…from a standard normal distribution, which of course has a zero mean. Then we did a t-test to see if the mean was different from zero. Since we used a…
…you compute chi-squared instead of the difference in rashes? Yes. But you don’t need to. All that business of computing observed and expected is kind of brilliant, but you really…
…river water, sand, gravel, and lively macroinvertebrates were distributed. Teachers combed through them to discover the local critters living in the nearby Deschutes. In addition to temperature, pH, and diffused…
…work Wondering how to get students to delve into interesting datasets in CODAP? We recommend three methods for exchanging CODAP documents with students: blank or example documents, shared views, and…
What is the future of forest fires? Using Wildfire Explorer to learn about boreal forest succession Blog Post
…in catastrophic damage to homes and communities, the destruction of more than 45.7 million acres of forest, and dangerously unhealthy air quality throughout the Northeast and Midwest United States. Wildfire…
…underrepresented and underserved communities important experience with AI tools and increased literacy around AI’s role in careers and our world.” The Concord Consortium is a nonprofit research and development organization…
…its staff created the Virtual High School, developed multi-level modeling for supporting genetics learning, created the award-winning Molecular Workbench, developed Energy3D engineering software, created the web-based data exploration software CODAP,…
…an article in Science Education, we propose and validate a new construct—epistemic knowledge associated with scientific experimentation (EKSE)—underlying students’ decisions and reasoning elicited during experimental design, data collection/measurement, and data…
…investigations for physics, biology, and chemistry are designed to introduce and scaffold engagement in science practices and build an understanding of the interplay between experimental design, data collection, analysis, and…
…based on structure) and CT (e.g., decomposing problems, creating artifacts using algorithmic thinking, testing and debugging), and illustrates how each modeling practice draws upon aspects of both ST and CT…