Give Students More Voice and Choice in Science, Math and Engineering
Listen and learn : Snapshot
Snapshots are a pairing of two 20 minute presentations followed by a 5 minute Q & A.
This is presentation 2 of 2, scroll down to see more details.
Other presentations in this group:
|Audience:||Coaches, Curriculum/district specialists, Teachers|
|Attendee devices:||Devices not needed|
|Participant accounts, software and other materials:||None|
|Topic:||Student agency, choice and voice|
|Subject area:||Science, STEM/STEAM|
|ISTE Standards:||For Educators:
Participants will be able to participate in the same sort of rich and meaningful learning experiences that we want students to experience during the session. Such learning places the focus squarely on the nature of instruction and the technological tools that can be used by teachers to support meaningful interactions between people, ideas, and materials. It is rooted in ongoing, active experiences that will prompt teachers to expand their content knowledge, pedagogical knowledge, and beliefs about what is possible inside the classroom. The session will end with time for questions and an overview of ways to learn more about how to increase student agency in science, math, and engineering classrooms.
• A discussion of research-based “key features” of meaningful, rigorous, and equitable learning environment (10 minutes)
• An opportunity for participants to experience a meaningful, rigorous, and equitable learning experience (40 minutes)
• An overview of some technology enhanced tools that can be used in both in-person and remote contexts that promote and support student sense-making (10 minutes)
• Questions and suggestions for learning more (5 minutes)
Hidayat, W., & Aripin, U. (2019). The improvement of students’ mathematical
understanding ability influenced from argument-driven inquiry learning. In Journal of Physics: Conference Series, 1157(3), 32085
hen, H-T., et al. (2016). Using a modified argument-driven inquiry to promote
elementary school students’ engagement in learning science and argumentation. International Journal of Science Education, 38(2), 170-191
Dr. Victor Sampson is an Associate Professor of Science Education at the University of Texas in Austin. He is also the co-founder and Chief Innovation Officer at Argument-Driven Inquiry. Dr. Sampson received his Ph.D. from Arizona State University in 2007 and is an expert in STEM education, education theory and practice, educational research, and the development of new instructional models and materials. He also has expertise in the design and development of new educational apps.