Gillian Puttick and Eli Tucker-Raymond2018. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-017-9725-x
Abstract
Science and computational practices such as modeling and abstraction are critical to understanding the complex systems that are integral to climate science. Given the demonstrated affordances of game design in supporting such practices, we implemented a free 4-day intensive workshop for middle school girls that focused on using the visual programming environment, Scratch, to design games to teach others about climate change. The experience was carefully constructed so that girls of widely differing levels of experience were able to engage in a cycle of game design. » Read more
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Articles include:
* The TERC Scholars Program: Introducing Higher Education Students To Careers In STEM Education Research
* Stem Learning While Making: All Lives Can’t Matter Until Black Lives Matter
* Tracing The Invisible Fabric of Everyday Science: Field Notes
* Adult Numeracy: A Champion’s Legacy
A Design Based Research Study
Gillian Puttick, Debra Bernstein, and Teon Edwards—2018. Educational Designer, 3(10).
Abstract
This paper describes the retrospective analysis of a sequence of design decisions made while iteratively developing a science program for eight- to fourteen-year-old Girl Scouts. The program focused on energy conservation and climate change. To analyze the design, we drew on the original theoretical framework and analyzed design documents to clearly articulate a series of previously implicit design conjectures. » Read more
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Would you like to visit the Museum of Science Boston or the SEE Science Center in Manchester, NH? Signing Math and Science is looking for families with deaf or hard of hearing children that use ASL, to use and give opinions on a new portable, 3D glossary of ASL science terms that is on an iPod Touch. Please contact tara_robillard@terc.edu for more information or to schedule a visit. » Read more
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The 4th Annual Video Showcase, hosted by TERC and funded by NSF, will address the theme: “Transforming the STEM Education Landscape.”
Presenter Registration closes soon – Don’t miss out!
Register now at http://stemforall2018.videohall.com!
During the week of May 14th – 21st, educators, researchers and others with an interest in STEM Education will have the chance to review videos on the multitude of educational projects funded by the National Science Foundation and other federal agencies. » Read more
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On November 4, Jodi Asbell-Clarke was a speaker in TedXBeaconSt, We Know More Then We Can Tell
To unleash the potential of all learners, we need to start looking at what people can do, not just what they can say. Many of the cognitive differences of neurodiverse students (learners with Autism, ADD, Dyslexia and other cognitive functions that make school difficult) may also empower them with creativity, resilience, and innovative approaches to problem-solving.
Our education system struggles to measure and support these different ways of thinking, » Read more
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On November 4, Jodi Asbell-Clarke was a speaker in TedXBeaconSt. Her talk, We Know More Then We Can Tell, addressed the issue of students who don’t test well, and her research into finding students’ implicit knowledge —knowledge which they demonstrate through their behaviors and actions, not just how they answer questions on a test.
Jodi and her team looks at the enhanced creativity and collaborative problem solving that is unique to some learners with ADD and the systematic thinking of some learners with autism, » Read more
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FOR IMMEDIATE RELEASE
Contact:communications@terc.edu617.873.9600
Cambridge, MA – TERC’s Board of Trustees has appointed two new members: Dr. Nadine Bonda, Assistant Professor at American International College, and Dr. DIane Souvaine, Professor of Computer Science and Adjunct Professor of Mathematics at Tufts University.
Dr. Nadine Bonda has worked in education for over 40 years, holding positions of Superintendent, Assistant Superintendent, Principal, Mathematics Department Chair, Mathematics Teacher, and Head of a school for students with dyslexia and language processing problems. » Read more
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