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Translational Science of Cognitive Science in Middle School Science Curricula

Translational Science of Cognitive Science in Middle School Science Curricula. Joe Merlino 21 PSTEM. Jennifer Cromley SoE@Temple. Christian Schunn LRDC@Pitt. Christine Massey IRCS@Penn. Tim Nokes LRDC@Pitt. Nora Newcombe Psy@Temple. The Research to Practice Bathtub.

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Translational Science of Cognitive Science in Middle School Science Curricula

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  1. Translational Science of Cognitive Science in Middle School Science Curricula Joe Merlino 21 PSTEM Jennifer Cromley SoE@Temple • Christian Schunn • LRDC@Pitt Christine Massey IRCS@Penn Tim Nokes LRDC@Pitt Nora Newcombe Psy@Temple

  2. The Research to Practice Bathtub Application to practice Research STEM Education Coalition

  3. Cognitive Science on Trial • Systematically applying cognitive science principles to improve existing middle school science curricula X STEM Education Coalition

  4. Cognitive Science on Trial • Systematically applying cognitive science principles to improve existing middle school science curricula X STEM Education Coalition

  5. Cognitive Science on Trial • Systematically applying cognitive science principles to improve existing middle school science curricula X STEM Education Coalition

  6. Modify 3 units / Curriculum(~1/2 of 2 yrs of instruction) STEM Education Coalition

  7. 1. Contrasting cases setup instruction STEM Education Coalition

  8. 1. Contrasting cases setup instruction STEM Education Coalition

  9. T. rex • lived 65 to 68 million yrs ago • ate other animals • found on land • move by walking upright • made up of many different kinds of cells • each cell has nucleus • move • ingest food found in environment • reproduce sexually • found in African rainforests • also walks on all fours • eats fruits, leaves, and small animals • found in marine environments • moves by swimming • eats plankton STEM Education Coalition Bonobo Barnacle

  10. Followed by: reading/ lecture (in FOSS, followed by: experiment) STEM Education Coalition

  11. The circle located above and to the right of the microscope illustrates what it would look like if one was looking into the microscope. This image also uses a “zoom-out” convention in that part of the image is at a much higher level of magnification than the rest. 2. Visualization conventions and challenges • E.g., Help with zoom outs STEM Education Coalition

  12. Can a puppy with a black phenotype have a yellow allele as part of its genotype? Why or why not? How come two black labs could have a puppy with a yellow phenotype but two yellow labs could not have a puppy with a black phenotype? 3. Instruction must build upon and address student prior knowledge • E.g., Children confuse genotype & phenotype STEM Education Coalition

  13. 4. Spaced testing improves retention • Daily warmup activities retrieve prior days/weeks of content • Weekly quizzes include questions from prior weeks of instruction STEM Education Coalition

  14. 4. Spaced testing improves retention • Daily warmup activities retrieve prior days/weeks of content • Weekly quizzes include questions from prior units of instruction STEM Education Coalition

  15. Effectiveness Experiment STEM Education Coalition

  16. Development process Units 1+2 Units 3,4,5, 6 Yr 1 • Analyze unit • Revise unit • Pilot test • Revise unit • Cohort 1 • (Revise unit) • Cohort 2 • Analyze unit • Revise unit • Pilot test • Revise unit • Cohort 1 • (Revise unit) • Cohort 2 Yr 2 Yr 3 STEM Education Coalition Yr 4

  17. Many Issues in Translation • Principles for problems (e.g., misconceptions research) vs. principles for solutions • Incomplete principles (many decisions remain) • No free time: What gets deleted? STEM Education Coalition

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