Award Abstract # 1908121
Design Research on the Teaching and learning of Conceptual Understanding in High School Chemistry Though the Use of Dynamic Visualizations of Physical and Chemical Changes

NSF Org: DRL
Division of Research on Learning in Formal and Informal Settings (DRL)
Recipient: MIAMI UNIVERSITY
Initial Amendment Date: May 21, 2019
Latest Amendment Date: June 7, 2023
Award Number: 1908121
Award Instrument: Continuing Grant
Program Manager: Melissa J. Luna
mjluna@nsf.gov
 (703)292-8288
DRL
 Division of Research on Learning in Formal and Informal Settings (DRL)
EDU
 Directorate for STEM Education
Start Date: September 1, 2019
End Date: August 31, 2026 (Estimated)
Total Intended Award Amount: $1,901,769.00
Total Awarded Amount to Date: $1,901,769.00
Funds Obligated to Date: FY 2019 = $719,020.00
FY 2021 = $439,957.00

FY 2022 = $406,678.00

FY 2023 = $336,114.00
History of Investigator:
  • Ellen Yezierski (Principal Investigator)
    yeziere@miamioh.edu
Recipient Sponsored Research Office: Miami University
501 E HIGH ST
OXFORD
OH  US  45056-1846
(513)529-3600
Sponsor Congressional District: 08
Primary Place of Performance: Miami University
OH  US  45056-1602
Primary Place of Performance
Congressional District:
08
Unique Entity Identifier (UEI): T6J6AF3AM8M8
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

04002324DB NSF STEM Education
Program Reference Code(s):
Program Element Code(s): 764500
Award Agency Code: 4900
Fund Agency Code: 4900
Assistance Listing Number(s): 47.076

ABSTRACT

This is a late-stage Design and Development proposal in the Teaching Strand which addresses the teaching and learning of Chemistry at the secondary level, Grades 10-12. There is a critical need to transform chemistry teaching and learning from an emphasis on description of phenomena to deep understanding consistent with the Next Generation Science Standards (NGSS). The project will establish a sustained community of practice of teachers skilled in the VisChem Approach and a group of new teaching and research scholars with expertise in building conceptual understanding through the effective use of visualization. The project will help students move from describing phenomena to explaining their causes from a molecular-level perspectives (e.g., carbon dioxide in climate change, DNA changes in genetically modified organisms). With a focus on traditionally underserved groups including English Language Learners, the project will impact up to 80,000 high school chemistry students from a broad range of socioeconomic, geographic, and racial backgrounds.

This project will develop teachers' knowledge and skills to help their students build accurate molecular-level mental models to explain phenomena as opposed to the overemphasis on description with abstract symbolism and language. Three chemistry teacher cohorts (N = 64) will participate in intensive institutes to learn the research foundation and pedagogical moves for the VisChem approach. The approach uses carefully produced dynamic visualizations with teaching strategies informed by a cognitive learning model. Key to VisChem is communication of internal visualizations using storyboards (drawings with explanation) of chemical and physical changes. The project will use an iterative research design examining teacher and student learning in the institutes and how they implement the learning in classrooms. Data collected will include teachers' storyboards, classroom videos, and pre/post student assessments. An advisory board will provide iterative feedback to incrementally improve the institutes during the project.

The Discovery Research K-12 program (DRK-12) seeks to significantly enhance the learning and teaching of science, technology, engineering and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.

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.

PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH

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Magnone, KatieMarie Q and Yezierski, Ellen J "Beyond Convenience: A Case and Method for Purposive Sampling in Chemistry Teacher Professional Development Research" Journal of Chemical Education , v.101 , 2024 https://doi.org/10.1021/acs.jchemed.3c00217 Citation Details
Magnone, KatieMarie_Q and Yezierski, Ellen_J "Applying the VisChem Approach in High School Classrooms: Chemical Learning Outcomes and Limitations" Journal of Chemical Education , v.101 , 2024 https://doi.org/10.1021/acs.jchemed.3c00827 Citation Details
Magnone, KatieMarie_Q and Yezierski, Ellen_J "Generating an Evidence-Based Guide to Scaffolding Sodium Chloride Dissolution Using the VisChem Approach" Journal of Chemical Education , v.101 , 2024 https://doi.org/10.1021/acs.jchemed.3c00989 Citation Details
Wu, Meng-Yang M. and Magnone, KatieMarie and Tasker, Roy and Yezierski, Ellen J. "Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign" Journal of Chemical Education , v.98 , 2021 https://doi.org/10.1021/acs.jchemed.1c00181 Citation Details
Wu, Meng-Yang M. and Yezierski, Ellen J. "Investigating the mangle of teaching oxidationreduction with the VisChem approach: problematising symbolic traditions that undermine chemistry concept development" Chemistry Education Research and Practice , 2023 https://doi.org/10.1039/d2rp00321j Citation Details
Wu, Meng-Yang M. and Yezierski, Ellen J. "Pedagogical chemistry sensemaking: a novel conceptual framework to facilitate pedagogical sensemaking in model-based lesson planning" Chemistry Education Research and Practice , v.23 , 2022 https://doi.org/10.1039/D1RP00282A Citation Details
Wu, Meng-Yang M. and Yezierski, Ellen J. "Secondary chemistry teacher learning: precursors for and mechanisms of pedagogical conceptual change" Chemistry Education Research and Practice , v.24 , 2023 https://doi.org/10.1039/d2rp00160h Citation Details
Wu, Meng-Yang Matthew and Yezierski, Ellen J "Investigating TeacherTeacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-Based Chemistry Instruction" Journal of Chemical Education , v.100 , 2023 https://doi.org/10.1021/acs.jchemed.3c00409 Citation Details
Wu, Meng-Yang Matthew and Yezierski, Ellen J. "Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations" Journal of Chemical Education , v.99 , 2022 https://doi.org/10.1021/acs.jchemed.1c01275 Citation Details

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