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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 help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

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.

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 help in sensemaking causes for the continued minoritization of women in physics.

Author/Presenter

Geoff Potvin

Zahra Hazari

Raina Khatri

Hemeng Cheng

T. Blake Head

Robynne M. Lock

Anne F. Kornahrens

Kathryne Sparks Woodle

Rebecca E. Vieyra

Beth A. Cunningham

Laird Kramer

Theodore Hodapp

Year
2023
Short Description

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.

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 to address disparities in physics instruction by equipping teachers with university physics curricula and equipment adapted to fit the context of their high school classrooms.

Author/Presenter

Hamideh Talafian

Morten Lundsgaard

Maggie Mahmood

Devyn Shafer

Tim Stelzer

Eric Kuo

Year
2023
Short Description

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.

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, & Dini, 2018), and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD.

Author/Presenter

Maggie Mahmood

Hamideh Talafian

Devyn Shafer

Morten Lundsgaard

Eric Kuo

Tim Stelzer

Year
2023
Short Description

This descriptive case study examines the process of productively navigating socio-emotional risks and interpersonal tensions encountered by a veteran and pre-service physics teacher during one episode of discussing physics content.

Open Innovation Challenge to Mitigate Global Warming

Puttick, G., Drayton, B., & Gasca, S. (2023). Open innovation challenge to mitigate global warming. Connected Science Learning, 5(5).

Author/Presenter

Gillian M. Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

Open innovation challenge to mitigate global warming.

Innovate to Mitigate: Teacher Role in a Student Competition

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Author/Presenter

Gillian Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Innovate to Mitigate: Teacher Role in a Student Competition

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Author/Presenter

Gillian Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Investigating Teacher–Teacher Feedback: Uncovering Useful Socio-pedagogical Norms for Reform-based Chemistry Instruction

Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction.

Author/Presenter

Meng-Yang Matthew Wu

Ellen J. Yezierski

Lead Organization(s)
Year
2023
Short Description

Teacher–teacher feedback is an important feature of professional learning. However, deeply ingrained socio-pedagogical norms may affect both the nature and content of feedback, constraining its effectiveness. Prior studies have reported that avoiding critique and providing excessively generic information can hinder pedagogical inquiry and adoption of reform-based instruction. To better understand the nuances of socio-pedagogical norms for chemistry-specific settings, we investigate the conversational functions and the ways in which teacher–teacher feedback addresses macroscopic, symbolic, and particulate levels of representation within lessons they experienced as students.

Technology-Mediated Lesson Study: A Step-by-Step Guide

Purpose
The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

Author/Presenter

Michelle Hudson

Heather Leary

Max Longhurst

Joshua Stowers

Tracy Poulsen

Clara Smith

Rebecca L. Sansom

Lead Organization(s)
Year
2024
Short Description

The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS).

Secondary Mathematics Teachers’ Anticipations of Student Responses to Cognitively Demanding Tasks

This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules. We analyze 283 anticipations made by 127 teachers to 17 mathematics tasks and present four distinct foci of teachers’ anticipations.

Author/Presenter

P. Holt Wilson

Allison McCulloch

F. Paul Wonsavage

Emily Hare

Lauren N. Baucom

Year
2024
Short Description

This study examines secondary mathematics teachers’ anticipations of student responses related to a series of cognitively demanding mathematics tasks from multiple mathematical domains presented in the context of voluntary and asynchronous online professional development modules.