This NSDL Usage Development Workshops project is increasing and improving the use of NSDL Science Literacy Maps as tools for understanding K-12 science learning progressions and for selecting and using NSDL resources. To foster the broader adoption and meaningful use of the interactive maps, the project leaders are: (1) conducting face-to-face workshops to introduce users to the Science Literacy Maps and engage them in activities designed to help them understand and use all of the map features; (2) developing just-in-time online learning tools that are accessible through the Science Literacy Maps home page and the individual NSDL Pathways' web sites; and (3) undertaking a broad dissemination strategy that leverages the capabilities of AAAS and the collaborating NSDL entities. This work is guided by an analysis of user needs, an expert advisory group, and an evaluation plan designed to provide necessary formative input as well as summative data. Feedback from workshop participants is also informing the long term development of the Science Literacy Maps in a user-driven process. Finally, to contribute to the NSDL program's goal of testing "the impact of collections and resources for instructors on teachers' activities," the investigators are examining the extent participants in the workshops are able to subsequently apply the knowledge and skills gained to accomplishing educational tasks.
With the recent release of the Common Core State Standards and work on the Next Generation Science Standards, it becomes even more important to determine the quality of online resources, especially those found in the National Science Digital Library (NSDL) in order to enhance its educational impact. Our project worked with NSDL collections to build capacity for determining the content alignment and instructional quality of their K-12 resources. The participants' responses to interview questions posed by the project evaluator indicate that not only did they learn the skills to conduct a resource analysis, but most (>70%) plan to use those skills (or to train others to use them) to begin the process of aligning the resources under their control to K-12 learning goals. AAAS Project 2061 has previously developed and applied content alignment and instructional quality criteria for the evaluation of commonly used science and mathematics textbooks. Some of these criteria have been shown to positively predict student learning. The criteria include: (1) encouraging student explanations, (2) asking guiding questions, and (3) effective use of representations (which is covered in our training). By disseminating these criteria through training of collections developers within the NSDL, the current NSF-supported project has built capacity both within and beyond the NSDL so that the criteria can be more widely applied to K-12 online content, increasing the likelihood of student learning and thus enhancing the educational impact of the NSDL. As a result of this grant, we have developed the Science Educator’s Guide to Selecting High-Quality Instructional Materials, accessible at (www.project2061.org/publications/EducatorsGuide/online/. The Guide presents a method for judging the quality of K-12 teaching materials, both in print and online. It is based on AAAS Project 2061’s curriculum-materials analysis procedure which was developed over several years with funding from the National Science Foundation and in consultation with K-12 teachers, materials developers, scientists, teacher educators, and cognitive researchers nationwide. The procedure’s criteria for making judgments about materials are based on the relevant research into effective science teaching and learning. The Guide is designed to help science educators determine how well an instructional material supports students in learning important science ideas such as those described in national benchmarks and standards. It offers a step-by-step procedure for taking a critical look at instructional materials, to help science educators take a more informed approach to a number of essential tasks.
