1. AAAS Michigan State University Northwestern University University of Michigan Center for Curriculum Materials in Science This work is funded by the National Science Foundation (ES 0101780 and 0227557). Any opinions, findings and recommendations expressed in the materials are those of the authors. A Collaborative Project Among the University of Michigan, Northwestern University, Michigan State University and Project 2061 to Improve the Teaching and Learning of Science at the Middle School Level Investigating and Questioning our World through Science and Technology (IQWST)

2. Why reform educational practices? Research has shown that students  lack conceptual understanding of important concepts  memorize facts without real understanding  solve problems using algorithmic methods  lack motivation to succeed  can’t apply what they learn

3. Why redesign curriculum? Inadequate Science Materials Science curriculum materials Cover many topics at a superficial level Focus on technical vocabulary Fail to consider students’ prior knowledge Lack coherent explanations of real- world phenomena Provide students with few opportunities to develop explanations of phenomena

4. Solution - Design the Next Generation of Middle School Science Materials Investigating and Questioning our World through Science and Technology (IQWST) Utilizes a coordinated approach for 6th through 8th science curriculum materials Uses a learning goals driven design model Applies what we know about student learning Supports students in developing understandings of the big ideas of science (both content & scientific practices) Engages students in complex tasks Is supported through a 5-year NSF grant Based on work from Phase 1 Finishing Year 2 of Phase 2

5. Design and Development Model Learning-goals driven design Coordinated curriculum: Understanding of scientific content and practices builds across the school year (6th grade) and across middle school (6-8th grades). Project-based learning Ensuring Cohesiveness Teachers involved with design, development, and feedback Revisions based on data Classroom observation and analysis Pre/post tests Pilot enactments Scientists’ input Project 2061 feedback Teacher feedback

6. Learning Goal Driven Design

7. IQWST SCOPE AND SEQUENCE Coordinated curriculum

8. Sequencing Big Ideas Big ideas include both content and scientific practices. Scientific practices are multiple ways of knowing and doing that scientists use to study the natural world (e.g., modeling, using evidence to develop scientific explanations, interpreting data) Big ideas provide a framework for thinking about the long-term development of student understanding. Big ideas are revisited throughout the curriculum so that student understanding becomes progressively more refined, developed and elaborated. Coordinated curriculum

9. Development of Science Ideas: What typically happens PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding Coordinated curriculum

10. What happens in IQWST PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding Coordinated curriculum

11. Development of Scientific Practices: What Typically Happens PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding Coordinated curriculum

12. What happens in IQWST PhysicsChemEarth Science Life Science 6th 7th 8th Student Understanding Coordinated curriculum

13. Learning Ideas Linked to Project-based Science Learning Ideas Contextualized Relate to Prior Knowledge and experiences Active Construction Community of Learners Cognitive Tools Expert Knowledge PBS Driving Question Anchoring experiences Investigation Scientific Practices Multiple means to assess learning Collaboration Learning Technologies Scaffolding Big/Enduring Ideas

14. Contextualize Learning Students need to see the importance of what they are learning What students learn needs to connected to their world Implications beyond the classroom Students develop a need to know Do what scientist do Learning Idea

15. How it Works in the Classroom: Create Meaningful Environments Driving questions Anchoring Experience Experience Phenomena in Context Using Cases Meaningful scenarios Examples from 6th grade include: Physics: Seeing the Light -- Can I Believe My Eyes? Chemistry: How Can I Smell Things From a Distance? Biology: What Can Cause Populations To Change? Earth Science: How Does Water Shape Our World? Learning Idea

17. Scientific Practices -- the multiple ways of knowing and doing that scientists use to study the natural world. Focus on: Using evidence Creating and using models Constructing explanations Scientific Practices in Grade Six Learning Idea

18. Importance of Scientific Practices Science is about explaining and predicting phenomena Promotes understanding of science as a way of knowing and not just a body of facts Foster deeper understanding of the big ideas of science Change students’ image of science Stressed in the science education standards Learning Idea

19. Scientific Practice in K - 12 Science Education Little careful planning has taken place on how to help learners develop these practices over time. Scientific practices rarely occur in science classrooms. Learning these practices does not develop instantaneously or as a result of single exposure. Rather it takes time and numerous carefully scaffolded experiences. Students must be explicitly taught about these practices engage in carefully scaffolded learning activities. Learning Idea

20. Supporting the construction of Scientific Practices Making the Rationale Explicit Facilitating students’ understanding of the logic behind the practice Defining Scientific Practice Making the framework explicit for students Modeling the Scientific Practice Modeling the behaviors of a scientist and modeling how to reason from data Connecting to Everyday Explanation Making connections between everyday discourse and the science discourse Learning Idea

21. Promotes Scientific Literacy Materials need to: Use considerate text Relate to students prior knowledge Relate and support classroom experiences Provide opportunities for transfer and application Connect to the driving question of the unit Provide additional and alternative representations Learning Idea

22. Development Timeline Second Year Complete 6th grade units Progress on 7th and 8th grade units Pilot and revise 6th grade units Third Year Complete 7th grade units Pilot and revise 7th grade units Progress on 8th grade units Pilot PD and field test 6th grade units Fourth Year Complete 8th grade units Pilot and revise 8th grade units PD and Field test 6th grade units Fifth Year PD and Field test 6th and 7th grade units Sixth Year PD and Field test 6th, 7th and 8th grade units

23. DELIVERABLES Standards Elaboration Prior and non-normative knowledge Clarification of standards Learning performances Student materials Student readings Inquiry and activity sheets Homework assignments Teacher materials Appropriate phenomena Scope and sequence Lesson outlines Educative features Teacher version of student materials Assessments Immediate (questions in student reading materials and classroom activity sheets) Close (embedded) Proximal (curriculum quizzes and tests) Distal (Independent remote measures)

24. DELIVERABLES continued Professional Development Educative Materials PD workshop for each grade level face-to-face on-line Prototype facilitator materials for one unit Community Materials Prototype materials Pilot Testing Piloting with 2-3 teachers Support for teachers Classroom observations Administration and analysis of pre/post-tests Teacher focus groups Revision of materials based upon Piloting or field testing Project 2061 review Expert scientist review Participation in national field test Assist in development of assessments PD

25. Organization and Partners Lead Partners University of Michigan Northwestern University Michigan State University/Weizmann Institute of Science Project 2061 Horizon Research, Inc. External Partners Glencoe/McGraw-Hill PASCO

26. Overall Leadership Joe Krajcik -- University of Michigan and Brian Reiser -- Northwestern University Physics David Fortus -- Michigan State University Earth Science Danny Edelson -- Northwestern University Life Science Brian Reiser -- Northwestern University Chemistry Joe Krajcik and Yael Schwartz -- University of Michigan Literacy LeeAnn Sutherland -- University of Michigan MANAGEMENT STRUCTURE

27. Management Structure (continued) CROSS-STRAND RESPONSIBILITIES Content and Pedagogical Review of Materials Jo Ellen Roseman -- Project 2061 Scientific Literacy LeeAnn Sutherland -- University of Michigan Scientific Practices Brian Reiser, Joe Krajcik and David Fortus Content Learning Goals Joe Krajcik and Brian Reiser Professional Development Barry Fishman -- University of Michigan Assessment Namsoo Shin Hong -- University of Michigan Program Evaluation (Critical Friend) Sean Smith -- Horizon Research Field Testing Sean Smith -- Horizon Research

28. Those who help do the work Talented Assistant Professors, Post doctoral Fellows and Graduated Students UM MSU Northwestern University of Illinois Columbia University

29. Some Research Findings: 2004 - 2005 “Stuff” Results

30. Some Research Findings: Scaling of “Stuff”

31. Effect Sizes for “Stuff”

32. Welcome to the IQWST Team! Questions????