S2 Conservation of Matter Elementary Science Task (doi:10.5064/F6R3772G)

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Part 2: Study Description
Part 3: Data Files Description
Part 4: Variable Description
Part 5: Other Study-Related Materials
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S2 Conservation of Matter Elementary Science Task

doi:10.5064/F6R3772G

Qualitative Data Repository

2021-03-17

1

Mikeska, Jamie; Howell, Heather; Orlandi, Elizabeth; King, Kenneth; Lipari, Michelle; Simonelli, Glenn. 2021. "S2 Conservation of Matter Elementary Science Task". Qualitative Data Repository. https://doi.org/10.5064/F6R3772G. GO Discuss. V1

S2 Conservation of Matter Elementary Science Task

doi:10.5064/F6R3772G

Mikeska, Jamie (Educational Testing Service)

Howell, Heather (Educational Testing Service)

Orlandi, Elizabeth (Educational Testing Service)

King, Kenneth (Educational Testing Service)

Lipari, Michelle (Educational Testing Service)

Simonelli, Glenn (Educational Testing Service)

1621344

Qualitative Data Repository

Qualitative Data Repository

Howell, Heather

Mikeska, Jamie

Lentini, Jennifer

2021-02-23

2021-03-16

https://doi.org/10.5064/F6R3772G

Other, argumentation, discussion, mathematics methods, science methods, formative assessment, performance-based assessment, simulated classrooms, teacher education, education, educational assessment, teacher education, teacher preparation

<h3>Project Overview</h3> In this four-year project called Developing Preservice Elementary Teachers' Ability to Facilitate Goal-Oriented Discussions in Science and Mathematics via the Use of Simulated Classroom Interactions (GO Discuss), Educational Testing Service and Mursion developed, piloted, and validated a set of performance-based tasks delivered within a simulated classroom environment in order to improve preservice elementary teachers’ ability to orchestrate discussions. These tasks provided opportunities for preservice teachers in science and mathematics to facilitate discussions with five upper elementary student avatars (fifth grade) where the focus is on disciplinary argumentation within two content domains: fractions (mathematics) and structure/properties of matter (science). The overall goal of this research was to develop a validity basis for the use of such tools as formative assessment tasks that can be integrated within educator preparation programs to increase the amount, variety, and quality of clinical practice opportunities currently available to preservice elementary teachers. <br><p> <p>For this project, we developed eight performance-based tasks, four in mathematics and four in science, designed to be used by pre-service elementary teachers as they practice leading classroom discussions in the simulated classroom. Each task provides a scenario and specific details about the discussion, including the student learning goal, students’ background information, and what happened prior to the discussion. We also included the student work related to the mathematics problem or science investigation that was the focus within that task and a summary of important things that we wanted the pre-service elementary teachers to notice about the student work. <br> <p>This specific data project includes materials for one elementary science task called Conservation of Matter. In this task, students consider whether the amount of matter is conserved during a physical change. Prior to the discussion, students worked in small groups to make lemonade by combining water, lemon juice, and sugar and investigated whether the amount of matter changed after mixing the ingredients together. The pre-service teacher leads a group discussion focused on whether the amount of matter changed in the lemonade investigation, drawing on observations from previous investigations the class conducted to support or refute the students’ original claims. Materials for pre-service teachers, resources for teacher educators, including sample videos, and task-specific simulation specialist training materials are included.<br> <p>For a complete description of the broader “Go Discuss” project, including a list of files for each task, as well as to read the detailed Terms of Use, please start by reading the <a href="https://doi.org/10.5064/F6R3772G/RXQ29Q">Data Overview</a> file. Some files appear in different formats with identical content. This is intentional. ETS wants to encourage adaptation of the deposited materials (which might be easier to implement in Word documents), but also wants to ensure that images and math notations are rendered correctly for secondary users (best preserved in PDF).

2016-2020

videos

pedagogical materials

<p> All materials other than documentation remain copyrighted to Educational Testing Service © 2020, with educational use, research use (with explicit additional citation as listed on pages 5-6 of the project's <a href="https://doi.org/10.5064/F6R3772G/RXQ29Q">Data Overview</a>), and limited commercial uses, as described in the same document, explicitly allowed. Questions about other uses, adaptation, attribution, or requests for exceptions should be directed to the principal investigators, Jamie Mikeska (jmikeska@ets.org) and Heather Howell (hhowell@ets.org).</p>

There are 10 data projects within the GO Discuss collection: one for each of four elementary mathematics tasks, one for each of four elementary science tasks, one for non-task specific simulation specialist training, and one for the scoring of pre-service teacher performances in the simulated classroom. We recommend reading the GO Discuss QDR data overview file for an overview of the overall research project and its goals, a description of the specific materials we developed and how we used them on this research project, and an explanation of the ways in which you can use, adapt, and cite these materials in your own work. Part of the purpose is also to assist you in locating and making sense of the set of files provided. There are summary charts listing the documents and their purposes in the appendices for easy reference.

Howell, H., Mikeska, J. N., (2021). Approximations of practice as a framework for understanding the role of authenticity in simulations of teaching. <i>Journal of Research on Technology in Education</i>.

Howell, H., Mikeska, J. N., (2021). Approximations of practice as a framework for understanding the role of authenticity in simulations of teaching. <i>Journal of Research on Technology in Education</i>.

Mikeska, J. N., & Howell, H. (2020). Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions. <i>Journal of Research in Science Teaching</i> Special Issue: Science Teaching, Learning, and Assessment with 21st Century, Cutting Edge Digital Ecologies, 57, 1356-1399.

10.1002/tea.21659

Mikeska, J. N., & Howell, H. (2020). Simulations as practice‐based spaces to support elementary teachers in learning how to facilitate argumentation‐focused science discussions. <i>Journal of Research in Science Teaching</i> Special Issue: Science Teaching, Learning, and Assessment with 21st Century, Cutting Edge Digital Ecologies, 57, 1356-1399.

Mikeska, J.N., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. <i>International Journal of Testing</i>, 19, 128-147.

10.1080/15305058.2018.1551223

Mikeska, J.N., Howell, H., & Straub, C. (2019). Using performance tasks within simulated environments to assess teachers’ ability to engage in coordinated, accumulated, and dynamic (CAD) competencies. <i>International Journal of Testing</i>, 19, 128-147.

Howell, H., & Mikeska, J.N. (2020, May 5-12). Simulated classrooms as practice-based learning spaces [Video presentation]. 2020 NSF STEM for All Video Showcase.

Howell, H., & Mikeska, J.N. (2020, May 5-12). Simulated classrooms as practice-based learning spaces [Video presentation]. 2020 NSF STEM for All Video Showcase.

Mikeska, J.N., & Howell, H. (2019, May 13-20). Simulated classrooms as practice-based learning spaces [Video presentation]. 2019 NSF STEM for All Video Showcase.

Mikeska, J.N., & Howell, H. (2019, May 13-20). Simulated classrooms as practice-based learning spaces [Video presentation]. 2019 NSF STEM for All Video Showcase.

Howell, H. & Mikeska, J.N. (2018, May 14-21). Leading science/math discussions in a simulated classroom [Video presentation]. 2018 NSF STEM for All Video Showcase.

Howell, H. & Mikeska, J.N. (2018, May 14-21). Leading science/math discussions in a simulated classroom [Video presentation]. 2018 NSF STEM for All Video Showcase.

Mikeska, J.N. & Howell, H. (2017, May 15-22). Simulated classroom environments for facilitating math and science discussions [Video presentation]. 2017 NSF STEM for All Video Showcase.

Mikeska, J.N. & Howell, H. (2017, May 15-22). Simulated classroom environments for facilitating math and science discussions [Video presentation]. 2017 NSF STEM for All Video Showcase.

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