What is CSCS?
Computer Supported Collaborative Science (CSCS) is an NGSS-based teaching methodology that utilizes diverse interactive online resources to involve learners in constructing and utilizing scientific models for elucidating natural and man-made phenomena, as well as predicting future outcomes. [Slide show]
Computer Supported Collaborative Science (CSCS) leverages technology to enhance student engagement, collaboration, and understanding of scientific concepts. By integrating tools such as virtual labs, shared digital workspaces, and real-time data collection platforms, students can work together to investigate phenomena, analyze data, and build scientific explanations. Technologies like simulations, modeling software, and cloud-based platforms facilitate collaborative problem-solving, even in remote or hybrid learning environments. These tools allow students to share findings, discuss ideas, and refine hypotheses collectively, mirroring the collaborative nature of real-world scientific research. Additionally, computer support provides instant feedback, access to diverse resources, and opportunities for students to visualize and manipulate complex systems. This approach not only strengthens teamwork and communication skills but also deepens scientific understanding by enabling inquiry-based, data-driven exploration in a dynamic and interactive environment.
Benefits of CSCS
Computer Supported Collaborative Science (CSCS) is a pedagogy for STEM classrooms that engages learners in the science and engineering practices of the Next Generation Science Standards.
Employs New Collaborative Tools
CSCS employs leading edge collaborative web-based tools
CSCS tools are free and accessible to teachers and students
Teaches Science Content and Methods
CSCS is a a computer-based technique for learning science content
CSCS is a new way of teaching scientific methodologies
CSCS allows for greater emphasis on the analysis and interpretation of data
Helps Students Understand the Nature of Science
CSCS helps students understand the nature of science
CSCS requires collaboration between student researchers
CSCS involves the collection and analysis of large data sets
CSCS teaches students to look for trends and patterns in data
Engages all Students and Provides Opportunities for Regular Formative Assessment
CSCS requires students to contribute on a regular basis throughout each class session
CSCS provides students to examine data and collaborate electronically outside of class time
CSCS affords the opportunity for continuous formative assessment
Bibliography
Herr, N., & Rivas, M. (2014). Using Cloud-Based Collaborative Resources to Conduct Continuous Formative Assessment. Proceedings of the 12th Annual Hawaii International Conference on Education. 5-8 January, Honolulu, HI: HICE.
Herr, N., & Rivas, M. (2014). Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS). Proceedings of the 12th Annual Hawaii International Conference on Education. 5-8 January, Honolulu, HI: HICE.
Foley, B., Reveles, J., Herr, N., Tippens, M., d'Alessio, M., Lundquist, L., Castillo, K.,& Vandergon, V. (2014) . Computer Supported Collaborative Science (CSCS): An Instructional Model for Teaching the NGSS. Proceedings of the 2014 International Meeting of the Association for Science Teacher Education. New York: Springer-ASTE.
Herr, N., Rivas, M. (2014). Computer Supported Collaborative Science (CSCS): Engaging Students in the Science and Engineering Practices of the Next Generation Science Standards (NGSS) with Computer Supported Collaborative Science (CSCS). Proceedings of the 2014 International Meeting of the Association for Science Teacher Education.
Herr, N., & Tippens, M. (2013) . Using scanning apps on smart phones to perform continuous formative assessments of student problem-solving skills during instruction in mathematics and science classes. In T. Bastiaens & G. Marks (Eds.). Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2013 (pp. 1138-1143). Chesapeake, VA: AACE.
Herr, N., Rivas, M., Foley, B., d'Alessio, M. & Vandergon, V. (2012) . Using cloud-based collaborative documents to perform continuous formative assessment during instruction. In T. Bastiaens & G. Marks (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2012 (pp. 612-615). Chesapeake, VA: AACE.
Herr, N., Rivas, M., Foley, B., Vandergon, V., d'Alessio, M., Simila, G., Nguyen-Graff, D. & Postma, H. (2012). Employing collaborative online documents for continuous formative assessments. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3899-3903). Chesapeake, VA: AACE.
Herr, N., Rivas, M., Foley, B., Vandergon, V., & Simila, G. (2011) . Using collaborative web-based documents to instantly collect and analyze whole class data. Proceedings of the 9th Annual Hawaii International Conference on Education (pp. 2497-2507). 3-7 January, Honolulu, HI: HICE.
Herr, N., Rivas, M., Foley, B., Vandergon, V., Simila, G., d'Alessio, M., & Potsma, H. (2011) . Computer Supported Collaborative Education - Strategies for using collaborative web-based technologies to engage all learners. Proceedings of the 9th Annual Hawaii International Conference on Education (pp.2508-2509). 3-7 January, Honolulu, HI: HICE.
Herr, N. & Rivas, M. (2010) . Teaching the Nature of Scientific Research by Collecting and Analyzing Whole-Class Data Using Collaborative Web-Based Documents. In J. Sanchez & K. Zhang (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2010 (pp. 1029-1034). Chesapeake, VA: AACE.
Herr, N. & Rivas, M. (2010) . The use of collaborative web-based documents and websites to build scientific research communities in science classrooms. Proceedings of the 8th Annual Hawaii International Conference on Education, 7-10 January (pp. 851-858), Honolulu, HI: HICE.