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Resource | “Adapting for a Local Space Can be Tricky”: Designing Units for Teachers to Localize Through Phenomenon Adaptation
Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how instructional materials designed for widespread use can support teacher localization through phenomenon adaptation, whereby teachers add or swap phenomena relevant to students…
Learning science in the context of local phenomena and problems can be powerful for young people. Yet, designing place-based instructional materials is resource intensive, limiting broad access. This study investigates how instructional materials designed for widespread use can support teacher localization through phenomenon adaptation, whereby teachers add or swap phenomena relevant to students…
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Resource | STEM Teacher Characteristics and Mobility: Longitudinal Evidence from the American Midwest, 2010 Through 2023
This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID-19 pandemic, and there is particularly limited evidence…
This study examines the demographics, qualifications, and turnover of STEM teachers in Kansas and Missouri—two contiguous, predominantly rural states in the Midwestern region of the United States. The existing literature lacks detailed insights regarding U.S. STEM teachers, especially with recent economic and social changes over the COVID-19 pandemic, and there is particularly limited evidence…
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Resource | Noticing in the Midst of Building on a Critical Event
Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching…
Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching…
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Resource | Noticing in the Midst of Building on a Critical Event
Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching…
Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching…
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Resource | Noticing in the Midst of Building on a Critical Event
Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching…
Research on teachers’ noticing of student mathematical thinking has typically focused on how a teacher attends to, interprets, and determines a response to an individual student contribution in isolation from the broader mathematical classroom context. This research focus is not nuanced enough, however, to fully account for the complex noticing required of a teacher engaged in responsive teaching…
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Resource | Implementing Grand Challenges: A Case Study of Implementing Innovative Curricula
In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this curriculum Grand Challenges (GC). The GC curriculum shifts from traditional methods to a focus on socio-scientific issues that resonate locally and globally and prepare students…
In response to the growing emphasis on addressing global socio-scientific issues like climate change and viral pandemics in K-12 education, we designed three socio-scientific units for middle school science. We call this curriculum Grand Challenges (GC). The GC curriculum shifts from traditional methods to a focus on socio-scientific issues that resonate locally and globally and prepare students…
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Resource | Exploring the Attending and Interpretation of Three Science and Engineering Practices Among Secondary Science Teachers
This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the…
This study explored secondary science teachers’ attending and interpretation of three science and engineering practices (SEPs) occurring in a classroom setting. This data were further examined to see if teaching experience and disciplinary area influenced the secondary science teachers attending and interpretation of the SEPs. The data collection process involved having teachers talk about the…
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Resource | Speak Up or Stay Silent: How Does Teachers’ Verbal Participation in a Professional Development Programme Relate to Instructional Outcomes?
Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended learning goals. Also, similar to how students interact during instruction, teachers’ verbal contributions during workshops may be uneven in their frequency and focus, with some…
Like classrooms, professional development (PD) workshops can be organised as dialogic and inclusive spaces, where the verbal contributions of the participants are critical for driving the inquiry and meeting the intended learning goals. Also, similar to how students interact during instruction, teachers’ verbal contributions during workshops may be uneven in their frequency and focus, with some…
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Resource | Socioscientific Issues: Promoting Science Teachers’ Pedagogy on Social Justice
Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information. Social justice is the pursuit of…
Socioscientific issues (SSI) are problems involving the deliberate use of scientific topics that require students to engage in dialogue, discussion, and debate. The purpose of this project is to utilize issues that are personally meaningful and engaging to students, require the use of evidence-based reasoning, and provide a context for scientific information. Social justice is the pursuit of…
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Resource | Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
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Resource | Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
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Resource | Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
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Resource | Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
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Resource | Facilitating Student Argumentation Around Socioscientific Issues Through Productive Discourse and Negotiation Toward Consensus
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
Controversial topics that arise in science classrooms, especially those of social relevance (e.g., the climate crisis), provide opportunities to help students learn about and discuss contradictory ideas they may encounter in their everyday experiences. Such topics may also be challenging to teach, but scaffolding may facilitate effective instruction. We describe one type of instructional…
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Resource | Exploring Resources and Reasoning Practices in Socioscientific System Modeling for Justice-Centered Science Education
Integrating science education with social justice is vital for preparing students to critically address significant societal issues like climate change and pandemics. This study examines the effectiveness of socioscientific system modeling as a tool within Justice-Centered Science Pedagogy (JCSP) to enhance middle school students’ understanding of social justice science issues. It focuses on how…
Integrating science education with social justice is vital for preparing students to critically address significant societal issues like climate change and pandemics. This study examines the effectiveness of socioscientific system modeling as a tool within Justice-Centered Science Pedagogy (JCSP) to enhance middle school students’ understanding of social justice science issues. It focuses on how…
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Resource | What Distinguishes Students’ Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design…
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design…
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Resource | What Distinguishes Students’ Engineering Design Performance: Design Behaviors, Design Iterations, and Application of Science Concepts
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design…
Engineering design that requires mathematical analysis, scientific understanding, and technology is critical for preparing students for solving engineering problems. In simulated design environments, students are expected to learn about science and engineering through their design. However, there is a lack of understanding concerning linking science concepts with design problems to design…
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Resource | Transforming Teachers’ Roles and Agencies in the Era of Generative AI: Perceptions, Acceptance, Knowledge, and Practices
This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, both in-service and future teachers are…
This paper explores the transformative impact of generative artificial intelligence (GenAI) on teachers’ roles and agencies in education, presenting a comprehensive framework that addresses teachers’ perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, both in-service and future teachers are…
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Resource | Toward Ontological Alignment: Coordinating Student Ideas with the Representational System of a Computational Modeling Unit for Science Learning
Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool’s representational system can support more productive engagement toward target learning goals. However, little research has examined how teachers can make visible the ways…
Computational modeling tools present unique opportunities and challenges for student learning. Each tool has a representational system that impacts the kinds of explorations students engage in. Inquiry aligned with a tool’s representational system can support more productive engagement toward target learning goals. However, little research has examined how teachers can make visible the ways…
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Resource | Toward a Framework of Culturally Relevant Science and Mathematics Pedagogy: A Pedagogical and Analytical Tool for Teacher Education
In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science. We provide examples of CRSMP that re-position marginalized…
In this article, we present a framework of culturally relevant science and mathematics pedagogy (CRSMP), which is grounded in the tenets of culturally relevant pedagogy. It delineates practices ranging from the most accessible and easy-to-implement, to the most challenging and often contentious ways to teach mathematics and science. We provide examples of CRSMP that re-position marginalized…
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Resource | Preservice Teachers’ Early Lesson Planning for Justice-Oriented Elementary Science
Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing…
Building on the literature, we designed a practical framework to support attention to equity and justice in science teacher education coursework. This framework presents four approaches for including justice moves in elementary science lessons, from increasing opportunity and access in science, to increasing identity and representation in science, to expanding what counts as science, to seeing…
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Resource | From Experience to Explanation: An Analysis of Students’ Use of a Wildfire Simulation
This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks. We first analyzed students’ log files to determine which, if any, measure of simulation…
This study employs the Experiential Learning Theory framework to investigate students’ use of a wildfire simulation. We analyzed log files automatically generated by middle and high school students (n = 1515) as they used a wildfire simulation and answered associated prompts in three simulation-based tasks. We first analyzed students’ log files to determine which, if any, measure of simulation…
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Resource | Exploring Teachers’ Eye-Tracking Data and Professional Noticing When Viewing a 360 Video of Elementary Mathematics
Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to…
Research incorporating either eye-tracking technology or immersive technology (virtual reality and 360 video) into studying teachers’ professional noticing is recent. Yet, such technologies allow a better understanding of the embodied nature of professional noticing. Thus, the goal of the current study is to examine how teachers’ eye-gaze in immersive representations of practice correspond to…
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Resource | Developing Elementary Teachers’ Climate Change Knowledge and Self-efficacy for Teaching Climate Change Using Learning Technologies
Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers’ self-efficacy in climate change teaching by examining the impact of professional learning activities that incorporate learning technologies on…
Elementary teachers require support through professional learning activities to enhance their climate change literacy and bolster their self-efficacy for teaching climate change. This study explores methods for supporting in-service elementary teachers’ self-efficacy in climate change teaching by examining the impact of professional learning activities that incorporate learning technologies on…
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Resource | Decentering to Support Responsive Teaching for Middle School Students
A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author and classroom teacher. In the unit, students worked on making two cars travel the same speed. Students at all three stages of units coordination learned to do so, as reported…
A classroom study was conducted to understand how to engage in responsive teaching with 18 seventh grade students at three stages of units coordination during a unit on proportional reasoning co-taught by the first author and classroom teacher. In the unit, students worked on making two cars travel the same speed. Students at all three stages of units coordination learned to do so, as reported…
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Resource | Systematic Review of Learning Trajectories in Early Mathematics
Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear. We review research…
Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear. We review research…
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Resource | Systematic Review of Learning Trajectories in Early Mathematics
Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear. We review research…
Learning trajectories in early mathematics instruction have received increasing attention from policymakers, educators, curriculum developers, and researchers. They are generally deemed useful for guiding curriculum standards, instructional planning, and assessment. However, the specific contributions of learning trajectories to education and children’s learning are unclear. We review research…
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Resource | Leveraging Uncertainty as a Means of Facilitating Sensemaking Within a Digital Wildfire Curriculum
The changing landscape of geoscience learning has initiated growing interest in engaging science learners with climate data. One approach to teaching climate is the application of broadly accessible digital science curricula, which often include data tools such as visualizations, data representations, and simulations embedded within digital science curricula. We are specifically interested in how…
The changing landscape of geoscience learning has initiated growing interest in engaging science learners with climate data. One approach to teaching climate is the application of broadly accessible digital science curricula, which often include data tools such as visualizations, data representations, and simulations embedded within digital science curricula. We are specifically interested in how…
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Resource | Employing Automatic Analysis Tools Aligned to Learning Progressions to Assess Knowledge Application and Support Learning in STEM
We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and assessment design helps foster students’ ability to apply content and practices to explain phenomena, which reflects deeper science understanding. To measure the progress along…
We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and assessment design helps foster students’ ability to apply content and practices to explain phenomena, which reflects deeper science understanding. To measure the progress along…
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Resource | Combining Natural Language Processing with Epistemic Network Analysis to Investigate Student Knowledge Integration within an AI Dialog
In this study, we used Epistemic Network Analysis (ENA) to represent data generated by Natural Language Processing (NLP) analytics during an activity based on the Knowledge Integration (KI) framework. The activity features a web-based adaptive dialog about energy transfer in photosynthesis and cellular respiration. Students write an initial explanation, respond to two adaptive prompts in the…
In this study, we used Epistemic Network Analysis (ENA) to represent data generated by Natural Language Processing (NLP) analytics during an activity based on the Knowledge Integration (KI) framework. The activity features a web-based adaptive dialog about energy transfer in photosynthesis and cellular respiration. Students write an initial explanation, respond to two adaptive prompts in the…
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