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PISA Partnership to Improve Student Achievement through Real World Learning in Engineering, Science, Mathematics and Technology.

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Presentation on theme: "PISA Partnership to Improve Student Achievement through Real World Learning in Engineering, Science, Mathematics and Technology."— Presentation transcript:

1 PISA Partnership to Improve Student Achievement through Real World Learning in Engineering, Science, Mathematics and Technology

2 A partnership of 60 teachers of grades 3-5 from 24 public schools and two non-public schools with Stevens Institute of Technology. Other partners in the collaboration are: Montclair State University, Liberty Science Center, Boston Museum of Science’s National Center for Technological Literacy and Bank Street College of Education

3 Goals To increase student learning of science topics and processes, technology, and engineering To provide the teachers with deeper science content knowledge, research–based professional development, and experience with innovative science and engineering curricula To provide teachers with resources that address the NJCCCS and will help them prepare their students for NJ ASK

4 Grant Year One: Life Science, Environmental Science, and Technological Literacy STANDARD 5.5 (Characteristics of Life) All students will gain an understanding of the structure, characteristics, and basic needs of organisms and will investigate the diversity of life. STANDARD 5.10 (Environmental Studies) All students will develop an understanding of the environment as a system of interdependent components affected by human activity and natural phenomena. STANDARD 8.2 (Technology Education) All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the individual, society, and the environment.

5 Program Structure Intensive two-week summer institute conducted by faculty and staff developers from Stevens Institute of Technology (Center for Innovation in Engineering and Science Education and science and engineering departments) with input from other partners. Ongoing professional development Classroom visits Online support the intensive two-week summer

6 Summer Institute Program Content Engineering is Elementary (EiE), developed by the Boston Museum of Science, a set of curricula that integrate engineering and technology concepts and skills with elementary science lessons. CIESE Internet-based resources: These include elementary level Real Time Data and Collaborative projects Life Science Lessons: Modeled by CIESE staff and designed to help teachers gain a clearer understanding of the inquiry process Stevens Faculty: Lectures, laboratory tours, and hands-on activities were conducted by Stevens biomedical, environmental, and chemical engineering faculty who presented university-level science content. Montclair State University Faculty: Workshop on Science and Mathematics Literacy.

7 EiE Modules Each EiE module contains lessons that integrate an elementary school science topic with a specific field of engineering and features hands-on activities that engage students in the engineering design process. Best of Bugs: Agricultural Engineering –Designing hand pollinators Just Passing Through: Bioengineering –Designing model membranes Water, Water, Everywhere: Environmental Engineering –Designing water filters










17 Teacher Evaluation Summer Institute Pre and post tests for experimental group Multiple formative assessments (e.g. daily evaluation, concept mapping, discussion, and questions) were used to gauge how accessible the science content and its presentation were to our participants. Development of STEM Learning Module

18 Teacher Evaluation Classroom Visits and Consultations Implementation of STEM learning module Integration of PISA activities into existing science curriculum Documentation of student work

19 Student Evaluation Pre and post tests for experimental and control groups Teacher evaluation of student work








27 Evaluation Findings: Summer Institute The teacher pre- and post-tests, administered at the beginning and conclusion of the summer institute, indicate that participants had increased knowledge in specific life science topics and in identifying the steps of the engineering design process. Daily evaluations and teacher interviews indicated that participants felt better prepared to teach life science concepts and that they were confident in their ability to replicate institute activities in their classrooms.

28 Impact on Teacher Content Knowledge Evaluation of Content Knowledge: Preliminary Results Pre- and post-program administration 25 questions; 1 point each 20 questions life science; 5 questions engineering design process Increase in the mean score 1.68 points 6.72 percentage points Increase is statistically significant t(55) = 5.94, p <.0001 Increased homogeneity in performance Decreased range and standard deviation

29 EvaluationMinimum Score Maximum Score MeanStandard Deviation Pre-test122420.712.647 Post- Test172522.391.775 N=56

30 Comparison with Control Group: Preliminary Results Nonparticipating group of teachers selected for comparison Matched teachers in treatment group with respect to –School geographic location and demographics –Grade level and topics taught Evaluation of content knowledge Same instrument used as for participating teachers Administered twice; two weeks apart

31 GroupNumber of Teachers Mean Raw Score Change Percentage Points Standard Error Treatment56+1.68+6.72.283 Control27+.26 +1.04.305 Difference between the groups is statistically significant. F(1,81) = 9.55, p=.003

32 Evaluation Findings: Classroom Visits and Consultations: Preliminary findings include change in teacher content knowledge, interest, and attitude. Teachers report that PISA activities provide opportunities for their students to use critical thinking skills to and to do inquiry. Students are active learners and motivation is positively affected; they are engaged and excited. Both the teachers and their students feel comfortable using the engineering design process Teachers found that the EIE lessons further their objectives for science in the classroom and reinforce concepts taught in class. They plan to integrate the EiE lessons into their existing science curriculum.

33 For further information: PISA Website: Stevens Institute of Technology: Presenters: Mercedes McKay Carol Shields

34 Disclaimer The instructional practices and assessments discussed or shown in these presentations are not intended as an endorsement by the U.S. Department of Education".

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