NSF Org:	DRL Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient:	DREXEL UNIVERSITY
Initial Amendment Date:	July 2, 2019
Latest Amendment Date:	November 24, 2020
Award Number:	1907944
Award Instrument:	Continuing Grant
Program Manager:	Xiufeng Liu DRL  Division of Research on Learning in Formal and Informal Settings (DRL) EDU  Directorate for STEM Education
Start Date:	July 1, 2019
End Date:	March 31, 2021 (Estimated)
Total Intended Award Amount:	$2,950,830.00
Total Awarded Amount to Date:	$1,648,815.00
Funds Obligated to Date:	FY 2019 = $740,570.00
History of Investigator:	Nancy Songer (Principal Investigator) nancy.songer@utah.edu Tanya Dewey (Co-Principal Investigator) Prasad Ram (Co-Principal Investigator) Michelle Newstadt (Co-Principal Investigator)
Recipient Sponsored Research Office:	Drexel University 3141 CHESTNUT ST PHILADELPHIA PA  US  19104-2875 (215)895-6342
Sponsor Congressional District:	03
Primary Place of Performance:	Drexel University 3025 Market Street Philadelphia PA  US  19104-2875
Primary Place of Performance Congressional District:	03
Unique Entity Identifier (UEI):	XF3XM9642N96
Parent UEI:
NSF Program(s):	Discovery Research K-12
Primary Program Source:	04001920DB NSF Education & Human Resource 04002122DB NSF Education & Human Resource 04002223DB NSF Education & Human Resource
Program Reference Code(s):
Program Element Code(s):	764500
Award Agency Code:	4900
Fund Agency Code:	4900
Assistance Listing Number(s):	47.076

ABSTRACT

New state science standards are ambitious and require important changes to instructional practices, accompanied by a coordinated system of curriculum, assessment, and professional development materials. This project addresses a gap between vision and implementation of such standards by designing a coordinated suite of instructional, assessment and teacher professional learning materials that attempt to enact the vision behind the Next Generation Science Standards. The study focuses on the design of such materials using state-of-the-art technology to create an 8-week long, immersive, life science field experience organized around three investigations. Classes of urban students in two states will collect data on local insect species with the goal of understanding, sharing, and critiquing environmental management solutions. An integrated learning technology system, the Learning Navigator, draws on big data to organize student-gathered data, dialogue, lessons, an assessment information. The Learning Navigator will also amplify the teacher's role in guiding and fostering next generation science learning. This project advances the field through an in-depth exploration of the goals for the standards documents. The study begins to address questions about what works when, where, and for whom in the context of the Next Generation Science Standards.

The project uses a series of case studies to create, test, evaluate and refine the system of instructional, assessment and professional development materials as they are enacted in two distinct urban school settings. It is designed with 330 students and 22 teachers in culturally, racially and linguistically diverse, under-resourced schools in Pennsylvania and California. These schools are located in neighborhoods that are economically challenged and have students who demonstrate patterns of underperformance on state standardized tests. It will document the process of team co-construction of Next Generation Science-fostering instructional materials; develop assessment tasks for an instructional unit that are valid and reliable; and, track the patterns of use of the instructional and assessment materials by teachers. The study will also record if new misconceptions are revealed as students develop Next Generation Science knowledge, comparing findings across two diverse school locations in two states. Data collection will include: (a) multiple types of data to establish validity and reliability of educational assessments, (b) the design, evaluation and use of a classroom observation protocol to gather information on both frequency and categorical degree of classroom practices that support the vision, and (c) consecutive years of ten individual classroom enactments through case studies analyzed through cross-case analyses. This should lead to stronger and better developed understandings about what constitutes strong Next Generation Science learning and the classroom conditions, instructional materials, assessments and teacher development -- that foster it.

This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

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