Current research suggests that scientific models can help teachers transform their science instruction and enhance student learning. This premise grounds the Model-Based Educational Resource (MBER)—developed by Dr. Cindy Passmore and colleagues at UC Davis—which engages high school biology students in constructing models to make sense of science. Now researchers are wondering: How effectively can this approach to biology education support next generation science learning?
BSCS Science Learning has been awarded a grant to study the impact of the MBER program through a cluster-randomized trial (CRT) and expand the promise of efficacy and feasibility established in previous work. Throughout this project, we will revise the MBER program, develop associated assessment, and conduct an experimental study with 32 teachers in diverse California schools.
Our General Research Questions
This study will also address a significant gap in the research on next generation curriculum materials. As we seek to advance the field’s knowledge about the impact of innovative materials on student learning, we will examine the following exploratory research questions:
In addition to generating important research findings, the materials revised and studied in this project will be open source and freely available to teachers and schools, thereby maximizing the broader impacts of this work.
This project is in partnership with
For more information, please contact Chris Wilson or Molly Stuhlsatz.