What's New on CADREK12.org
Resource | Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions
Research on teacher educators’ professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting teacher learning for several decades but have not yet been examined as a potential tool for supporting the learning of teacher educators. In this paper, we conceptualize a set of design heuristics to guide the development…
Research on teacher educators’ professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting teacher learning for several decades but have not yet been examined as a potential tool for supporting the learning of teacher educators. In this paper, we conceptualize a set of design heuristics to guide the development…
Posted: Friday, March 01
Resource | Engineering Connections in Culturally-Responsive Mathematical Modeling Problems
This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive mathematical modeling problems into their regular curriculum. We take a sociocritical perspective on modeling, supporting students in using mathematics to understand their life…
This poster presents findings from design and early implementation work of the NSF DRK-12 project which positions 6th and 7th grade students as decision makers in their own learning, integrating culturally responsive mathematical modeling problems into their regular curriculum. We take a sociocritical perspective on modeling, supporting students in using mathematics to understand their life…
Posted: Friday, March 01
Resource | Socioscientific Modeling as an Approach Towards Justice-Centred Science Pedagogy
Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that introduce social dimensions of science in ways teachers feel confident navigating. In this article, we add to the justice-centred science pedagogy framework by offering tools…
Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that introduce social dimensions of science in ways teachers feel confident navigating. In this article, we add to the justice-centred science pedagogy framework by offering tools…
Posted: Friday, March 01
Resource | Exploring System Dynamics of Complex Societal Issues Through Socio-scientific Models
Research on socio-scientific issues (SSI) has revealed that it is critical for learners to develop a systematic understanding of the underlying issue. In this paper, we explore how modeling can facilitate students’ systems thinking in the context of SSI. Building on evidence from prior research in promoting systems thinking skills through modeling in scientific contexts, we hypothesize that a…
Research on socio-scientific issues (SSI) has revealed that it is critical for learners to develop a systematic understanding of the underlying issue. In this paper, we explore how modeling can facilitate students’ systems thinking in the context of SSI. Building on evidence from prior research in promoting systems thinking skills through modeling in scientific contexts, we hypothesize that a…
Posted: Friday, March 01
Resource | Hearing All Voices to Promote Learning Orientation and Effective Collaboration
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901
Posted: Wednesday, February 28
Resource | Hearing All Voices to Promote Learning Orientation and Effective Collaboration
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901
Posted: Wednesday, February 28
Resource | Hearing All Voices to Promote Learning Orientation and Effective Collaboration
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901
Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901
Posted: Wednesday, February 28
Resource | Moving Beyond Equity-as-Access: Expanding What Counts as Science in the Elementary Classroom
Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in Europe in the 1600s and often privileging white, male-centric perspectives. In this article, we describe five examples of expanding what counts as science to help remove barriers…
Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in Europe in the 1600s and often privileging white, male-centric perspectives. In this article, we describe five examples of expanding what counts as science to help remove barriers…
Posted: Wednesday, February 28
Resource | Online Teacher Professional Learning: An Approach to Foster Personalized Pathways
Teachers tend to be lifelong learners, motivated to pursue professional learning that is meaningful to their particular needs. In 2013, Marrongelle et. al., noted “it is incumbent on the field to capitalize on emerging technologies in the design and delivery of effective professional development.” (p. 208). While the past decade has seen an increase in development of opportunities for…
Teachers tend to be lifelong learners, motivated to pursue professional learning that is meaningful to their particular needs. In 2013, Marrongelle et. al., noted “it is incumbent on the field to capitalize on emerging technologies in the design and delivery of effective professional development.” (p. 208). While the past decade has seen an increase in development of opportunities for…
Posted: Wednesday, February 28
Resource | Engagement in the InSTEP Professional Learning Platform: Developing Expertise to Teach Data and Statistics
In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers’ engagement within the platform, aspects of the platform that were most and least effective in building teachers’ expertise, and the extent to which teachers’ self-efficacy changed. Using mixed…
In this study, 82 middle and high school teachers engaged with the InSTEP online professional learning platform to develop their expertise in teaching data science and statistics. We investigated teachers’ engagement within the platform, aspects of the platform that were most and least effective in building teachers’ expertise, and the extent to which teachers’ self-efficacy changed. Using mixed…
Posted: Wednesday, February 28
Resource | STEP UP: Supporting Teachers in Having Difficult Conversations
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
Posted: Wednesday, February 28
Resource | STEP UP: Supporting Teachers in Having Difficult Conversations
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
Posted: Wednesday, February 28
Resource | STEP UP: Supporting Teachers in Having Difficult Conversations
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
Posted: Wednesday, February 28
Resource | STEP UP: Supporting Teachers in Having Difficult Conversations
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
While the field of physics has become more diverse over the last few decades, it does not reflect the demographics of the population of the United States by any metric. Founded in 2017, the STEP UP program began as a partnership between the American Physical Society (APS), the American Association of Physics Teachers, Florida International University, and Texas A&M University-Commerce. The…
Posted: Wednesday, February 28
Event | Uncovering the Hidden Curriculum of DRK-12 Awards: Tips and Tools for Writing Successful NSF Grant Proposals
This NARST preconference workshop will comprise relevant information for writing and refining an NSF DRK-12 grant proposal. The participants will the chance to engage various resources and materials created by the leaders of CADRE (Community for the Advancement of Discovery Research in Education). These resources include but are not limited to how to craft a strong project narrative, identify a…
This NARST preconference workshop will comprise relevant information for writing and refining an NSF DRK-12 grant proposal. The participants will the chance to engage various resources and materials created by the leaders of CADRE (Community for the Advancement of Discovery Research in Education). These resources include but are not limited to how to craft a strong project narrative, identify a…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Examining the Effect of Counternarratives About Physics on Women’s Physics Career Intentions
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Women and many people of color continue to be minoritized in STEM and notably in physics. We conducted two studies demonstrating that exposure to counternarratives about who does physics and why one does physics significantly increases high school students—especially women’s—physics-related career intentions. These counternarratives facilitate making connections with students’ career plans and…
Posted: Wednesday, February 28
Resource | Engaging Hearts and Minds in Assessment and Validation Research
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Posted: Wednesday, February 28
Resource | Engaging Hearts and Minds in Assessment and Validation Research
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Posted: Wednesday, February 28
Resource | Engaging Hearts and Minds in Assessment and Validation Research
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Posted: Wednesday, February 28
Resource | Engaging Hearts and Minds in Assessment and Validation Research
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Bostic, J. (2023). Engaging hearts and minds in assessment research. School Science and Mathematics Journal, 123(6), 217-219. https://doi.org/10.1111/ssm.12621
Posted: Wednesday, February 28
Resource | Responsive Professional Development: A Facilitation Approach for Teachers' Development in a Physics Teaching Community of Practice
Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS) partnership program, which provides instructional resources and a network of support for high school physics teachers through a partnership with the University of Illinois. IPaSS aims…
Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS) partnership program, which provides instructional resources and a network of support for high school physics teachers through a partnership with the University of Illinois. IPaSS aims…
Posted: Wednesday, February 28
Resource | Navigating Socio-emotional Risk Through Comfort-Building in a Physics Teaching Community of Practice: A Case Study
In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues (Finkelstein, Jaber,…
In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues (Finkelstein, Jaber,…
Posted: Wednesday, February 28
Resource | Guide for Developing Partnerships
CADRE has compiled tips from DRK-12 awardees on building partnerships, acknowledging context and history, nurturing relationships and the work, and adapting to change.
CADRE has compiled tips from DRK-12 awardees on building partnerships, acknowledging context and history, nurturing relationships and the work, and adapting to change.
Posted: Wednesday, February 28
Announcement | NSF Job Opportunity
NSF is seeking rotator Program Directors that have "specialized knowledge in one or more of the following areas: 1) advanced technologies in education including, but not limited to, Artificial Intelligence (AI), quantum, microelectronics, immersive and/or augmenting technologies; 2) computer science education; 3) education research methods; 4) equity in STEM education; 5) math education; 6)…
NSF is seeking rotator Program Directors that have "specialized knowledge in one or more of the following areas: 1) advanced technologies in education including, but not limited to, Artificial Intelligence (AI), quantum, microelectronics, immersive and/or augmenting technologies; 2) computer science education; 3) education research methods; 4) equity in STEM education; 5) math education; 6)…
Posted: Monday, February 26