Integration of Environmental Chemistry and Computing to Advance Evidence-based Reasoning, Problem Solving, and Computational Thinking in Middle School Students (CHEM+C)
This project will explore the integration of core chemistry topics and computational thinking through student interaction with and manipulation of models that visually represent chemical systems, such as the carbon cycle. When a student examines a visual, runnable model, makes a prediction, changes the programming code, and then runs the model again, the computer provides feedback to the student that demands explanation. The process of anticipating, interpreting, and testing the computer’s feedback, when coupled with a structured argumentation process, supports a student’s abilities to think and act like a scientist as they explore and learn about both the computational and physical world.
Building Baseline Objectives for Children’s Knowledge and Skills in Science (BLOCKS) was a National Science Foundation (NSF) funded study that involved extensive classroom observation of young children’s ability to learn science processes and content. Throughout the project the 24 prekindergarten teachers-as-researchers received intensive professional development and mentoring support similar to that afforded by the Texas Regional Collaboratives (TRC) to K-12 science and mathematics teachers.
Fraction Activities and Assessment for Conceptual Teaching (FAACT) for Students with Learning Disabilities (LD) is a research proposal in the Faculty Early Career Development (CAREER) Program. The proposed project will build on established research on fraction learning in mathematics education to augment conceptual understanding of fractions for students with LD.
This research project studies responsive teaching and its development in the context of a professional development design experiment focused on rational numbers in grades 3–5.