NARST 2011 Annual Conference PRESENTATION ABSTRACTS 1
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NARST 2 011 Annual Conference 1 PRESENTATION ABSTRACTS Sunday, April 3, 2011 W1. Pre-Conference Workshop—Equity and Ethics Committee Sponsored Equity Internationally – Scholarship, Research, and Service for a Global Science Education Community 8:00am – 12:00pm, Curacao 1 Geeta Verma, Georgia State University Regina E. Wragg, University of South Carolina Jerome M. Shaw, University of California, Santa Cruz Gillian U. Bayne, Lehman College of the City University of New York Nate Carnes, University of South Carolina Sumi Hagiwara, Montclair State University Maria S. Rivera Malucci, Barnard College Felicia Moore-Mensah, Columbia University Jomo W. Mutegi, Indiana University -- Purdue University Indianapolis Wesley Pitts, Lehman College of the City University of New York ABSTRACT: The Equity and Ethics Committee sponsors this pre-conference workshop for scholars of color and individuals interested in scholarship involving equity in science education. Workshop participants will network with facilitators representing the spectrum of career stages of scholars in science education. Attendees will also engage in discussion regarding science education in the international community and the opportunities and challenges available to scholars of color and individuals interested in researching science education equity issues. W2. Pre-Conference Workshop—Publications Committee Sponsored Developing High Quality Reviews for the Journal of Research in Science Teaching 8:00am – 12:00pm, Curacao 3 Angela M. Calabrese-Barton, Michigan State University Joseph S. Krajcik, University of Michigan Bob Geier, University of Michigan Patti Bills, Michigan State University Hayat Hokayem, Michigan State University ABSTRACT: The purpose of this session is to provide professional development for JRST reviewers. It will also provide valuable information to new researchers on what reviewers look for in a manuscript and how to prepare a manuscript for publication. During this workshop we will work with reviewers to develop knowledge and skills for preparing high quality reviews for JRST, foster conversation on expectations for and purposes of reviews, and discuss how to handle common reviewer problems and questions. This session welcomes returning reviewers as well as those who are new to academia and are interested in submitting to and getting published in JRST or anyone who would like to become a reviewer for the Journal. JRST Editors and Associate Editors will facilitate the session. W3. Pre-Conference Workshop—Research Committee Sponsored Developing a Competitive Educational Research Proposal for NSF’s Division of Research on Learning 8:00am – 12:00pm, Curacao 4 Gavin W. Fulmer, National Science Foundation Janice Earle, National Science Foundation Kusum Singh, National Science Foundation Celeste Pea, National Science Foundation ABSTRACT: This pre-conference workshop will provide researchers interested in submitting an educational research proposal to the NSF's Division of Research on Learning (DRL) an understanding of: • Contexts of STEM educational research in NSF and DRL • Characteristics of DRL’s three major research programs: o Research and Evaluation in Education, Science and Engineering (REESE); o Discovery Research K-12 (DRK-12); and o Faculty Early Career Development (CAREER) • NSF’s proposal review process and merit review criteria • Characteristics of competitive 1 NARST 2 011 Annual Conference 2 PRESENTATION ABSTRACTS Sunday, April 3, 2011 proposals • Common weaknesses in poorly-rated proposals The workshop will begin with an informational session and then break into small groups. The groups will read, review, and discuss brief scenarios—passages from proposals that demonstrate strengths and weaknesses in addressing the merit review criteria—in one session. In another session, the group members will have opportunity to discuss their research ideas with DRL Program Officers (POs) and other attendees. Please come with a 250-word summary of your idea to discuss. Individuals new to proposal-writing are encouraged to attend. W4. Pre-Conference Workshop—Research Committee Sponsored Developing and Assessing Learning Progressions in Science 8:00am – 12:00pm, Curacao 5 Duncan Ravit Golan, Rutgers University Joseph S. Krajcik, University of Michigan David Fortus, Weizmann Institute of Science Katherine L. Mcneill, Boston College Julia D. Plummer, Arcadia University ABSTRACT: Learning progressions (LPs) describe the ways in which learning of core scientific ideas and practices develop over extended periods of time (months to years) in the context of carefully designed instruction. LPs have the potential to provide greater coherence in learning across grades and grade bands, and better alignment between standards, curriculum, and assessment. Recently LPs have received much attention in the research and policy arenas; in particular they form the backbone of the Conceptual Framework for the New Science Education Standards. The LP scholarship has also grown substantially over the past 5 years and promises to continue expanding. This workshop aims to provide newcomers to LP research with an introduction to the development and assessment of LPs. The workshop includes three parts that each deal with an important aspect of developing and validating LPs: (a) developing construct maps, (b) item design, scoring, and the measurement model, (c) designing LP-driven instruction (and PD) to test LPs in real-world science classrooms. Participants will work in small groups using data from various existing LP research projects to explore these three aspects of LP research and development. We expect participants to leave the workshop with a strong conceptual foundation for thinking about and engaging in LP research. Participants will receive a set of workshop materials containing explanations of core concepts, examples, and a list of web sites with resources for LP research, as well as have an opportunity to network with others in the expanding LP research community. W5. Pre-Conference Workshop—Research Committee Sponsored Videocase-based Lesson Analysis of Science Teaching to Support Teacher Learning: Experiencing Lesson Analysis and Mapping a Program of Research 8:00am – 12:00pm, Curacao 7 Kathleen Roth, BSCS Meridith Bruozas, BSCS Elaine Howes, BSCS Paul Numedahl, BSCS Kathleen Schwille, National Geographic ABSTRACT: This workshop will examine the analysis of videocases of science lessons as a core part of inservice and preservice teacher learning programs. There will be two main workshop activities: 1) First-hand experience with an online video analysis program designed for K-8 preservice teachers*, and 2) Facilitated, small group discussions that will challenge participants to examine and modify a draft visual/map representing a program of research about teacher learning from analysis of videocases. The Videocases for Science Teaching Analysis project (ViSTA) developed four online videocase modules for use as supplements in K-8 science methods courses*. In Part I of this workshop, participants will use selected ViSTA videos and tasks to experience the kinds of in-depth conversations that are possible when teachers have a shared context to examine (the videocases), a shared conceptual framework, and a shared protocol for analysis of the videocases. Part 2 of the workshop focuses on research in this area. Working in facilitated groups of 6-8, 2 NARST 2 011 Annual Conference 3 PRESENTATION ABSTRACTS Sunday, April 3, 2011 participants will examine, critique, and modify a draft visual/map that highlights the existing research and identifies gaps in our knowledge in this area. The following questions will guide the research discussion groups: • What do we know, what don’t we know, and what do we need to know about teacher learning from videocase analysis? • How does research on teacher and student learning inform the use of videocase analysis in teacher learning programs? • How can the use of videocases (practice) inform research and deepen the knowledge base about effective approaches for preparing science teachers? Each group will be challenged to modify the visual to map a strong proposed program of research in this area. Presidential Sponsored Session S1.1 Symposium – Inquiry to Practices: Data Modeling, Measurement and Representation in Children's Statistical/Probabilistic Reasoning in Maths/Sciences 1:00pm – 2:30pm, Antigua 1 Presider: Richard Duschl, Penn State University Discussant: Leona Schauble, Vanderbilt University Presenters: Cliff Konold, University of Massachusetts, Amherst Richard Lehrer, Vanderbilt University William A. Sandoval, UCLA James Hammerman, TERC ABSTRACT: The National Research Council synthesis research report Taking Science to School, the companion practitioners’ report Ready Set Science! and the draft Core Science Framework all advocate a shift in science learning from a focus on inquiry to scientific practices. This shift is best understood as a call for coordinating inquiry with the practices by which inquiry advances. This Presidential session will examine practices of data modeling that align inquiry with ways of structuring, representing and modeling variability. The first presenter will describe the role of data modeling in contemporary practices with children. The remaining presenters will suggest a prospective learning progression that describes the seeds of these forms of practice and suggests how they might be supported in K-12 education. Examining new tools for and new understandings about students reasoning about and representation