolvimento de trabalhos de pesquisa em escolas de Ensino Médio e Profissional, além de promover a cultura da Educação Científica nesses espaços, mostrando esses ambientes como produtores de conhecimento e não apenas atores passivos nesta construção. Neste guia o leitor encontrará, além da fundamentação teórica que sustenta os temas debatidos, as etapas metodológicas que foram utilizadas para obtenção dos resultados
atingidos e dicas de materiais utilizados para que mais professores, alunos e escolas se permitam vivenciar essa experiência fazendo as adaptações necessárias.

Subject:
Environmental Science
Information Science
Education
Educational Technology
Material Type:
Case Study
Teaching/Learning Strategy
Author:
Carla Vanesca Rabelo Ollandezos
Date Added:
12/27/2019
Helicobacter pylori and the Bacterial Theory of Ulcers
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This case is an account of the events that led Drs. Robin Warren and Barry Marshall to the bacterial theory of ulcers. The two physicians refused to accept the standard explanations for what they had observed and instead developed an alternative hypothesis, saving countless patients from unnecessary pain and suffering. Along the way they transformed the way the medical community viewed peptic ulcer disease. The case shows the importance of curiosity, serendipity, and tenacity in scientific inquiry; how science is built upon the work of others; how assumptions can cloud people's views, leaving them closed to new ideas; and how scientific "truth" can and does change when faced with new data and new interpretations. It is appropriate for use in any course at the high school or undergraduate level that teaches students about the scientific method and/or the sociology, nature, and history of science.

Subject:
Education
Life Science
Material Type:
Case Study
Provider:
National Center for Case Study Teaching in Science
Provider Set:
Case Study Collection
Author:
Debra A. Meuler
Date Added:
01/01/2011
Hurricane Strike!™
Conditions of Use:
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Designed primarily for middle school students and funded by FEMA and the NWS, this module creates a scenario to frame learning activities that focus on hurricane science and safety. Versions are also available for hearing, motor, and visually impaired students, as well as Spanish-speaking students. Over the course of seven days, Hurricane Erin forms in the Atlantic Ocean, crosses the Florida peninsula, and then makes another landfall at Fort Walton Beach. During these days, the learner is introduced to many basic concepts of atmospheric science, climate, and geography, while also learning some important and possibly life-saving safety and preparedness skills. The module includes several interactive games and activities that address hurricane meteorology and hurricane safety. Teachers and others who use the module for public education will find the "Information for Teachers" section particularly useful. This section provides information about all of the main learning objects in the module, as well as access to them as stand-alone activities. Links to numerous hurricane-related Web sites are also included, as are links to expert advice about helping children deal with trauma. Worksheets that test the learner's understanding of the module's content are provided in this section. Students access a different worksheet each day on the "printer" in the scenario's home office.

Subject:
Education
Atmospheric Science
Material Type:
Module
Provider:
COMET MetEd Collection
Author:
COMET
Date Added:
08/24/2010