AAAS Michigan State University Northwestern University University of

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

AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science 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

AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science 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? ØHow different from a skill? ØRole of social interaction? Discourse? Epistemological understanding?

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

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

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

AAAS, Michigan State University, Northwestern University, University of Michigan Center for Curriculum Materials in Science 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