Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Scientific PracticesStrand 7

Expert Panel

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Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Scientific Practices StrandWhat aspects of scientific practices are important for learners?

How do we teach them?

Session 1 (Mon): Expert panelSession 2 (Tues 9-12): Poster session: CCMS research on scientific practices

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

1. Defining “Practice”(a) How are you defining “scientific practice” in your design and empirical work?(b) What is the model of the specific scientific practice you are investigating?How different from a skill?Role of social interaction? Discourse?

Epistemological understanding?

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

2. Pedagogical SupportWhat is the model of pedagogical support for the practice? What kinds of designs put this model into effect?How motivated? Made meaningful?How to keep it from just “doing school”?Kinds of scaffolding?

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

3. AssessmentHow are you defining success in engaging learners in the practice? How is it assessed in your empirical work?How to tease apart content understanding and

success in practice?Role of epistemological understanding versus

performance of the practice?What kind of transfer is expected?

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

4. Challenges/SuccessesWhat have we learned about

ChallengesHow to support learners

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

Center for Curriculum Materials in ScienceAAAS, Michigan State University, Northwestern University, University of Michigan

The PanelPhilip Bell, Cognition & Technology, University of Washington

Richard Duschl, Science Education, Rutgers

Janice Gobert, Concord ConsortiumKathy Metz, Cognition & Development, University of California, Berkeley