partnership to improve student achievement in physical science: integrating stem approaches
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Partnership to Improve Student Achievement in Physical Science: Integrating STEM Approaches PISA 2. Edward Whittaker, Beth McGrath, Barbara Mammen & Augusto Macalalag Jr. Stevens Institute of Technology Michael Amendola Morris School District. K-12 Partners. Bayonne Board of Education - PowerPoint PPT PresentationTRANSCRIPT
Partnership to Improve Student Achievement in Physical Science:
Integrating STEM Approaches
PISA2
Edward Whittaker, Beth McGrath, Barbara Mammen & Augusto Macalalag Jr.
Stevens Institute of Technology
Michael AmendolaMorris School District
1. Bayonne Board of Education2. Camden City Public Schools3. Hoboken Public Schools4. Jersey City Public Schools5. Lakewood School District6. Margate City School District7. Morris School District8. Mustard Seed School (private)9. Princeton Regional Schools10. Red Bank Borough Public Schools11. Saddle Brook School District12. West New York School District
K-12 Partners
K-12 Partners
IHE & Other Partners
Stevens Institute of Technology Columbia University/Teachers College National Science Resources Center NJ Department of Education Education Development Center
(Evaluator) St. Peter’s College
PISA2 Theoretical Framework
Jolly, Campbell & Perlman, 2004
The Engagement-Capacity-Continuity Trilogy was developed as a model to describe the separate but necessary and interdependent factors essential for students to advance in the sciences and quantitative disciplines
EngagementCourse Content
Ready, Set, Science! (2008)Understanding scientific explanations
Generating scientific evidenceReflecting on scientific knowledge
Participating productively in science
Capacity
As each course builds successively deeper, broader content knowledge for teachers, PISA2 will build
teachers’ capacity to master more complex concepts.
Five New CoursesFundamental Principles of Physical
ScienceFundamental Principles of Earth ScienceEnergy Production & ConsumptionUnderstanding Global ChangeEngineering Solutions to the Challenges
of Energy & Global Change
ContinuityPISA2 will develop capacity to enable
partner schools’ continuity to make available well-prepared teachers and research-based curricula.
Leadership Development & Organizational Capacity Building-NSRC
Science Scope & Sequence Workshops-
NJDOE
Evidence-Based Curricular Selection
NJDOE, NSRC
PISA2 Goals To enhance teachers’ content knowledge in science &
engineering (S&E) and cultivate positive attitudes & beliefs towards teaching S&E
To increase students’ content knowledge and experiences in S&E
To promote students’ 21st century skills To institutionalize new graduate programs in STEM
education and impact undergraduate teaching & learning
To increase the number of teachers with elementary endorsement in science
To build leadership and capacity in partner school districts
Growth ModelYear Inservice Teachers Preservice
TeachersSchool Leaders
Total
Scholars(Sci.
Certif.)
Teacher Leaders
Pathways to Teaching
(Sci. Certif)2010-11 40 60 10 60
2011-12 40 60 10 170
2012-13 40 60 10 60 110
2013-14 40 60 10 170
2014-15 10 120
2010-15 160 240 50 120 570
Evaluation Questions Does scientific inquiry (SI) & engineering design process
(EDP) contribute to an increase in teachers’ content knowledge of science & engineering?
Does the use of SI & EDP contribute to an increase in students’ content knowledge of science & engineering?
Do students improve their 21st century skills as a result of the program?
To what extent did the teachers’ beliefs & attitudes towards teaching science & engineering change over time?
• To what extent did the program promote an increase in collaboration & shared vision among partners?
Research Questions
1. What are the teachers’ conceptions of the 21st Century Skills as they apply to teaching and learning?
To what extent do they change over time as a result of the instructional interventions?
2. What immediate and contextual factors limit or facilitate a teacher’s success in changing classroom practice?