Congratulations to our postdocs and partners on papers that have been accepted for presentation at the International Society of the Learning Sciences annual meeting. Two of the papers are related to our work in CPS on supporting argumentation with Amplify Science and Journey to El Yunque. The third paper is related to our work in CPS on supporting the Geospatial Semester. Below are the titles and abstract.

Easley, K., McGee, S., McGee-Tekula, R., Britt, A., Rupp, K, & Higgs, K. (2021, June 7-11). Designing educative supports for scientific argumentation: a case study of DBR before and during the pandemic [Poster presentation]. International Society of the Learning Sciences 2021 Online Conference.

Design-based research is uniquely positioned to adapt instructional resources quickly in order to meet the needs of teachers and students. In this paper, we explore how researchers from The Learning Partnership and Northern Illinois University adapted and improved an educative support over the course of two academic years. The support is designed to scaffold (a) scientific argumentation and (b) student task models and was used in the context of two different middle-school science curricula in the city of Chicago. Iterations were informed by: teacher feedback, analysis of student written work, classroom observations, and analysis of teacher and student surveys. Changes to the educational supports were designed to support student task models, support NGSS storyline routines, support areas of student difficulty in argumentation, and to support the rapid, unexpected, and unprecedented transition to online instruction.

Rupp, K, Higgs, K., Britt, A., McGee, S., McGee-Tekula, R., Durik, A.M. & Steffens, B. (2021, June 7-11). How Does Students’ Perception Of The Main Point Of A Unit Relate To The Quality Of The Final Argument? [Poster presentation]. International Society of the Learning Sciences 2021 Online Conference.

Learning about science from investigating an inquiry question across a unit can be challenging. We examined whether students who had more appropriate goals and plans for science investigation (i.e., task models) wrote more complete culminating arguments. We found that students who perceived the unit to be about the evidence and/or key concepts had more complete essays than those that did not. These findings suggest that some students need supports to understand the importance of the key concepts/DCIs to guide their investigations.

James, K., McGee, S., Uttal, D., & Koolvord, B. (2021, June 7-11). Spreading GIS-Infused Instruction: A Cross-Case Comparison of Two Instructional Approaches [Paper presentation]. International Society of the Learning Sciences 2021 Online Conference.

This work is part of an ongoing partnership that seeks to create a sustainable infrastructure to support GIS-infused instruction in a large urban school district. In this paper, we report an illustrative cross-case comparison of two teachers’ approaches to infusing GIS in their courses. The goal of this analysis is to examine how GIS-infused instruction is adapted in different contexts and to consider the affordances of divergent approaches. Findings illustrate the relationships among organizational context, individual and collective context, particularly teacher identity, and instructional practice in the work of spreading GIS-infused instruction. We also discuss key lessons learned in our partnership thus far and implications for district-level partnerships focused on spread and scale.

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