Expand the socio-ecological thinking you bring to science phenomena using frameworks from Learning in Places. Experience examples of how these frameworks are part of the OpenSciEd biology course. TAKEAWAYS: Recognize your own positionality in nature-culture relations and think about how to bring this framework to your students. SPEAKERS: Sara Krauskopf (Educational Consultant), Kate Henson (University […]

When using OpenSciEd, it is a challenge to help students not only figure out science ideas, but how to work together and support each other. This panel of classroom teachers […]

The Framework calls for students to engage in argumentation from evidence in a way that considers relevant social, ethical, and environmental tradeoffs that cannot be resolved without considering the values […]

"Designing for justice means centering inquiry on phenomena that cross the artificial boundary between human and natural systems. The result is instruction that not only teaches students to understand the […]

OpenSciEd Chemistry's 2nd unit explores why lightning strikes and how we can protect ourselves. Learn how students build understanding of atomic structure through modeling, investigations, and patterns of thinking. TAKEAWAYS: […]

Over the past decade, researchers and practitioners have been calling for more attention to coherence from the student perspective as a key part of curriculum design. This type of coherence […]

Many students experience high school science without considering the interconnectedness of different domains. By leveraging the Energy and Matter crosscutting concept and uniting this lens with a forces perspective, we […]