ITSI-SU is a scale up of the highly successful ITSI project and is meant to reach a greater number of elementary, middle and high school science teachers. This comprehensive innovative technologies (IT) project will assist teachers in preparing diverse students for careers in IT by engaging them in exciting, inquiry-based science projects that use computational models and real-time data acquisition.
The Concord Consortium is proud to announce the Innovative Technology in Science Inquiry Scale Up (ITSI-SU) project funded by the National Science Foundation!
ITSI-SU is a scale up of the highly successful ITSI project and is meant to reach a greater number of elementary, middle and high school science teachers. This comprehensive innovative technologies project will assist teachers in preparing diverse students for careers in STEM (science, technology, engineering, and mathematics) by engaging them in exciting, inquiry-based science activities that use computational models and real-time data acquisition.
Students are engaged in practices that are essential for learning science and engineering through both inquiry and design. All of the STEM activities involve asking questions and/or defining problems, using models or sensors, collecting data, interpreting results, using mathematics, technology and computational thinking, constructing explanations and/or designing solutions based on evidence.
Participating research teachers are a part of an online educational community where they have access to outstanding science exemplars. They are able to create and modify activities based on their own curriculum and objectives. They receive over 75 hours of lab-based activities in engineering, physical, earth, and life sciences for grades 3-12 and full support for classroom implementation.
One of the exciting things about this opportunity is the chance to be involved throughout the entire process of initiating, implementing and incorporating the concept embodied in this project. The future of technology, the Internet, and the use of computers in the classroom will be nothing less than spectacular. The impact a project such as this could have on education in the \'global village\' is enormous.
Beginning in the summer of 2011, research on ITSI-SU focuses on four questions:
- Did students using ITSI-SU materials increase their understanding of standards-based content?
- To what extent is there evidence of inquiry-based teaching in the classroom?
- Does the professional development design influence student learning?
- Did students using ITSI-SU materials have increased interest in STEM, in STEM careers, and in the use of technology-based STEM tools?
Data to answer the questions come from multiple sources. There are pre- and post-tests for students for each of the ITSI-SU units. A modified version of the Relevance of Science Education (ROSE) survey is being administered before and after students use ITSI-SU materials. Student data are logged as they use the ITSI-SU materials, providing another source of data.
The independent variables include the school, grade level of the students, amount of use of the materials, and others. The dependent variables are student content gains, inquiry gains, changes in STEM interest, and changes in STEM career aspirations.
We have also done research looking at the effectiveness of our professional development, specifically examining the benefits of blended professional development with both face-to-face and online components. This research is included in our paper "Integrating Online and Face-to-Face Professional Development: A Social Networking Approach," which was presented at the NARST 2013 annual meeting.
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|Physics||M/P||C/T||Kinematics||Collisions||4||MW/Temp/Forces||Force and collisions|
The atomic representation of current &
|M||C/T||Dynamics||Ramps & Friction||2||PhET||Acceleration on a ramp|
|M/P||C/T||Waves||Sound waves||5||PhET/Microphones||The wave nature of sound|
|Light and matter||2||MW model/PhET||Energy levels and light spectra|
|M/P||C/T||Magnetism||Magnetic Fields||2||PhET/Voltage||Magnetic fields near magnetics and wires|
|Chemistry||M||C/T||Phase Change||Global Warming||3||NetLogo||Reactions in the atmosphere|
|M||C/T||Chemical Reactions||Stoichiometry||2||MW||Atomic connections to stoichiometry|
|M/P||C/T||Bonding||Driving forces of reactions||3||MW/Temp||Le Chatelier's Principle|
|M/P||C/T||Solutions||Dissolving||3||MW/Temp||A model of dissolving|
|M/P||C/T||Heats of Reaction||Heats of Reaction||3||MW/Temp||Temperature changes during reaction|
|Biology||M||C/T||Protein Form & Function||Protein structure||2||MW||DNA sequences and the shape of proteins|
|M||C/T||Population Genetics||Evolution||3||NetLogo||Natural selection and evolution|
|P||C/T||Homeostatis||Body Temperature||2||Temp||Body temperature under different conditions|
|M||C/T||Population Growth||Population Growth||3||NetLogo||Various population and predation models|
|M||C/T||Ecosystems||Ecosystems||3||NetLogo||Indicators of ecosystem health|
|M||C/T||Minerals||Intro to Crystals||2||MW||The effect of heating and cooling on crystals|
|M/P||C/T||The Atmosphere||Global Warming||3||NetLogo/Temp||The Greenhouse Effect|
|M||C/T||Earthquakes||Seismic waves||3||Seismic Eruption||Earthquakes/volcanic plots for past eruptions|
|P||C/T||Phase Change||Water cycle||4||Temp||The effect of temperature on states of water|
|M||C/T||Solar System||Planetary orbits||4||PhET/NetLogo||Kepler's Law|
|P||C/T||Weather||Monitoring weather||2||Temp||Tracking weather changes|
|M/P||C/T||Thermodynamics||Heat & Temp||2||MW/Temp||Heating and cooling of liquids|
|M/P||C/T||Phase Change||Phase Change||3||MW/Temp||Phase change at the atomic level|
|P||C/T||Waves||Sound||4||Microphone||The properties of sound|
|P||C/T||Kinematics||Motion||3||Motion||Velocity and acceleration|
|M||C/T||Molecular Motion||Diffusion||3||MW||Diffusion and osmosis|
|P||C/T||Energy||Energy Conversions||4||Temp/Voltage||Ways various forms of energy are exchanged|
|M||C/T||Macromolecules||Tree of Life||3||MW||The function of different kinds of molecules|
|M||C/T||Genetics||Inheritance||1||BioLogica™||Inheritance of dragons|
|P||C/T||Plant respiration||Transpiration||2||Rel. Humidity/Light||The relationship between light and photosynthesis|
|P||C/T||Human physiology||Human Response||3||Temp/Voltage||Galvanic skin response|
|M||C/T||Ecosystems||Population Growth||3||NetLogo||Various population and predation models|
|P||C/T||Ecosystems||Greenhouse||4||Light/Temp||Design and monitoring of a working greenhouse|
Upper Elementary School (grades 5-6)
|P||T/P||Seasons||Sunlight and Temperature||6||Light/Temp||The relationship of distance and tilt of the earth on the seasons|
|M/P||T/P||Earth System||Heating with Sunlight||5||NetLogo/Temp/Light||The heating of the Earth's surface with sunlight|
|M/P||C/T||Phase Change||Water Cycle||5||MW/NetLogo/Rel.Humidity||Evaporation, condensation, & freezing of water|
|P||C/T||Energy||Temp of Mixing Water and Air||6||Temp||Temperature changes when fluids are mixed|
|P||T/P||Simple Machines||Levers & Pulleys||5||Force||Lifting with levers and pulleys|
|M/P||C/T||Motion & Forces||Friction||4||Force/MW/Temp||Frictional effect on matter|
|M/P||T/P||Motion & Forces||Movement||5||Motion/Camera/PhET||The motion of objects, including humans|
|M/P||C/T||Electricity||Testing Circuits||5||Voltage/NetLogo/PhET||Parallel and series circuits|
|M/P||C/T||Ecosystem||Monitoring a Living Plant||5||NetLogo/Rel.Humidity/Camera||Basic needs of plants|
|P||T/P||Design/Technology||Design a Greenhouse||6||NetLogo/Rel.Humidity/Camera||Building & monitoring a working greenhouse|
|M||T/P||Ecosystem||Food Web||3||NetLogo||Relationships between producers & consumers|
Elementary School (grades 3-4)
|P||T/P||Weather||Journaling Weather||6||Temp/Rel.Humidity/Camera||Daily weather conditions|
|M||T/P||Environment||Water Cycle||4||Flash||The formation of clouds|
|M/P||T/P||Properties of Materials||Erosion||3||NetLogo/pH/Camera||Changes in land forms|
|P||C/T||Sound||Making Music||5||Microphone||The properties of sound|
|M||C/T||Electricity||Static Electricity||2||PhET||The behavior of like and unlike charges|
|P||C/T||Electricity||Circuit Building||4||Voltage/Genecon||Building & testing of a simple circuit|
|P||T/P||Design & Technology||Playground Design||6||Force/Motion||Building & test of models of playground equipment|
|P/M||C/T||Balance & Motion||Friction||5||Force/Flash/Camera||Pulling & pushing objects on various surfaces|
|P||T/P||Human Body||Sensing||5||Temp/Light||How we sense hot/cold & light|
|M||C/T||Structure of Life||Stems, Roots, & Leaves||5||Flash/Food-o-meter||Basic parts & needs of plants|
|M/P||T/P||Characteristics of Organisms||Camouflage||3||NetLogo/Camera/Light||How organisms survive|
T=Tested in classrooms.
#=Number of activities per unit.