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1. Supporting Teachers Supporting Students: Iterative Development of TIPS in a Teacher Dashboard.

   Adair, A. (July 2020, 14th International Conference of the Learning Sciences)

   When implementing the Next Generation Science Standards, it is challenging for teachers to support students on inquiry practices; technological tools are a good solution to help inform teachers’ pedagogical practices. In this study, we developed actionable, evidence-based Teacher Inquiry Practice Supports (TIPS) that are presented as fine-grained real-time alerts within the teacher dashboard Inq-Blotter. These TIPS aid teachers in providing detailed support to students in order to scaffold students’ specific inquiry difficulties on the practices. 

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2. Supporting Teachers Supporting Students: Iterative Development of TIPS in a Teacher Dashboard

   Adair, A. (January 2020, International Conference of the Learning Sciences)

   When implementing the Next Generation Science Standards, it is challenging for teachers to support students on inquiry practices; technological tools are a good solution to help inform teachers’ pedagogical practices. In this study, we developed actionable, evidence-based Teacher Inquiry Practice Supports (TIPS) that are presented as fine-grained real-time alerts within the teacher dashboard Inq-Blotter. These TIPS aid teachers in providing detailed support to students in order to scaffold students’ specific inquiry difficulties on the practices. 

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3. Enhancing distance learning of science—Impacts of remote labs 2.0 on students' behavioural and cognitive engagement

   https://doi.org/10.1111/jcal.12600  

   Sung, Shannon H.; Li, Chenglu; Huang, Xudong; Xie, Charles (August 2021, Journal of Computer Assisted Learning)

   null (Ed.)

   Background With the increasing popularity of distance education, how to engage students in online inquiry-based laboratories remains challenging for science teachers. Current remote labs mostly adopt a centralized model with limited flexibility left for teachers' just-in-time instruction based on students' real-time science practices. Objectives The goal of this research is to investigate the impact of a non-centralized remote lab on students' cognitive and behavioural engagement. Methods A mixed-methods design was adopted. Participants were the high school students enrolled in two virtual chemistry classes. Remote labs 2.0, branded as Telelab, supports a non-centralized model of remote inquiry that can enact more interactive hands-on labs anywhere, anytime. Teleinquiry Instructional Model was used to guide the curriculum design. Students' clickstreams logs and instruction timestamps were analysed and visualized. Multiple regression analysis was used to determine whether engagement levels influence their conceptual learning. Behavioural engagement patterns were corroborated with survey responses. Results and Conclusions We found approximate synchronizations between student–teacher–lab interactions in the heatmap. The guided inquiry enabled by Telelab facilitates real-time communications between instructors and students. Students' conceptual learning is found to be impacted by varying engagement levels. Students' behavioural engagement patterns can be visualized and fed to instructors to inform learning progress and enact just-in-time instruction. Implications Telelab offers a model of remote labs 2.0 that can be easily customized to live stream hands-on teleinquiry. It enhances engagement and gives participants a sense of telepresence. Providing a customizable teleinquiry curriculum for practitioners may better prepare them to teach inquiry-based laboratories online. 

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4. Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse

   https://doi.org/https://doi.org/10.1080/1046560X.2018.1537059  

   Sinapuelas, M. L. (April 2019, Journal of college science teaching)

   The Next Generation Science Standards (NGSS) and the Framework for K-12 Science Education (NRC, 2012) on which they are based, describe a new vision for science education that includes having students learn science in a way that more closely aligns to how scientists and engineers work and think. Accomplishing this goal will require teacher educators to make important shifts in the ways they prepare future science teachers (NRC, 2012). Many science teaching methods courses are being reformed to better support future science teachers to meet the ambitious goals of the NGSS. Specifically, these reform efforts require evidence-based and standards-aligned tools to help preservice teachers align instruction with the new science standards. This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components of NGSS and to promote discourse related to the three-dimensionality of planning instruction. The 3D Map provides a visualization of key elements of the NGSS, while being flexible enough to accommodate established teaching strategies. 

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5. Characterizing Teacher Support of Debugging with Physical Computing: Debugging Pedagogies in Practice

   https://doi.org/10.1145/3677612  

   Hennessy_Elliott, Colin; Nixon, Jessie; Gendrau_Chakarov, Alexandra; Bush, Jeffrey B; Schneider, Michael J; Recker, Mimi (December 2024, ACM Transactions on Computing Education)

   Objectives. Physical computing systems are increasingly being integrated into secondary school science and STEM instruction, yet little is known about how teachers, especially those with little background and experience in computing, help students during the inevitable debugging moments that arise. In this article, we describe a framework, comprising two dimensions, for characterizing how teachers support students as they debug a physical computing system called the Data Sensor Hub (DASH). The DASH enables students to program sensors to measure, analyze, and visualize data as they engage in science inquiry activities. Participants. Five secondary school teachers implemented an inquiry-oriented instructional unit designed to introduce students to working with the DASH as a tool for scientific inquiry. Study Method. Findings drew on video analysis of the teachers’ classroom implementations of the unit. A review of the data corpus led to the selection of 23 moments where the teachers supported an individual or small groups of students engaged in debugging. These moments were analyzed using a grounded perspective based on Interaction Analysis to characterize the teachers’ varied interactional approaches. Findings. Our analysis revealed how teachers’ moves during debugging moments fell along two dimensions. The first dimension characterizes teachers’ positioning during the debugging interactions, ranging from a positioning for teacher understanding to a positioning for student understanding of the bug. The second dimension characterizes the inquiry orientation of the teachers’ questions and guidance, ranging from focusing on the debugging process to focusing on the product—or fixing the bug. Further, teachers’ moves often fell along different points on these dimensions given nuances in the instructional context. Conclusions. The framework offers a first step toward characterizing teachers’ debugging pedagogy as they support students during debugging moments. It also calls attention to how teachers do not necessarily need to be programming experts to effectively help students learn independent and generalizable debugging strategies. Further, it illustrates the variety of expertise that teachers can bring to debugging moments to support students learning to debug. Finally, the framework provides implications for the design of professional learning and supports for teachers as they increasingly are asked to support students in computing—and debugging—activities across a range of disciplines. 

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