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Student Learning and Teaching Practices in Carbon-Transforming Process

Student Learning and Teaching Practices in Carbon-Transforming Process. Jiwon Kim, Li Zhan, Jennifer Doherty, and Charles W. Anderson Michigan State University. National Research in Science Teaching Conference Puerto Rico, April 6, 2013. Research Background. Student Learning Progression.

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Student Learning and Teaching Practices in Carbon-Transforming Process

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  1. Student Learning and Teaching Practices in Carbon-Transforming Process Jiwon Kim, Li Zhan, Jennifer Doherty, and Charles W. AndersonMichigan State University National Research in Science Teaching Conference Puerto Rico, April 6, 2013

  2. Research Background Student Learning Progression Force-dynamic Reasoning Scientific Reasoning • Teaching Strategies • supporting student inquiry • supporting students accounts

  3. Research Questions • How do student learning gains differ by teachers? • How do differences in teachers’ implementation of the curriculum affect student learning?

  4. Data Sources

  5. Finding: Student Learning Gain by Teachers High learning gain classrooms Low learning gain classrooms

  6. Classroom Video Analysis

  7. 3 Differences in Teaching Practices • How content is discussed • How teachers scaffold student learning • Students’opportunities for feedback

  8. MS Comparison: Burning Ethanol Activity Burning Ethanol

  9. Differences in Teaching PracticesMS – Burning Ethanol

  10. HS Comparison: Modeling Photosynthesis Modeling Photosynthesis

  11. Differences in Teaching PracticesHS – Modeling Photosynthesis

  12. Conclusions

  13. Limitations • Exploratory study • Other possible factors – e.g., school demographic

  14. Implications • Curriculum Revision for Cohort 2 • PD workshops • More systematic, complete data collection

  15. Thank You!

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