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Enhancing Student Learning Through Carbon Transforming Process Practices

This research explores student learning and teaching practices in carbon-transforming processes, examining the impact of different teaching strategies and support for student inquiry on learning gains. The study compares classrooms with high and low learning gains, analyzing differences in teaching practices and student opportunities for feedback. Data sources include classroom video analysis of activities like burning ethanol and modeling photosynthesis. The study aims to understand how teacher implementation of the curriculum influences student learning outcomes and provides implications for curriculum revision and professional development workshops.

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Enhancing Student Learning Through Carbon Transforming Process Practices

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  1. Student Learning and Teaching Practices in Carbon-Transforming Process Jiwon Kim, Li Zhan, Jennifer Doherty, and Charles W. AndersonMichigan State University National Research in Science Teaching Conference Puerto Rico, April 6, 2013

  2. Research Background Student Learning Progression Force-dynamic Reasoning Scientific Reasoning • Teaching Strategies • supporting student inquiry • supporting students accounts

  3. Research Questions • How do student learning gains differ by teachers? • How do differences in teachers’ implementation of the curriculum affect student learning?

  4. Data Sources

  5. Finding: Student Learning Gain by Teachers High learning gain classrooms Low learning gain classrooms

  6. Classroom Video Analysis

  7. 3 Differences in Teaching Practices • How content is discussed • How teachers scaffold student learning • Students’opportunities for feedback

  8. MS Comparison: Burning Ethanol Activity Burning Ethanol

  9. Differences in Teaching PracticesMS – Burning Ethanol

  10. HS Comparison: Modeling Photosynthesis Modeling Photosynthesis

  11. Differences in Teaching PracticesHS – Modeling Photosynthesis

  12. Conclusions

  13. Limitations • Exploratory study • Other possible factors – e.g., school demographic

  14. Implications • Curriculum Revision for Cohort 2 • PD workshops • More systematic, complete data collection

  15. Thank You!

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