Science

MA STEM Summit 2015

Date: 

11/10/2015
Worcester, MA

For the fifth year, EDC is a major sponsor of the Massachusetts STEM Summit ("Promising Practices, Proven Results"), where we will present our expertise and innovation in STEM education. For nearly 60 years, EDC has worked with Massachusetts educators, policymakers, and business leaders to foster students' STEM proficiency. We offer digital and print curriculum and other instructional resources, professional development, and research and evaluation.

Descriptors (Bodies of Work): 

Tools of Science Inquiry that Support Life Science Investigations

Sun, 02/01/2015

Author(s): 

This article, published in the National Science Teachers Association’s journal Science and Children, describes the important role that simple tools –such as trowels, hand lenses, terraria, measuring devices, and tools for recording and representing—play in helping teachers engage preschool children in rich explorations of science and deepen their understanding of living things.  The article suggests what a “science toolkit” might contain and offers ideas of where to buy these tools. 

Descriptors (Bodies of Work): 

Publication Type: 

Amy Busey

Email

Descriptors (Bodies of Work): 

Photo: 

Amy Busey

First name: 

Amy

Last name: 

Busey

Bio: 

Amy Busey leads and contributes to a diverse array of initiatives that support teachers in ensuring students’ STEM proficiency and school, college, and career success. She brings significant experience in quantitative and qualitative research, strategic dissemination, and promotion of knowledge utilization. Her most recent work is deepening understanding of effective strategies to foster students’ data literacy and bridge STEM education research and practice.

As a member of EDC’s Oceans of Data Institute (ODI) team, Busey was a primary author of ODI’s Visualizing Oceans of Data report—a groundbreaking effort to provide guidelines to support interface and tool designers in bridging cyberinfrastructure to classrooms, enabling students to work with large, high-quality scientific datasets. She plays a key role in ODI’s Ocean Tracks project, which developed and tested powerful Web-based visualization and analysis tools derived from state-of-the-art knowledge about how to support student inquiry with data, and is currently engaged in related collaborative work with the Concord Consortium and the University of Minnesota on the CODAP (Common Online Data Analysis Platform).

Busey is also contributing to EDC’s R+P Collaboratory team’s efforts to identify, document, and disseminate ways that practitioners and researchers can work together effectively to enhance K–12 STEM education across formal and informal settings. Funded by the National Science Foundation (NSF), this collaborative research/strategic dissemination work engages EDC in a partnership with the Auburn, Maine School Department to improve students’ math learning through integration of interactive mobile technologies. (Read her blog post based on this work.)

Her work to bridge STEM education research and practice in the R+P Collaboratory is one of several NSF-related dissemination efforts she has advanced. For CADRE (Community for Advancing Discovery Research in Education), she provided online and print communications and networking facilitation support that helped NSF Discovery Research K–12 grantees make their findings and products accessible and usable. For NSF’s and EDC’s collaborative work to disseminate findings from the National Research Council’s report Successful K–12 STEM Education, she contributed to substantive and logistical planning of a series of STEM Smart events.  

Busey is the lead author of the article “Harvesting a Sea of Data” published in the Summer 2015 issue of The Science Teacher. She has co-authored many other articles, briefs, and reports including Preliminary Guidelines for Using Interactive Mobile Technologies in Early Elementary Mathematics (2015); A Targeted Study of Gaming and Simulation Projects in DRK–12 (2014); and Toward Sustainability: Cases and Cross-Case Analysis of the Strategies of MSP Project Leaders to Sustain their Teacher Leader Programs (2010).

Before joining EDC, Busey was involved in research efforts around Kindergarten readiness and infant cognitive development, implemented afterschool technology programs in middle schools, and worked to raise awareness around a variety of education issues.

Busey holds a BS in Psychology from the University of North Carolina at Chapel Hill and an EdM in Mind, Brain, and Education from the Harvard Graduate School of Education.

Staff: 

Non-Staff Profile

Job title: 

Research Associate II

Program: 

Science and Mathematics Programs

Mailing Address: 

96 Morton Street, 7th Floor
New York, NY 10014

Telephone: 

212-807-4212

Two Articles by ODI Staff Featured in Big Data Issue of The Science Teacher

Cover of The Science Teacher

Science researchers and instructional designers from EDC's Oceans of Data Institute (ODI) published two articles in a special Summer 2015 issue of the National Science Teachers Association's (NSTA) journal The Science Teacher that is focused on the potential of big data to transform science teaching and learning.

Descriptors (Bodies of Work): 

Erin Bardar

Email Erin Bardar

Descriptors (Bodies of Work): 

Photo: 

Erin Bardar

First name: 

Erin

Last name: 

Bardar

Bio: 

Erin Bardar specializes in science curriculum development, professional development, and education research, with a focus on the fields of earth and space science. She draws upon her background in physics and astronomy to develop innovative and engaging instructional resources.

Bardar leads the curriculum development efforts for EDC's Oceans of Data Institute Ocean Tracks-College Edition project, which helps undergraduates learn and adopt skills needed to work with Complex, Large-scale, Interactively accessed, Professionally collected (CLIP) data from electronically tagged marine animals, drifting buoys, and Earth-orbiting satellites. (Learn more about CLIP data.) She is also project director and curriculum team lead for the Real World, Real Science project, a NASA-funded collaboration with the Gulf of Maine Research Institute (GMRI) designed to bridge informal and formal learning around climate, weather, and data literacy. Erin has also worked as a consultant on several other instructional design projects, including Foundation ScienceFord PAS, and EDC Earth Science.

A widely published author, Bardar’s articles have appeared in such periodicals as Astronomy Education Review, The Earth Scientist, Journal of Geoscience Education, and Bulletin of the American Astronomical Society. She frequently presents her work at national conferences, including Games+Learning+Society and the American Association of Physics Teachers.

Bardar developed the Light and Spectroscopy Concept Inventory, a diagnostic test that supports assessment of college students’ understanding of light and spectroscopy and aids investigation of the effectiveness of instructional interventions in deepening students’ understanding. She holds a U.S. patent for a binocular spectrometer.

Prior to joining EDC, Bardar worked as a freelance education consultant/curriculum developer, contributed to research on how to bridge free-choice games and formal classroom science instruction, and served as a senior curriculum developer for the EarthLabs project.

Bardar received an ScB in Physics from Brown University and was a NASA Graduate Student Research Program (GSRP) fellow at Boston University, where she earned a PhD in Astronomy.

Staff: 

Non-Staff Profile

Job title: 

Senior Curriculum/Instructional Design Associate

Program: 

Science and Mathematics Programs

Mailing Address: 

43 Foundry Avenue
Waltham, Massachusetts 02453-8313

Biology: Concepts & Practices

Sun, 05/31/2015

Author(s): 

Team includes Jackie Miller (PI), Katherine Paget, Marian Pasquale, Irene Baker

EDC's Biology: Concepts and Practices yearlong high school course curriculum fosters Grade 9-12 students' scientific and data literacy, builds their reading, writing, and oral communication skills, and challenges them to practice 21st-century problem-solving skills. Avaiable as e-books, the curriculum uses real-life case studies to spark students' interest in biology and deepen their understanding of major scientific concepts.

Book Cover

Descriptors (Bodies of Work): 

Publication Type: 

Chemistry: Concepts & Practices

Wed, 06/24/2015

Author(s): 

Team includes Jackie Miller (PI), Katherine Paget, Marian Pasquale, Irene Baker

EDC's Chemistry: Concepts and Practices yearlong high school course curriculum fosters Grade 9-12 students' scientific and data literacy, builds their reading, writing, and oral communication skills, and challenges them to practice 21st-century problem-solving skills. Avaiable as e-books, the curriculum uses real-life case studies to spark students' interest in chemistry and deepen their understanding of major scientific concepts.

Book Cover

Descriptors (Bodies of Work): 

Publication Type: 

Thinking Big

Mon, 06/01/2015

Author(s): 

This article, published in The Science Teacher, is aimed at teachers already experienced with activities involving small, student-collected data sets and who are now ready to being working with large, online data sets collected by scientists and engineers. Such data, now accessible to science teachers and students, are often of a quality and quantity previously seen only at research institutions.

cover photo

Length: 

7 pp

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Descriptors (Bodies of Work): 

Pages

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