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Expanding perspectives and participation through GEMS professional learning

We study how to create NGSS-aligned curriculum, combining science research and Multiple Ways of Knowing.
  • Teams integrate GEMS science into NGSS-aligned curricula.
  • Focus on ecosystem resilience and diversity in science perspectives.
  • Research contributes to curriculum design and teaching.

Description

This project investigates how interdisciplinary design teams consisting of GEMS trainees, pre-service teachers, and in-service teachers communicate, collaborate, and strategize when integrating GEMS science and Multiple Ways of Knowing (MWK) into NGSS-aligned curriculum materials. We see the tight connection between MWK and the different scales of symbiosis in GEMS as an opportunity to deepen students’ understanding of ecosystem resilience and broaden their perspectives of science and scientists. Our research will address the integration of science research and education. To meet this goal, science graduate students and teachers will construct curriculum materials that integrate across different areas of expertise. Output from our project will contribute to a growing body of literature on curriculum design-based research.

Poster by Leonardi, Roy, & Hug, 2023

People on this Project

Publications

  • Leonardi et al., 2023

    Leonardi, N., Roy, P., & Hug, B. (2023, October 14). Varying perspectives: Teachers’ perceptions of Traditional Ecological Knowledge as a construct to develop students’ understandings of core biological concepts [Poster presentation]. Learning Sciences Graduate Student Conference (LSGSC), Iowa City, IA, United States.

  • Roy et al., 2024

    Roy, P., Leonardi, N., & Hug, B. (2024, March 17-20). How teachers make sense of Multiple Ways of Knowing in science [Paper presentation]. 2024 NARST Annual International Conference, Denver, CO, United States.

    https://virtual.oxfordabstracts.com/event/4707/submission/753

  • Leonardi, Roy, & Hug, 2023

    Leonardi, N., Roy, P., & Hug, B. (2023, September 18-19). Varying perspectives: Teachers’ perceptions of Traditional Ecological Knowledge as a construct to develop students’ understandings of core biological concepts [Poster presentation]. Genomics and Eco-evolution of Multi-Scale Symbioses (GEMS) Annual Institute Retreat.