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1. Integrating Computer Science in Science: Considerations for Scale

   Krakowski, A ; Greenwald, E ; Duke, J ; Comstock, M ; Roman, N ( June 2020 , PROCEEDINGS OF THE INTERNATIONAL CONFERENCE OF THE LEARNING SCIENCES 2020)

   Facility with foundational practices in computer science (CS) is increasingly recognized as critical for the 21st century workforce. Developing this capacity and broadening participation in CS disciplines will require learning experiences that can engage a larger and more diverse student population (Margolis et al., 2008). One promising approach involves including CS concepts and practices in required subjects like science. Yet, research on the scalability of educational innovations consistently demonstrates that their successful uptake in formal classrooms depends on teachers’ perceived alignment of the innovations with their goals and expectations for student learning, as well as with the specific needs of their school context and culture (Blumenfeld et al., 2000; Penuel et al., 2007; Bernstein et al., 2016). Research is nascent, however, about how exactly to achieve this alignment and thereby position integrated instructional models for uptake at scale. To contribute to this understanding, we are developing and studying two units for core middle school science classrooms, known as Coding Science Internships. The units are designed to support broader participation in CS, with a particular emphasis on females, by expanding students’ perception of the nature and value of coding. CS and science learning are integrated through a simulated internship model, in which students, as interns, apply science knowledge and use computer programming as a tool to address real-world problems. In one unit, students gain first-hand experience with sequences, loops, and conditionals as they program and debug an interactive scientific model of a coral reef ecosystem under threat. The second unit engages students in learning concepts related to data analysis and visualization, abstraction, and modularity as they code data visualizations using real EPA air quality data. A core goal for both units is to provide students experience with some of the increasingly prevalent ways that computer science is integrated into the work of scientists. 

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2. Using computational thinking and modeling to build water and watershed literacy

   Caplan, B. ; Covitt, B. ; Love, G. ; Berkowitz, A.R. ; Gunckel, K.L. ; McClure, C. ; Moore, J.C. ( January 2021 , Connected science learning)

   null (Ed.)

   Engaging students in science learning that integrates disciplinary knowledge and practices such as computational thinking (CT) is a challenge that may represent unfamiliar territory for many teachers. CompHydro Baltimore is a collaborative partnership aimed at enacting Next Generation Science Standards (NGSS)–aligned instruction to support students in developing knowledge and practice reflective of the goals laid out in A Framework for K–12 Science Education (National Research Council 2012) “... that by the end of 12th grade, all students possess sufficient knowledge of science and engineering to engage in public discussion on related issues … and are careful consumers of scientific and technological information related to their everyday lives.” This article presents the results of a partnership that generated a new high school level curriculum and teacher professional development program that tackled the challenge of integrating hydrologic learning with computational thinking as applied to a real-world issue of flooding. CompHydro Baltimore produced Baltimore Floods, a six-lesson high school unit that builds students’ water literacy by engaging them in computational thinking (CT) and modeling practices as they learn about water system processes involved in urban flooding (See Computational Thinking and Associated Science Practices). CompHydro demonstrates that broad partnerships can address these challenges, bringing together the diverse expertise necessary to develop innovative CT-infused science curriculum materials and the teacher supports needed for successful implementation. 

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3. Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere

   https://doi.org/10.1002/tea.21514  

   Baumfalk, Ben ; Bhattacharya, Devarati ; Vo, Tina ; Forbes, Cory ; Zangori, Laura ; Schwarz, Christina ( October 2018 , Journal of Research in Science Teaching)

   Developing scientific literacy about water systems is critical for K‐12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al.,; Gunckel et al.,; Zangori et al.,; Zangori et al.,). Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS)Water(2005) unit in third grade classrooms. Here, we build upon our previous work (Forbes et al.,a; b; Vo et al.,; Zangori et al.,; Zangori et al.,) by conducting a comparative analysis of student outcomes in two sets of classrooms: (1) one implementing the modeling‐enhanced version of the FOSS Water unit developed by the research team (n = 6), and 2) another using the standard, unmodified version of the same curricular unit (n = 5). Results demonstrate that teachers in both conditions implemented the two versions of the curriculum with relative fidelity. On average, students exposed to the modeling‐enhanced version of the curriculum showed greater gains in their model‐based explanations for the hydrosphere. Engagement in scientific modeling allowed students to articulate hydrologic phenomena by (1) identifying various elements that constitute the hydrosphere, (2) describing how these elements influenced the movement of water in the hydrosphere, and (3) demonstrating underlying processes that govern the movement of water in the hydrosphere.

    

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4. Learning the ropes: How do mentors support students through the scientific publication process?

   Tanya Bhagatwala, Trisha Minocha ( March 2024 , National Association for Research in Science Teaching)

   In the last two decades, research experiences for pre-college students have gone from the exception of a typical experience of a high school student, to the norm. Often, these research experiences include distinct disciplinary literacy outputs that mimic those of professionals. And while much attention has been paid to supporting students in scientific writing, other disciplinary literacy practices, such as peer-review and publication, are often part of the hidden-curriculum of science research, thus excluding students from fully understanding ways in which scientific knowledge is constructed, refined, and disseminated (Authors, 2022). As more students participate in research experiences and the dissemination of their work, it is important to understand how mentors support the development of disciplinary literacies, including those that are deemed “professional”. To this end, we used a mixed-methods study of interviews and surveys to examine the experience and conceptions of the mentors who guided precollege students through the writing and publication of their scientific research projects. Using the construct of cognitive apprenticeship to evaluate our findings, we find that although mentors highly value peer-review and publication within science, they are not intentional about bringing these practices to the forefront of the research process for their student. Additionally, mentors report a range of involvement level in guiding students through the publication process. Our findings suggest that more work is needed to help reveal professional disciplinary literacy practices to students. mentors could benefit from resources to help them more intentionally involve students in such disciplinary literacy practices. 

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5. . Expert and novice conceptions of the biotic impacts of climate change

   Holt, EA ; Sexton, J ; Hinerman, K ; Romano, A ; Heim, A. ( July 2019 , Society for the Advancement of Biology Education Researchers Conference)

   Research Problem: Climate change is one of the most important environmental, social, and economic issues of our time. The documented impacts of climate change are extensive. Climate change education can help students link this global issue to students’ everyday lives, foster a climate-literate public, and serve as motivation for action. Yet prior to instructional interventions, the first step in promoting conceptual change is to describe expert and novice conceptions or mental models of the topic (Treagust and Duit 2009). Published studies about students’ climate change knowledge primarily stem from the earth and atmospheric sciences, and focus on students’ knowledge of the mechanisms causing global warming and of the abiotic systems important to climate change. Limited research has documented undergraduate students’ knowledge about the biotic impacts of climate change. Our goal was to describe student/novice and instructor/expert conceptual knowledge of the biotic impacts of climate change. Research Design: We conducted interviews with 30 undergraduates and 10 instructors who are students or teaching in Introductory Biology or Ecology classes. Our semi-structured interview protocol probed participants’ conceptions of the mechanisms, outcomes and levels of impact that climate change has on the biological world. Participants were taken from varying institutions across the US (Baccalaureate, Master’s, and Doctoral). Analyses: Following transcription of all interviews, we used thematic coding analysis to describe novice and expert conceptions of the biotic impacts to climate change. We also compared across interview populations to describe how novice and expert conceptions compare. Contribution: Our findings contribute understanding of biology student and expert knowledge of the biotic impacts of climate change and contribute more broadly to the field of climate science where research on understanding of the biotic impacts of climate change is minimal. Our work will represent a novel perspective because most climate education research at the university-level has focused on earth and atmospheric science students. Further, this work is the first step in a larger project that aims to develop valid and reliable concept inventory related to biotic impacts of climate change – an instrument sorely needed to properly address improvements to climate change education. 

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