DRK-12 Research and Products
- Publication | In this article, authors examined classroom videos of nine experienced teachers of elementary, middle, and high school science, aiming to create a model of FA enactment that is useful to teachers.
- Publication | In this study, authors examined middle-school students’ naturally occurring design conversations in small design teams and their learning of science as a result of engaging in an engineering and science unit.
- Tool | It seems like there are new tech and social media tools coming out every day. So what’s out there? And how can these tools be used to enhance your work?
Understanding Science and Language Connections: New Approaches to Assessment with Bilingual LearnersPublication | Authors report on the use of bilingual constructed response science assessments in the context of a research and development partnership with secondary school science teachers.
- Publication | Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher DiscoursePublication | This study utilized the methodology of Improvement Science “Plan, Do Study, Act” cycles in order to design a Three-Dimensional Mapping Tool (3D Map) as a visual scaffold for use in science teaching methods courses to support preservice teachers in unpacking the components...
- Presentation | NSF program directors provide information on the DRK-12 program and solicitation in this webinar.
- Publication | This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancerPublication | This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.
Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertaintyPublication | This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.
- Publication | Authors investigate in-service teachers’ scientific engagement in a blended online science inquiry course. A key implication of this study is the importance of instructional attention to epistemology and affect to create online learning environments that promote productive...
- Tool | This list of individuals and organizations providing evaluation services to DRK-12 projects is based on data entered by project members on the cadrek12.org site.
Eliminating Counterexamples: A Case Study Intervention for Improving Adolescents’ Ability to Critique Direct ArgumentsPublication | This case study investigates U.S. eighth-grade (age 13) mathematics students’ conceptions about the validity of a direct argument after the students received instruction on the eliminating counterexamples (ECE) framework.
Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering designPublication | In this article, authors present a comparative case study examining the epistemological framing dynamics of two novice urban teachers and argue that the stances that novice teachers adopt toward engineering learning and knowledge are consequential for the opportunities...
- Publication | In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational nature of consequential learning.