Project 2061 analyses of middle‐school science textbooks: A response to holliday

Kesidou, Sofia; Roseman, Jo Ellen

doi:10.1002/tea.10095

Cited by 16 publications

(10 citation statements)

References 6 publications

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“…The design team focused on the topic of energy interconversion, that is, how the human body's organ systems, composed of specialized cells, work together to derive energy from food. Energy interconversion in living organisms is core to teaching life science, as can be seen by the prominence of this concept in Benchmarks for Science Literacy (American Association for the Advancement of Science [AAAS], 1993), the National Science Education Standards (National Research Council [NRC], 1996), and state standards (Kesidou & Roseman, 2003). This concept of energy interconversion in living organisms was also the focus of the AAAS Project 2061 middle school curriculum evaluation study discussed above (Stern & Roseman, 2004).…”

Section: Part Ii: Curriculum Design Challenges and Their Design Appromentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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Project-based science curricula can improve students' usable or meaningful understanding of the science content underlying a project. However, such curricula designed around "performances" wherein students design or make something do not always do this. We researched ways to design performance project-based science curricula (pPBSc) to better support the meaningful understanding of science content. Using existing curriculum design frameworks, we identified the learner's need to "create the demand" for the science content, anticipating how to use it in the performance, and to "apply" the science content, both being necessary to ensure meaningful understanding. Designing the pPBSc I, Bio we discovered how these guiding principles manifested as curriculum design challenges. We generalized from the design of I, Bio and related literature design approaches for addressing each challenge. Finally, we measured the extent to which a pPBSc incorporating these design approaches developed meaningful understanding. 652 middle grades students using I, Bio completed pre-and posttests on the science content behind the I, Bio performance. Our findings provide preliminary evidence that a pPBSc that incorporates these design approaches is consistent with gains in meaningful understanding. We discuss how the results of this work can be used to improve systematic experiments on instructional supports.

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Section: Part Ii: Curriculum Design Challenges and Their Design Appromentioning

confidence: 99%

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Kanter

2009

Science Education

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“…This created a database of citations of science ideas and epistemic practices for each material. This procedure resembles analyses described by Kesidou and Roseman (2003). Their analysis focused on science ideas, whereas we include statements of epistemic practices.…”

Section: Discussionmentioning

confidence: 99%

“A sketch is like a sentence”: Curriculum structures that support teaching epistemic practices of science

2007

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ABSTRACT:This research reports on a study of curriculum materials development and use compared with the use of existing curriculum materials in an elementary classroom. The research explored the effect of explicit attention to epistemic practices in curriculum materials and the enactment of those materials. Epistemic practices include asking questions, collecting data, making descriptions of observations, finding patterns in the data, and developing scientific reasoning. Scaffolding considered the function, role, and purpose of epistemic practices in the community of science and the production of scientific knowledge. The designed curriculum was compared with an existing pedagogically similar curriculum to consider whether the scaffolding and explicitness affected enactment. Findings lead to the conclusion that enactment was impacted. Specifically, findings show that scaffolding in materials created more instances of students engaging in scientific reasoning. Similarly, the explicit description of epistemic practices supported the teacher in explicitly providing opportunities for children to learn about and use epistemic practices of science. Finally, when using the designed curriculum, teacher modifications during enactment showed to be more consistent with the intended instructional approach and also helpful for children in learning epistemic practices of science.

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“…A retrospective view of SCALE‐uP requires an understanding of how the 6‐year study was initially conceived. The three curriculum units studied were selected because they had many of the instructional characteristics defined by Project 2061 Curriculum Analysis that should lead to more successful science teaching and learning (Kesidou & Roseman, 2002, 2003). Reading Figure 1 from left to right, note the number of instructional strategies in the first three curriculum units identified using the Project 2061 Curriculum Analysis.…”

Section: Overview Of Scale‐up Researchmentioning

confidence: 99%

“…This also can be seen as research on the implementation and scale‐up of education policy (Spillane, Reiser, & Reimer, 2002). Implications of this work intentionally extend beyond the boundaries of this university/school district collaboration because the curriculum units chosen for study were selected by applying criteria developed by the American Association for the Advancement of Science (AAAS) Project 2061 (Kesidou & Roseman, 2002, 2003), criteria intended to influence policy and practice. At the outset of the study, we hypothesized that curriculum with the instructional characteristics meeting Project 2061 criteria would be effective, but we also sought to learn if they were equitable.…”

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confidence: 99%

Rebuttal: Transcatheter polytetrafluoroethylene‐covered stent implantation in the setting of Kawasaki disease

Waki

2007

Cathet Cardio Intervent

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Collaboration is a major research policy objective, but does it deliver higher quality research? This study uses citation analysis to examine the Web of Science (WoS) Information Science & Library Science subject category (IS&LS) to ascertain whether, in general, more highly cited articles are more highly collaborative than other articles. It consists of two investigations. The first investigation is a longitudinal comparison of the degree and proportion of collaboration in five strata of citation; it found that collaboration in the highest four citation strata (all in the most highly cited 22%) increased in unison over time, whereas collaboration in the lowest citation strata (un‐cited articles) remained low and stable. Given that over 40% of the articles were un‐cited, it seems important to take into account the differences found between un‐cited articles and relatively highly cited articles when investigating collaboration in IS&LS. The second investigation compares collaboration for 35 influential information scientists; it found that their more highly cited articles on average were not more highly collaborative than their less highly cited articles. In summary, although collaborative research is conducive to high citation in general, collaboration has apparently not tended to be essential to the success of current and former elite information scientists.

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Project 2061 analyses of middle‐school science textbooks: A response to holliday

Cited by 16 publications

References 6 publications

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

Doing the project and learning the content: Designing project‐based science curricula for meaningful understanding

“A sketch is like a sentence”: Curriculum structures that support teaching epistemic practices of science

Rebuttal: Transcatheter polytetrafluoroethylene‐covered stent implantation in the setting of Kawasaki disease

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