2022 Chicago National Conference

July 21-23, 2022

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Session Type


FILTERS APPLIED:Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom, Sensemaking


Rooms and times subject to change.
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Building a Better ADI Understanding: Using Student-Created Avatars to Explain Past Scientist Experiences with ADI

Thursday, July 21 • 5:10 PM - 5:40 PM

McCormick Place - W176a

STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

This presentation reviews students researching and presenting on past ADI events in science through the creation of scientist avatars.

1. This session highlights the use of a classroom-tested assignment where students are asked to create a personal avatar where they are pretending to be the actual scientist; and 2. The assignment works well to show actual ADI events that explain how science changes over time.

William Sumrall (The University of Mississippi: University, MS)

Bringing 3D Learning Home and Back to School Again

Friday, July 22 • 2:20 PM - 3:20 PM

McCormick Place - W181a

(Only registered attendees may view session materials. Please login with your NSTA account to view.)
3D Prompts_PPT_NSTA Chicago2022.pdf
Bringing 3D Learning Home(2).pdf

STRAND: Adapting Virtual Learning to Increase Access and Participation in a Face-to-Face Classroom

Show Details

Using CCCs can help organize and focus learning in a variety of settings. Out of necessity, we taught teachers to think deeply about connections to content and practices within the context of something they observed that was interesting to them while they were working from home. Examples learners chose that were relevant to them helped to connect personal experiences and interests with ordinary spaces and their science learning, and thus supported equitable engagement. Making these connections allowed teachers to recognize a multitude of science ideas and practices that could be connected to science standards at their instructional level, therefore developing new ideas. We refined this process and recognized that its flexibility can be taken back to the classroom and used settings that are seemingly science content deserts, to help students begin to see science in places they never thought of before. This session will take participants through this process and have them apply these ideas first to the setting of the conference and then to their own teaching situations.

Leveraging CCCs to connect students’ observations of ordinary, relevant contexts provides more equitable opportunities to deeply engage with DCIs and SEPs.

Ana Houseal (University of Wyoming: Laramie, WY), Clare Gunshenan (University of Wyoming: Laramie, WY)

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