In this paper, we share our ongoing design-based research focused on developing an educative support to scaffold student task modeling and scientific argumentation, in the context of NGSS-aligned middle school science curricula.
This article introduces the Data Jam model which has spread across the country and is most often sponsored by long-term ecological research (LTER) sites belonging to a network funded by the National Science Foundation.
Critical Zone science provides a rich context for middle and high school students in Puerto Rico to investigate their own questions about a recent drought and historical storm events through the Luquillo Schoolyard Data Jam.
This paper is a design case that describes the evolution of the first 2 decades of development of Journey to El Yunque. It highlights the importance of designing curricular experiences around specific scientific communities of practice.
This article examines how a severe drought in Puerto Rico provided a rich context for high school students to investigate their own questions about weather and climate through a teaching strategy called Data Jam.
This AERA paper examines how individuals with varying levels of individual interest interact with domain content, and explores how inquiry-based learning opportunities may help high interest learners explore new ideas and regulate their own learning.