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Creators/Authors contains: "Marcum-Dietrich, N."

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  1. (, The science teacher)
    We live in a data-rich world. As a result, science today is fundamentally different, thanks in no small part to advances in computing. The ability to collect and analyze vast amounts of data has gotten easier. Computational Thinking (CT) practices provide the cognitive tools and skills necessary to use large data sets to investigate and solve complex scientific problems. In this big data world, virtually every scientific field is inextricably linked to computational thinking, and doing science requires scientists to merge their domain knowledge with a CT mindset. As teachers, can we identify problems where CT skills should be used? In addition, do we encourage students to leverage CT practices to solve problems? 
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    Accepted Manuscript Full Text Available
  2. (, Science educator)
    This exploratory study examines how a team of three seventh-grade teachers from a rural/suburban middle school in the Mid-Atlantic region of the United States adapted the WATERS curriculum for asynchronous online delivery. The study shows that many hurdles can be mitigated with intentional planning, dedicated resources, and professional development. Students who engaged with the WATERS curriculum made statistically significant gains in their watershed content knowledge. This study highlights both the barriers to transitioning instruction online and the resources that support this transition. The study also illuminates factors that decision-makers must consider as they craft policies related to continuing education remotely during times of crisis and school closures. 
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    Accepted Manuscript Full Text Available
  3. ; ; ; (, The science teacher)
    Accepted Manuscript Full Text Available