Given that the project was just funded in 9/2008, we have no results to report. The interdisciplinary team has been developing the learning progression, in conjunction with the instructional strategies to support this learning progression, & instruments to assess students' progress. We are developing two curriculum modules (one in botany & the other in the study of animals & their behavior), which will first serve as research tools & later in some modified form as replacement curriculum units. These modules will capitalize on the curriculum that PI Metz developed in prior NSF-funded work, scaffolding primary grade children’s scientific inquiry in these domains.
Metz, K. E. (in press). Leveraging children's scientific reasoning capacities in science education reform. Phi Delta Kappan.
Metz, K. E. (2011). Disentangling robust developmental constraints from the instructionally mutable: Young children's reasoning about a study of their own design. The Journal of the Learning Sciences, 20 (1), 50-110.
Metz, K. E., Sisk-Hilton, S., Berson, E., & Ly, U. (2010). Scaffolding children's understanding of the fit between organisms and their environment in the context of the practices of science. Proceedings of the International Conference of the Learning Sciences.
Metz, K E. (2008). Rethinking what is "developmentally appropriate" from a learning progression perspective: The power and the challenge. Review of Science, Mathematics and ICT Education 3 (1), 5-22.
Metz, K. E. (2008). Elementary school teachers as "targets and agents of change": teachers' learning in interaction with reform science curriculum. Science Education, 93 (5), 915-954
Metz, K. E. (2008). Narrowing the gulf between the practices of science and the elementary school classroom. Elementary School Journal, 109 (2) 138-161.
We expect to generate two replacement units for primary grade science, one in animal behavior and the other in botany, that scaffold increasingly powerful explanations of the fit between organisms and their environment.