Science content learning experiences: Teachers' science content learning is closely linked to analysis-of-practice work.
Rather, the content learning focused mostly on engineering design and skills or practices, such as teamwork.
Science content learning experiences that emerge from lesson video analysis are prioritized.
This present study assessed the ability of the STEM module to achieve the short-term goal on basic content learning.
Alignment of curriculum content, learning outcomes, teaching and learning activities, and assessments is critically important in reaching desired outcomes.
Science content learning experiences that are intertwined with and grow out of analysis-of-practice work (principle 6).
In the RESPeCT project, which started after the release of the NGSS, these content learning goals focused largely on NGSS-defined disciplinary core ideas and crosscutting concepts.
For example, results from the Heller et al. study (2012) support the intertwining of science content learning with analysis-of-practice activities.
These objects are more akin to the records held in ELNs in that they generally contain several discrete (editable) components: content, learning activities and context [29].
Songer et al. (2009) integrated content learning progression with the learning progression of scientific explanation (see also, Gotwals and Songer 2013).
This comment suggests that the curriculum afforded natural invitations for students to pose their own questions and engage in student-based inquiry related to content learning goals.
