Special Presentation by Dr. Charles Anderson

Date: 

Wednesday, March 21, 2018 - 12:00pm to 1:00pm

Location: 

252 Erickson Hall

The Department of Teacher Education & CREATE for STEM present: ‘Systematic Change in Science Education: How Can We Get People, the Standards, and  the Materials Working Together?' by Dr. Charles Anderson. Dr. Anderson is a Professor for the Department of Teacher Education (in Science Education) here at MSU. This talk will focus on his research on curriculum and development work for the NSF Carbon TIME project.  

More about the presentation: Science educators have achieved a broad consensus around a framework of three-dimensional science learning that articulates shared goals for science learning. But there is a mismatch between the ambitious, coherent goals of the Next Generation Science Standards and the fragmented, resource-poor schools that must address those goals.  Carbon: Transformations in Matter and Energy (Carbon TIME) is a design-based implementation research (DBIR) project that focuses on the goal of environmental science literacy: preparing all students to be informed and judicious citizens. The project has three qualities that we believe to be essential to develop educational systems that meet the three-dimensional learning challenge: It is collaborative (developed jointly by university researchers, teachers, and school administrators), evidence-based (using learning progression research, data on student learning, and survey and interview data from teachers and students, and at scale (with data from over 100 teachers and 10,000 students).  Our project goals have a design dimension—creating educational systems to accomplish this goal—and a knowledge-building dimension—improving our understanding of how to improve learning and teaching at scale.

This session will combine talk, posters, and discussion to focus on design and knowledge building in three interconnected contexts: (1) learning—using learning progression frameworks to understand and assess students’ three-dimensional learning; (2) teaching—developing classroom discourse and learning communities that assess and scaffold students’ three-dimensional learning; and (3) scale—schools and professional networks that bring teachers, researchers, and school administrators together in partnerships. Results provide evidence that it is possible to measure and achieve three-dimensional learning at scale. However, this accomplishment requires substantial investments in the material, human, and social resources of educational communities of practice.

Files: