The purpose of this proposal is to convene scholars at a two-day conference to closely examine validity-related measurement issues, create a guidelines for the field of mathematics education research that addresses key ideas (e.g., validity, validity arguments, evidence for validity and measurement at-scale), and set a clear pathway for scholars to discuss quantitative measurement within mathematics education. Invitees will include a mix of young, older and diverse scholars in mathematics education research. Products include refereed journal articles along with a website.
The workshop will engage the Mathematics Education, Policy, Statistical, Psychometrics and other education research communities in examining and critiquing measurement validity evidence of mathematics education research with the long-term goal of increasing the quality of quantitative inference in mathematics education research (to include improvements in the training of doctoral students).
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TEAM MEMBERS:
Jonathan BosticMichele Carney
resourceprojectProfessional Development, Conferences, and Networks
Most experimental studies in the behavioral sciences rely on college students as participants for reasons of convenience, and most take place in North America and Europe. As a result, studies are only sampling from a narrow range of human experiences. The results of these studies have limited generalizability, failing to reflect the full range of mental and behavioral phenomena across diverse cultures and backgrounds. However sampling from broader populations is challenging, due to limited opportunities and access, heightened cost, and the need for specific knowledge about how to adapt research protocols to different communities. The goal of this workshop is to develop some tools and guidelines to help researchers overcome barriers to broader sampling, and to incentivize doing so through better institutional support.
The goal of this workshop is to develop tools to support and encourage increased robustness and generalizability in the experimental behavioral sciences. The meeting is dedicated to identifying and developing potential solutions to the so-called "WEIRD people" problem: the fact that most experimental behavioral science research is conducted with members of WEIRD populations (Western, Educated, Industrialized, Rich Democracies). The discovery that much of this research fails to generalize to broader populations and fails to capture the range of human patterned variation in thought and behavior creates a pressing need for research approaches to be more inclusive. Although there are researchers throughout the world who have developed effective models for overcoming these limitations, there are significant barriers to achieving robust and generalizable experimental behavioral research for most researchers. This workshop will bring together scholars from a range of disciplines whose research represents positive case studies of how to overcome these barriers. The participants aspire to accomplish three goals: 1) develop tools and training materials to help researchers enhance diversity in their research populations, 2) develop infrastructure solutions for connecting researchers across diverse contexts and populations, and 3) develop a set of recommendations for institutional changes to support enhancing diversity in experimental behavioral science through manuscript, grant, and tenure review.
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TEAM MEMBERS:
Douglas MedinDaniel HruschkaLera BoroditskyCristine Legare
In this paper I use the concepts “understanding of science” and “appreciation of science” to analyze selected case studies of current science communication in Denmark. The Danish science communication system has many similarities with science communication in other countries: the increasing political and scientific interest in science communication, the co-existence of many different kinds of science communication, and the multiple uses of the concepts of understanding vs. appreciation of science. I stress the international aspects of science communication, the national politico-scientific
This is a handout from the session "Increasing Audience Diversity" at the 2014 ASTC Conference held in Raleigh, NC. The session was broken down into groups by audience age. The handout provides notes for engaging university students and middle and high school aged children.
"Hybrid spaces for science learning" refers to the merging of real and virtual worlds to produce new environments and visualizations where physical and digital objects co-exist and interact in real time. Learning science within hybrid spaces can be a fun, engaging, and reflective experience. Further, hybrid spaces are inherently social, facilitating dialogue and social exchange, as well as the construction of knowledge, paralleling the nature of contemporary science. This symposium brings together several research programs that address learning "across contexts" that span classroom activities
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TEAM MEMBERS:
Ole SmordalJim SlottaTom MoherMichelle LuiAlfredo Jornet
resourceresearchProfessional Development, Conferences, and Networks
In this brief article, VSA Student Board Member Steven Yalowitz discusses the upcoming VSA 2000 Conference in Boston and the ways student members can participate
In this paper, Lois H. Silverman of Indiana University examines visitor studies teaching and training needs. Silverman summarizes discussions and recommendations formed during a forum on this topic at a recent VSA conference.
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TEAM MEMBERS:
Lois H. Silverman
resourceresearchProfessional Development, Conferences, and Networks
In this message from the President of VSA, Ross J. Loomis introduces this issue of "Visitor Studies Today!" and discusses a few relevant topics including student involvement in visitor studies and VSA housekeeping items (conference, committee nominations).
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TEAM MEMBERS:
Ross Loomis
resourceprojectProfessional Development, Conferences, and Networks
This four year project led by The American Association for the Advancement of Sciences (AAAS) will continue fostering interactions among projects funded by the Graduate STEM Fellows in K-12 Education (GK-12)through a series of meetings that include one annual meeting and two special focus meetings every year. The annual meeting will be broad and will target all different GK-12 participants (PIs, Fellows, Teachers, Project Coordinators, Evaluators and Faculty Members). The special focus meetings will target a specific GK-12 group or will explore a theme or issue of special interest to the GK-12 program or GK-12 projects. AAAS also will update the current website and revise and expand its content to provide a resource to the GK-12 community. Some of the additions to the website will be: an e-newsletter, alumni directory, evaluation instruments, ready access to STEM activities and statistical data on projects.
DATE:
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TEAM MEMBERS:
Betty CalingerDaryl Chubin
resourceresearchProfessional Development, Conferences, and Networks
This guide provides effective practices for anyone — university faculty member, K–12 teacher, or administrator — who wants to create a project that partners science, technology, engineering, and mathematics (STEM) graduate students (Fellows) with K–12 teachers on a sustained basis. These recommendations come from the community of faculty members, graduate students, K–12 teachers, program managers, and evaluators who participated in the U.S. National Science Foundation (NSF) Graduate STEM Fellows in K–12 Education (GK–12) Program from its start in 1999 through 2012. The guide was written to
The University of Massachusetts Lowell conducted 1.5-day conference in the fall of 2011, titled "Learning on the Go: Using Out-of-Home Media to Communicate Climate Science." The conference, held at the Lowell Inn and Conference Center, brought together approximately 125 professionals and students in climate science, communications, out-of-home media, social science, informal and formal science education, and educational psychology with the goal of exploring opportunities for applying out-of-home media to communicating science to the public, with a particular emphasis on climate change science. "Out-of-home media" is defined as any type of communication that reaches individuals while they are out of the home, including mobile media, billboards, mass transit placards, posters, etc. The intent was to consider how informal science education and its impacts on learning can be expanded via the adaptation of such media to the goals of ISE. Conference proceedings and podcasts of keynote sessions will be made available on a conference Web site. Conference evaluation will be conducted by Arbor Consulting Partners.
This document was shared in the session “Math Phobia and Science Centers: Some International Perspectives” at the 2004 Association of Science-Technology Centers (ASTC) Conference in San Jose, California. It explores math phobia as a cultural (and specifically English-speaking) phenomenon, using examples from his experiences in France and working with the Tuyuka, an indigenous population in Brazil. He links math phobia to a disconnect between math as a part of everyday life and math as a formal process disconnected from one's experiences.