Title: Designing NGSS aligned, PBL curriculum to support students’ understanding, engagement and socio-emotional learning.
Abstract: The vision set forth by the Framework for K-12 Science Education and the subsequent Next Generation Science Standards (NGSS) that builds from it calls for teaching geared towards helping students make sense of the world around them. Project-based learning, with its focus on making sense of meaningful questions and complex phenomena through students investigations, aligns with NGSS Performance Expectation. The Crafting Engaging Science Environment (CESE) project, an NSF-funded international study in collaboration with researchers from Finland, aims to measure the effect of PBL units aligned to the NGSS on student achievement as well as their social and emotional outcomes. In this presentation, I will provide an overview of the project, outline our curriculum design process and will show preliminary results for both student learning as well as socio-emotional constructs.
Bio: Israel Touitou received his Ph.D. in science education from the Weizmann Institue of Science in Israel. His dissertation centered around students from low SES Background and their engagement for science in and out of schools. His academic background is very multi-disciplinary, a fact that contributed to his understanding as well as respect for all the disciplines as well as their practitioners: He has a BSc in animal science and an MSc in neuroscience, over 10 years of teaching experience ranging from middle school science, high school physics and chemistry and organic chemistry, physics and statistics at the undergraduate level. His work in CREATE involves developing curriculum and assessment items, giving professional development session to teachers and working alongside them as they progress through the curriculum.