Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Scientific Practices Strand 7 Expert Panel

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Scientific Practices Strand  What aspects of scientific practices are important for learners?  How do we teach them?  Session 1 (Mon): Expert panel  Session 2 (Tues 9-12): Poster session: CCMS research on scientific practices

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan 1. Defining “Practice”  (a) How are you defining “scientific practice” in your design and empirical work? (b) What is the model of the specific scientific practice you are investigating?  How different from a skill?  Role of social interaction? Discourse? Epistemological understanding?

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan 2. Pedagogical Support  What is the model of pedagogical support for the practice? What kinds of designs put this model into effect?  How motivated? Made meaningful?  How to keep it from just “doing school”?  Kinds of scaffolding?

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan 3. Assessment  How are you defining success in engaging learners in the practice? How is it assessed in your empirical work?  How to tease apart content understanding and success in practice?  Role of epistemological understanding versus performance of the practice?  What kind of transfer is expected?

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan 4. Challenges/Successes  What have we learned about  Challenges  How to support learners

Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science AAAS, Michigan State University, Northwestern University, University of Michigan The Panel  Philip Bell, Cognition & Technology, University of Washington  Richard Duschl, Science Education, Rutgers  Janice Gobert, Concord Consortium  Kathy Metz, Cognition & Development, University of California, Berkeley