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47.088 - Overcoming Challenges in Developing and Implementing Next Generation Science Standards–Aligned Instructional Materials and Assessments
Sun, April 7, 11:50am to 1:20pm, Metro Toronto Convention Centre, Floor: 700 Level, Room 709Session Type: Symposium
Abstract
The Next Generation Science Standards (NGSS) offer a vision of three-dimensional science instruction that gives students an active role in learning through the integration of science and engineering practices, cross cutting concepts, and disciplinary core ideas. Since the publication of NGSS, a number of research and development projects have sought to create innovative instructional materials and assessments that align with these three dimensions. As these projects reach maturity, the current session aims to generate productive conversations about overcoming the challenges that arise as the standards are refined and adapted to classroom practice. In a panel discussion format, six teams of researchers, with established projects in NGSS-aligned instruction and assessment, will share solutions and insights.
Sub Unit
Chair
Papers
Designing Curriculum Materials to Embody the Vision of the Framework for K–12 Science Education - Joseph S. Krajcik, Michigan State University; Emily Adah Miller, University of Georgia
How the Next Generation Science Standards Science Instructional Shifts and Language Instructional Shifts Support Each Other for All Students Including English Learners - Okhee Lee, New York University; Lorena Llosa, New York University; Alison Marie Haas, New York University; Marcelle Goggins, University of Washington; Scott Grapin, University of Miami
Leveraging a Virtual Chemistry Lab Environment to Engage Students in 3-D Learning - Jodi Davenport, WestEd; David Yaron, Carnegie Mellon University
Designing and Implementing Instructionally Supportive Assessment Tasks for Promoting Three-Dimensional Learning: Challenges Faced and Lessons Learned - Christopher J. Harris, WestEd; James W. Pellegrino, University of Illinois at Chicago; Joseph S. Krajcik, Michigan State University; Daniel Damelin, The Concord Consortium; Nonye Alozie, SRI International; Kevin McElhaney, SRI International; Brian Douglas Gane, University of Illinois at Chicago; Diksha Gaur, University of Illinois at Chicago; Mon-Lin (Monica) Ko, University of Illinois at Chicago; Krystal Madden, University of Illinois at Chicago; Sania Zahra Zaidi, University of Illinois Chicago; Phyllis Haugabook Pennock, Michigan State University; Samuel Severance, Michigan State University
Assessing Students' Progress on the Energy Concept Using Three-Dimensional Assessments - Cari F. Herrmann-Abell, BSCS Science Learning; Joseph Hardcastle, American Association for the Advancement of Science; George E. DeBoer, American Association for the Advancement of Science
Next Generation Science Standards Assessment: Lessons Learned From the Stanford Next Generation Science Assessment Project - Jonathan F. Osborne, Stanford University; Jill Wertheim, Stanford University