Reading List: Recent DRK-12 Project Publications
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Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes
Determining the most appropriate method of scoring an assessment is based on multiple factors, including the intended use of results, the assessment's purpose, and time constraints. Both the dichotomous and partial credit models have their advantages, yet direct comparisons of assessment outcomes from each method are not typical with constructed response items. The present study compared the impact of both scoring methods on the internal structure and consequential validity of a middle-grades problem-solving assessment called the problem solving measure for grade six (PSM6).
Young Philosophers: Fifth-Grade Students Animating the Concept of Space
In many schools across the world, students experience mathematical concepts as ideas empty of wisdom and possibility. In this paper the authors analyze a philosophical conversation in which fifth-grade students were caught up in the animacy of the concept of space. Challenging the common view of mathematics as dealing with absolute truths and certainty, these students, the materials, and the concept itself formed dynamic assemblages that, through movement and the senses reanimated philosophical considerations regarding the concept of space.
STEM Curriculum Development and Implementation
Review of the recent literature on integrated STEM curriculum development and implementation. Included are frameworks for integrated STEM curriculum development and research assessments to evaluate curriculum quality. Details and examples from a large integrated STEM research project in the United States are included. The paper concludes with a call for future research related to STEM curriculum implementation, including the need for new observation protocols.
Effects of Game-based Learning Supports on Students’ Math Performance and Perceived Game Flow
Adopting a pretest–posttest experimental design with repeated measures, this study examined the effects of three types of game-based learning supports in the form of modeling on knowledge development that contributed to successful math problem solving and students’ perceived game flow.
Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study
This study sought to explore math and science teacher educators' use of various media to represent practice within methods courses. There is little understanding of why certain media is used over other representations and the rationale for these choices. Specifically, the study focused on the prevalence and familiarity of teacher educators with comics and animations, standard videos, and 360 videos. This mixed methods study utilized a survey and interviews to ascertain math and science teacher educators' level of familiarity and perceived usefulness of representations of practice.
AI for Tackling STEM Education Challenges
To best support students in developing competence, assessments that allow students to use knowledge to solve challenging problems and make sense of phenomena are needed. These assessments need to be designed and tested to validly locate students on the learning progression and hence provide feedback to students and teachers about meaningful next steps in their learning. Yet, such tasks are time-consuming to score and challenging to provide students with appropriate feedback to develop their knowledge to the next level.
Exploring Students’ Learning Support Use in Digital Game-based Math Learning: A Mixed-Methods Approach Using Machine Learning and Multi-cases Study
Digital game-based math learning environments (math DGBLE) are promising platforms that provide students with opportunities to master conceptual understanding and cultivate mathematical thinking, on which the contemporary mathematics education places an emphasis. Literature on learning support in digital game-based learning (DGBL) rarely investigate learners' support-use behaviors and interaction patterns in relation to math learning. We addressed this research gap in this exploratory mixed-methods study. We designed and developed a packet of learning supports (i.e., Task Planner and Math Story) in a math DGBLE.
Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration
Big ideas in science education are meant to be interpretive frameworks that empower student learning. Unfortunately, outside of the broad conception of scientific evaluation, there are few theoretical explanations of how this might happen. Therefore, we contribute one such explanation, an instructional concept called integrative analysis wherein students use a big idea to interconnect isolated scenarios and enrich their meanings.
Finding the Right Grain-Size for Measurement in the Classroom
This article introduces a new framework for articulating how educational assessments can be related to teacher uses in the classroom. It articulates three levels of assessment: macro (use of standardized tests), meso (externally developed items), and micro (on-the-fly in the classroom).
Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment
In this paper, we describe Legitimation Code Theory as an analytical framework and provide an analysis of semantic patterns of an integrated STEM unit (written discourse) and a middle school teacher’s enactment of that unit (oral discourse). Specifically, this analysis focused on the semantic gravity (SG), or level of context dependency, of the activities and dialogue present throughout the unit.
Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams
Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with social relevance. With classroom environments radically changing during the COVID-19 pandemic, our study adapted to teachers and students as they were forced to change from more traditional, in-person instructional settings to virtual, online instruction settings.
Identifying the Roles of Science Teacher Leaders in Practice
Science teacher leaders have been identified as an important lever for the implementation of science education reform. However, science reform implementation is locally controlled and not uniform across districts; therefore, the work of STLs within a reform context can vary. In this descriptive case study, we explore the work of 11 science teacher leaders who support science education reform in a variety of organizational contexts. Through the analysis of multiple data sources, we describe the roles that these science teacher leaders take up in their work and identified how variation in these roles related to localized contexts and priorities for science education.
Flip It: An Exploratory (Versus Explanatory) Sequential Mixed Methods Design Using Delphi and Differential Item Functioning to Evaluate Item Bias
The Delphi method has been adapted to inform item refinements in educational and psychological assessment development. An explanatory sequential mixed methods design using Delphi is a common approach to gain experts' insight into why items might have exhibited differential item functioning (DIF) for a sub-group, indicating potential item bias. Use of Delphi before quantitative field testing to screen for potential sources leading to item bias is lacking in the literature. An exploratory sequential design is illustrated as an additional approach using a Delphi technique in Phase I and Rasch DIF analyses in Phase II. We introduce the 2 × 2 Concordance Integration Typology as a systematic way to examine agreement and disagreement across the qualitative and quantitative findings using a concordance joint display table.
Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program
In various formats, students at the secondary and postsecondary levels participate in multiweek authentic science research projects. There have been many papers explaining the operations of such programs, but few have provided explicit instruction on how to incorporate authentic communication practices into the student research process. In this paper, we describe how we integrated primary literature into an 8-week online research program for 8th to 11th graders.
Secondary Chemistry Teacher Learning: Precursors for and Mechanisms of Pedagogical Conceptual Change
Despite years of research and practice inspired by chemistry education research, a recent report shows that US secondary instruction is not aligned with current national reform-based efforts. One means to mitigate this discrepancy is focusing on pedagogical conceptual change, its precursors (higher self-efficacy and pedagogical discontentment), and the subtleties of its mechanisms (assimilation and accommodation). In this study, we investigate the final reflections of participants (N = 35) who completed our professional development program known as the VisChem Institute (VCI).
Instructional Pathways to Considering Social Dimensions Within Socioscientific Issues
The Socioscientific Issues Teaching and Learning (SSI-TL) framework is a guide for developing an instructional approach to learning experiences focused on socioscientific issues (SSI). Despite the potential benefits of SSI learning, teachers often struggle to implement this approach in their classrooms, and one of the most prominent reasons for this struggle is science teacher concerns and hesitation associated with incorporating social dimensions of the issues into their instruction. The purpose of this article is to provide science teacher educators with tools to help teachers better manage the integration of the social dimensions of SSI in issues-based teaching.
Investigating the Mangle of Teaching Oxidation–Reduction with the VisChem Approach: Problematising Symbolic Traditions that Undermine Chemistry Concept Development
Specific to the topic of oxidation–reduction (redox), teachers are obligated by the discipline to prioritise symbolic traditions such as writing equations, documenting oxidation states, and describing changes (e.g., what undergoes oxidation/reduction). Although the chemistry education research community endorses connecting the vertices of Johnstone's triangle, how symbolic traditions undermine chemistry concept development, especially during lesson planning and teaching, is underexplored. To clarify this gap, we use the Mangle of Practice framework to unpack the clash between symbolic vs. particulate-focused instruction.
Usable STEM Knowledge for Tomorrow’s STEM Problems
We need STEM knowledge programs in formal and informal settings that guide learners in applying STEM learning to the creation of solutions.
Advancing Social Justice Learning Through Data Literacy
Students need “critical data literacy” skills to help make sense of the multitude of information available to them, especially as it relates to high-stakes issues of social justice. The authors describe two curriculum modules they developed—one on income equality, one on immigration—that help students learn to analyze data in order to shed light on complex social issues and evaluate claims about those issues.
Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment
It is essential for items in assessments of mathematics’ teacher knowledge to evoke the desired response processes – to be interpreted and responded to by teachers as intended by item developers. In this study, we sought to unpack evidence that middle school mathematics teachers were not consistently interacting as intended with constructed response (i.e. open-ended) items designed to assess their pedagogical content knowledge (PCK).
Preparing for a Data-Rich World: Civic Statistics Across the Curriculum
Civic Statistics by its nature is highly interdisciplinary. From a cross-curricular perspective, teaching and learning Civic Statistics faces specific challenges related to the preparation of teachers and the design of instruction. This chapter presents examples of how Civic Statistics resources and concepts can be used in different courses and subject areas.
Vygotskian Hybridizing of Motion and Mapping: Learning About Geometric Transformations in Block-based Programming Environments
Research on geometric transformations suggests that early learners possess intuitive understandings grounded in motion metaphors, transitioning to mappings. The processes through which students transition between these two conceptions are not fully understood. We propose that Vygotskian hybridizing (related to Vygotsky’s articulation of everyday and scientific concepts) may provide a lens for thinking about the relationship between these conceptions.
Investigating the Presence of Mathematics and the Levels of Cognitively Demanding Mathematical Tasks in Integrated STEM Units
Effective K-12 integrated STEM education should reflect an intentional effort to adequately represent and facilitate each of its component disciplines in a meaningful way. However, most research in this space has been conducted within the context of science classrooms, ignoring mathematics. Also missing from the literature is research that examines the level of cognitive demand required from mathematical tasks present within integrated STEM lessons. In order to seek insight pertaining to this gap in the literature, we sought to better understand how science teachers use mathematics within K-12 integrated STEM instruction.
Leading for Justice, Leading for Learning: Conceptualizing Urban School Leadership for Antiracist Mathematics Teaching and Learning
Urban school leaders can support mathematics instruction that acknowledges and sustains students’ racialized and cultured ways of knowing and being. Yet, leadership for racial justice is often discussed separately from instructional improvement. In this conceptual inquiry, we investigate how leadership can integrate antiracist practices into teaching and learning.
Infect, Attach or Bounce off?: Linking Real Data and Computational Models to Make Sense of the Mechanisms of Diffusion
This study explores how the interplay between data and model design shifts 6th graders’ students' ideas about diffusion as they build a range of models (“paper and pencil” and computational models). We present a new web-based environment and approach that integrates model-based and data-based features in the same display which facilitates the comparison of models and real-world data.
Teaching Risk and Uncertainty in a Changing World
While tragedy has struck an inordinate number of students in the past several years, not all areas of the country are at risk for every natural hazard all the time. To avoid having students feel like Chicken Little under a falling sky, the GeoHazard project uses simulations, data, experimentation, and scientific argumentation to teach about risk and uncertainty. We have created three scaffolded online modules focused on hurricanes, wildfires, and inland flooding to help teach these concepts. Through investigations using both simulations and real-world data, these curriculum units introduce students to the scientific factors responsible for these hazards and provide practice in interpreting forecasts.
Applying Machine Learning to Automatically Assess Scientific Models
Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student-developed models is time- and cost-intensive, remaining one of the most challenging assessment practices for science education. More importantly, teachers who rely on timely feedback to plan and adjust instruction are reluctant to use modeling tasks because they could not provide timely feedback to learners. This study utilized machine learning (ML), the most advanced artificial intelligence (AI), to develop an approach to automatically score student-drawn models and their written descriptions of those models.
Science Teaching and Learning in Linguistically Super-Diverse Multicultural Classrooms
In super-diverse classroom contexts, students come from varied migration channels, immigration statuses, languages, countries of origin, and religions, which contribute to new and complex social configurations of the classroom. Super-diversity thus encourages educators and researchers to draw on nuanced understandings of the complexity that it brings to bear in educational settings and reconsider instructional approaches that we have believed to be effective. This chapter provides an insight into the complexity of teaching science in linguistically super-diverse classrooms with the case of Riverview High School.
A Model Comparison Approach to Posterior Predictive Model Checks in Bayesian Confirmatory Factor Analysis
Posterior Predictive Model Checking (PPMC) is frequently used for model fit evaluation in Bayesian Confirmatory Factor Analysis (BCFA). In standard PPMC procedures, model misfit is quantified by comparing the location of an ML-based point estimate to the predictive distribution of a statistic. When the point estimate is far from the center posterior predictive distribution, model fit is poor. Not included in this approach, however, is the variability of the Maximum Likelihood (ML)-based point estimates. We propose a new method of PPMC based on comparing posterior predictive distributions of a hypothesized and saturated BCFA model.
Using the COVID-19 Pandemic to Create a Vision for XR-based Teacher Education Field Experiences
This article presents a vision for 2025 to implement low cost and effective extended reality (XR) technologies to supplement teacher education field experiences, regardless of if and when another global or local crisis occurs (e.g., pandemic, war, weather). In doing so, empirical and theoretical research is presented that argues for teacher educators to seek out and employ more immersive representations of practice that take advantage of the perceptual capacity of XR.
Engaging Young Scholars in Science Through Publication: A Survey Analysis of Published Middle and High School Authors
Young researchers are often excluded from the scholarly processes of peer-review and publication, which are cornerstones of scholarly work. The Journal of Emerging Investigators is an open access journal dedicated to publishing the research of middle and high school students. We surveyed student authors before and after they participated in the peer-review and publication process of their scientific articles. Following peer-review and publication, students report gains in their confidence and self-efficacy in science, and increased feelings of identity and belonging in science.
Professional Development for STEM Integration Analyzing Bioinformatics Teaching by Examining Teachers' Qualities of Adaptive Expertise
Bioinformatics—a rapidly developing discipline that integrates mathematical and computational techniques with biological knowledge for applications in medicine, the environment, and other important aspects of life—is an example of an emerging field that illustrates the need for a greater focus on STEM integration in K12 education. Studies on teaching bioinformatics in high school reveal difficulties that arise from a lack of curricular resources and teacher knowledge to effectively integrate disciplinary content. In this study, we investigated challenges teachers experienced in teaching a problem-based bioinformatics unit after participating in professional development (PD) activities that were carefully constructed using research-based effective PD characteristics.
COVID-19 as a Magnifying Glass: Exploring the Importance of Relationships as Education Students Learn and Teach Robotics via Zoom
Ed+gineering, an NSF-funded program, adapted hands-on robotics instruction for online delivery in response to the COVID-19 pandemic. This qualitative multiple case study shares the experiences of participating education students in spring 2021 as they collaborated virtually with engineering students and fifth graders to engineer bioinspired robots in an afterschool technology club adapted to be virtual.
Preservice Teachers’ Focus in 360 Videos: Understanding the Role of Presence, Ambisonic Audio, and Camera Placement
Immersive 360 videos are increasingly being used in pre-service teachers (PST) education. There is preliminary evidence that this technology may benefit future educators’ focus and attention to classroom settings and events. However, more analytical efforts are needed to better understand its potential impact on reported focus of attention (RFA) among future educators. This article addresses this gap by presenting the findings of a study on 360 videos that involved 92 PSTs.
The Untapped Potential of Early Career Researchers in Academic Publishing: Lessons Learned from the Journal of Emerging Investigators Model
The lack of formal training in peer review can be detrimental to the publishing activities of early career researchers, including graduate students and postdoctoral fellows. Lack of recognition of the work of early career researchers (ECRs) in review means that journals cannot easily identify them as potential reviewers in the future. Participation as peer-reviewers increases understanding in early career researchers of their own writing and review process. ECRs can be highly motivated to volunteer for journal editorial work—Journal of Emerging Investigators encourages this by offering many different roles. Publishers that utilize and train early career researchers as peer-reviewers can prevent poor reviewer practices.
The Potential of Digital Collaborative Environments for Problem-based Mathematics Curriculum
In this paper, we present an overview of the design research used to develop a digital collaborative environment with an embedded problem-based curriculum. We then discuss the student and teacher features of the environment that promote inquiry-based learning and teaching.
Examining the Influence of COVID-19 on Elementary Mathematics Standardized Test Scores in a Rural Ohio School District
In the United States, national and state standardized assessments have become a metric for measuring student learning and high-quality learning environments. As the COVID-19 pandemic offered a multitude of learning modalities (e.g., hybrid, socially distanced face-to-face instruction, virtual environment), it becomes critical to examine how this learning disruption influenced elementary mathematic performance. This study tested for
differences in mathematics performance on fourth grade standardized tests before and during COVID-19 in a case study of a rural Ohio school district using the Measure of Academic Progress (MAP) mathematics test.
Undergraduate Engineering and Education Students Reflect on Their Interdisciplinary Teamwork Experiences Following Transition to Virtual Instruction Caused by COVID-19
This study explores undergraduate engineering and education students’ perspectives on their interdisciplinary teams throughout the rapid transition to online learning and instruction from a face-to-face to a virtual format.
Patterns of Using Multimodal External Representations in Digital Game-based Learning
Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving.
Professional Noticing as Student-Centered: Pre-service Teachers’ Attending to Students’ Mathematics in 360 Video
Teachers’ professional noticing has been described as transitioning from descriptions of general pedagogy to analysis of students’ mathematical procedures and conceptual reasoning. Such a shift is described as a transition towards more student-centered noticing. In the present study, we used screen recordings of pre-service teachers’ (PSTs) 360 video viewing to examine the relationship between where and what PSTs’ looked at and what they attended to in writing.
Documenting Professional Learning Focused on Implementing High-Quality Instructional Materials in Mathematics: The AIM–TRU Learning Cycle
The research contained in this article used qualitative methods to articulate and test the design underlying our professional learning cycle by advancing conjecture mapping, a device by which the embodiments of the design are made transparent to be analyzed in practice.
Beyond the Design of Assessment Tasks: Expanding the Assessment Toolkit to Support Teachers’ Formative Assessment Practices in Elementary Science Classrooms
Teachers experience challenges in effectively using formative assessment practices in their classrooms. In the US, only 28% of elementary teachers report using formative assessment. This study highlights the need to design resources to meet teacher needs and support teachers in making sense of assessment information to inform three-dimensional learning and teaching.
Examining Elementary Science Teachers' Responses to Assessments Tasks Designed to Measure Their Content Knowledge for Teaching About Matter and its Interactions
Despite the importance of developing elementary science teachers' content knowledge for teaching (CKT), there are limited assessments that have been designed to measure the full breadth of their CKT at scale. Our overall research project addressed this gap by developing an online assessment to measure elementary preservice teachers' CKT about matter and its interactions. This study, which was part of our larger project, reports on findings from one component of the item development process examining the construct validity of 118 different CKT about matter assessment items.
“Unnatural How Natural It Was”: Using a Performance Task and Simulated Classroom for Preservice Secondary Teachers to Practice Engaging Student Avatars in Scientific Argumentation
Facilitating discussions is a key approach that science teachers use to engage students in scientific argumentation. However, learning how to facilitate argumentation-focused discussions is an ambitious teaching practice that can be difficult to learn how to do well, especially for preservice teachers (PSTs) who typically have limited opportunities to tryout and refine this teaching practice. This study examines secondary PSTs’ perceptions and engagement with a science performance task—used within an online, simulated classroom consisting of five middle school student avatars—to practice this ambitious teaching practice.
Modification Indices for Diagnostic Classification Models
Diagnostic classification models (DCMs) are psychometric models for evaluating a student’s mastery of the essential skills in a content domain based upon their responses to a set of test items. Currently, diagnostic model and/or Q-matrix misspecification is a known problem with limited avenues for remediation. To address this problem, this paper defines a one-sided score statistic that is a computationally efficient method for detecting under-specification at the item level of both the Q-matrix and the model parameters of the particular DCM chosen in an analysis.
Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications
Implemented was a 45-minute per day Primary Science IDEAS intervention in grades 1–2 integrating reading and writing within science instruction in a multi-year study conducted in 8 experimental and 9 control schools. Results found a significant direct achievement effect in grades 1–2 on both the Iowa Tests of Basic Skills (ITBS) Science and Reading. In addition, the direct effect of the intervention in grades 1–2 also resulted in significant achievement transfer from grades 1–2 to grade 3 on both the ITBS Science and Reading.
Innovate to Mitigate: Microgenesis of Student Design and Rationale in a Crowdsourcing Competition to Mitigate Global Warming
The Innovate to Mitigate project adapts crowdsourcing to support project-based STEM education, posing design challenges for secondary-school students. Students are charged with designing feasible innovative strategies to mitigate CO2 emissions and thus global warming. The paper draws on data from 3 project teams. The paper presents evidence that a web-mediated community of practice supports STEM learning of concepts and STEM practices and examines conditions under which the environment can enable an account of microgenesis of that learning.
Tackling Tangential Student Contributions
Do your students ever share ideas that are only peripherally related to the discussion you are having? We discuss ways to minimize and deal with such contributions.
MindHive: An Online Citizen Science Tool and Curriculum for Human Brain and Behavior Research
MindHive is an online, open science, citizen science platform co-designed by a team of educational researchers, teachers, cognitive and social scientists, UX researchers, community organizers, and software developers to support real-world brain and behavior research for (a) high school students and teachers who seek authentic STEM research experiences, (b) neuroscientists and cognitive/social psychologists who seek to address their research questions outside of the lab, and (c) community-based organizations who seek to conduct grassroots, science-based research for policy change.
Eliciting Learner Knowledge: Enabling Focused Practice Through an Open-Source Online Tool
Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse and perceived learning through engaging in an interactive digital simulation called Eliciting Learner Knowledge (ELK). ELK is a seven-minute, chat-based virtual role play between a PST playing a “teacher” and a PST playing a “student” where the goal is for the teacher to find out what the student knows about a topic.
Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
This study investigated novice mathematics teachers participating in an online teacher education course focused on covariational reasoning and understanding the behavior of functions. The analysis centered on documenting the emergence of participants’ sociomathematical norms for engaging in online asynchronous discussions.
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
This position paper advocates supporting CS teacher professional learning by supplementing existing curriculum-specific teacher PD with standards-aligned PD that focuses on teachers' conceptual understanding of CS standards and ability to adapt instruction based on student understanding of concepts underlying the CS standards.
Exploring the Potential of an Online Suite of Practice-Based Activities for Supporting Preservice Elementary Teachers in Learning How to Facilitate Argumentation-Focused Discussions in Mathematics and Science
This study explored the use of a three-part suite of practice-based activities -- one- and two-player online simulations, an avatar-based simulation, and a virtual teaching simulator—for supporting preservice teachers in learning how to facilitate argumentation-focused discussions in elementary mathematics and science.
Investigating Teachers’ Understanding Through Topic Modeling: A Promising Approach to Studying Teachers’ Knowledge
Examining teachers’ knowledge on a large scale involves addressing substantial measurement and logistical issues; thus, existing teacher knowledge assessments have mainly consisted of selected-response items because of their ease of scoring. Although open-ended responses could capture a more complex understanding of and provide further insights into teachers’ thinking, scoring these responses is expensive and time consuming, which limits their use in large-scale studies. In this study, we investigated whether a novel statistical approach, topic modeling, could be used to score teachers’ open-ended responses and if so, whether these scores would capture nuances of teachers’ understanding.
Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study
A growing number of studies have shown the benefits of K-12 integrated science and engineering education. With this study, we add to the literature by documenting the relationship between STEM learning and engagement, and the demographic characteristics that impact achievement in STEM.
Uncovering Core Dimensions of K-12 Integrated STEM
To address the lack of a classroom observation protocol aligned with integrated STEM, the author team developed one to measure the degree of integrated STEM instruction implemented in K-12 science and engineering classrooms. This study demonstrates how our instrument can be used to uncover the dimensions of integrated STEM instruction practiced in K-12 classrooms and to determine which protocol items are associated with each of these dimensions.
Supporting a Museum-based Network of Science Teacher Leaders
In this article we describe an Informal Science Institution (ISI)-based professional learning program for science teacher leaders (STLs) developed within the context of a research-practice partnership (RPP).
How Do Interdisciplinary Teams Co-construct Instructional Materials Emphasising Both Science and Engineering Practices?
To build a sustainable future, science and engineering education programmes should emphasise scientific investigation, collaboration across traditional science topics and disciplines, and engineering design, including design and evaluation of solutions. We adopted a qualitative case study design to address the research question, What is the process of team co-construction of instructional materials that emphasize learning through both science investigation and engineering design? The paper outlines the first year of our team co-construction activities involving the design, implementation, and evaluation of instructional materials for secondary science.
MoDa: Designing a Tool to Interweave Computational Modeling with Real-world Data Analysis for Science Learning in Middle School
Coordinating modeling and real-world data is central to building scientific theories. This paper examines how a complementary focus on modeling and data contributed to 8th grade students’ learning of mechanisms underlying wildfire smoke spread in MoDa, a web-based environment that integrates computational modeling side-by-side with real-world data for comparison and validation.
The Impact of Sample Size and Various Other Factors on Estimation of Dichotomous Mixture IRT Models
The purpose of this study was to examine the effects of different data conditions on item parameter recovery and classification accuracy of three dichotomous mixture item response theory (IRT) models: the Mix1PL, Mix2PL, and Mix3PL.
Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
This article reports on the first three years of a teacher-led professional development program on the Navajo Nation. We draw on both quantitative and qualitative data from our end-of-year surveys to highlight some of the early lessons we have gathered from the Diné Institute for Navajo Nation Educators (DINÉ). We highlight two guiding principles that have developed through this work, cultural responsiveness and teacher leadership, and we suggest that these guiding principles could be useful for other professional development efforts in Indigenous-serving contexts, many of which would be characterized as “rural.”
A Map that Shows Earth Rocks!
Concord Consortium’s new Earth Rocks Map displays a generalized representation of Earth’s geology, focused primarily on the distribution of the three major rock types (igneous, metamorphic, and sedimentary). What makes this map different is that it strips out information about geologic eras, highlighting the distribution of rocks found on Earth’s surface.
A Mixed-Methods Exploration of Mastery Goal Support in 7th-Grade Science Classrooms
Mastery goal structures, which communicate value for developing deeper understanding, are an important classroom support for student motivation and engagement, especially in the context of science learning aligned with the Next Generation Science Standards. Prior research has identified key dimensions of goal structures, but a more nuanced examination of the variability of teacher-enacted and student-perceived goal structures within and across classrooms is needed. Using a concurrent mixed-methods approach, we developed case studies of how three 7th-grade science teachers enacted different goal structures while teaching the same chemistry unit and how their students perceived these goal structures.
Twin Skin of Raza Learners: Race, Language, and Mathematics
Through a composite counter-story from the perspective of fifth-grade Raza learners, the authors show how race and language play a role in the mathematics classroom.
Teachers’ Pedagogical Content Knowledge in Mathematics and Science A Cross-Disciplinary Synthesis of Recent DRK-12 Projects
This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across mathematics and science education. The projects primarily applied correlational/observational and longitudinal methods, often targeted teaching in the middle school grades, and used a wide variety of approaches to measure teachers’ PCK. The projects advanced substantive knowledge about PCK across four major lines of research, especially regarding the measurement and development of PCK.
Person Early College Sees Success with the Project-Based Inquiry (PBI) Global Program
Globally relevant, action-oriented learning, like Project-Based Inquiry (PBI) Global, is a powerful tool to increase classroom engagement and help students understand the world in which they live. Today, Person Early College for Innovation and Leadership (PECIL) is engaged in their fourth year of collaboration with the Friday Institute for Educational Innovation’s PBI Global team.
Examining Technology-Supported Teacher Responding and Students’ Written Mathematical Explanations
This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has focused on teacher noticing and responding to students’ mathematical ideas, few studies have explored the revisions that students make to their written explanations after teacher responding and very few explore this in authentic classroom contexts.
Narrative Characteristics of Captivating Secondary Mathematics Lessons
Why do some mathematics lessons captivate high school students and others not? This study explores this question by comparing how the content unfolds in the lessons that students rated highest with respect to their aesthetic affordances (e.g., using terms like “intriguing,” “surprising”) with those the same students rated lowest with respect to their aesthetic affordances (e.g., “just ok,” “dull”). Using a framework that interprets the unfolding content across a lesson as a mathematical story, we examine how some lessons can provoke curiosity or enable surprise.
Adapting Existing Curriculum for Equitable Learning Experiences
In this article, we—a team of science teachers and a university researcher—present the processes of adapting existing curricular resources to promote equitable learning experiences for diverse learners. Using a middle school ecology unit as an example, we illustrate what the modification process looks like in two key elements of designing NGSS-aligned science instruction: (a) making phenomena matter with the consideration of student identities and (b) leveraging students’ diverse ideas and questions to drive instruction.
Beyond Assessing Knowledge about Models and Modeling: Moving toward Expansive, Meaningful, and Equitable Modeling Practice
This article focused on expansive, meaningful, and equitable modeling practice.
Theoretical Diversity and Inclusivity in Science and Environmental Education Research: A Way Forward
As distinct communities of practice (COP), science education research (SER) and environmental education research (EER) have both matured a great deal in recent decades, coming to include a greater diversity of theoretical perspectives, worldviews, and researcher and participant voices. In this paper, we present a view of theoretical inclusivity that promises a rich, robust research landscape for both EER and SER through the deliberate inclusion of non-Western theories.
ReLaTe-SA: An Effort to Understand Teachers’ Reasoning Language in Algebra
The ReLaTe-SA project investigates the research question: what language do teachers use to describe and explain routines in algebra classes? The goal of this article is to inform readers about some ways we have learned to describe the discourse that teachers use when solving linear equations.
Investigating Data Like a Data Scientist: Key Practices and Processes
As the discipline of statistics education broadens to data science education, there is a need to examine how practices in data science can inform work in K-12. We synthesize literature about statistics investigation processes, data science as a field and practices of data scientists. Further, we provide results from an ethnographic and interview study of the work of data scientists.
Secondary Mathematics Teachers’ Use of Students’ Incorrect Answers in Supporting Collective Argumentation
This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation.
Exploring Adaptations of the VisChem Approach: Advancements and Anchors toward Particle-Level Explanations
The Next Generation Science Standards (NGSS) have been imperative for informing many facets of the chemistry education research field, one of which includes the professional development (PD) of high school teachers. While many researchers and practitioners have responded to the NGSS’ calls for reform by attending to internal factors that influence the PD’s design, resources, and facilitation, there is less attention on extant factors that may negatively affect PD uptake and fidelity. Such factors encompass traditions of teaching chemistry or chemistry-related imprecisions within the NGSS themselves. If left unaddressed, these factors can act as anchors preventing advancements toward students’ particle-level explanations and their chemistry conceptual understanding. In this article, we investigate the uptake and fidelity of our own PD program known as the VisChem Institute.
Learning Trajectory Based Fraction Intervention: Building A Mathematics Education Evidence Base
One challenge facing the fields of mathematics education and special education is how to design instruction on fraction concepts that can meet the needs of diverse learners. An innovation that shows promise is to base instructional design upon well-established trajectories of students’ fraction learning. However, little research has been done to establish the effectiveness of this approach. We report the results of the second of two small studies of an intervention developed using a validated trajectory of students’ fraction concepts.
Profiles of Teachers’ Expertise in Professional Noticing of Children’s Mathematical Thinking
This study contributes to the growing body of research that highlights the usefulness of professional noticing of children’s mathematical thinking for understanding the complexity and variability in teaching expertise. We explored the noticing expertise of 72 upper elementary school teachers engaged in multi-year professional development focused on children’s fraction thinking. Our assessment addressed the three component skills of professional noticing of children’s mathematical thinking: (a) attending to children’s strategy details, (b) interpreting children’s understandings, and (c) deciding how to respond on the basis of children’s understandings.
Beginning School-University Partnerships for Transformative Social Change in Science Education: Narratives From The Field
These narratives explore what it might entail to begin school–university partnerships towards the goal of transformative social changes through the voices of two women scholars of color. Using two school–university partnerships as focal cases, we unpack the complexity, tensions, and possibilities that arise through collaborations driven by the objective to promote new and more just forms of science learning within public schools. In this article, we use three key dimensions of participatory design research (namely, critical historicity, power, and relationality) as analytical lenses through which to reflect upon school–university partnerships that we are in the beginning stages of forming.
Fourth-Grade Students' Sensemaking during Multi-step Problem Solving
The purpose of this study was to investigate fourth-grade students’ sensemaking of a word problem. Sensemaking occurs when students connect their understanding of situations with existing knowledge. We investigated students’ sensemaking through inductive task analysis of their strategies and solutions to a problem that involved determining the difference between two quantities and number of groups within the task.
We Strive: Initial Explorations of STEM Teachers' Successes and Challenges in Implementing Socioscientific Issues
This study explores two teachers participating in professional development workshops implementing SocioScientific Issues (SSI) into STEM classrooms. Two research questions were investigated: (a) To what extent did teachers implement SSI into their lesson plans and (b) In what ways did lessons change from the beginning of the workshop?
Digging into Data: Illustrating a Data Investigation Process
In this article, authors described the six-phase data investigation process for analyzing large-scale quantitative and categorical data.
Revised Hurricane Module Now Available
Climate change, and the rise of the natural hazards that climate change brings, has been at the top of news feeds every week over the past year. Extreme events such as floods, droughts, and wildfires are expected to increase in the future. What does that mean for those of us living in the path of one of these hazards? Our GeoHazard project is exploring this question with middle and high school teachers and students across the country.
The Development and Assessment of Counting-based Cardinal Number Concepts
The give-n task is widely used in developmental psychology to indicate young children’s knowledge or use of the cardinality principle (CP): the last number word used in the counting process indicates the total number of items in a collection. Fuson (1988) distinguished between the CP, which she called the count-cardinal concept, and the cardinal-count concept, which she argued is a more advanced cardinality concept that underlies the counting-out process required by the give-n task with larger numbers. One aim of the present research was to evaluate Fuson’s disputed hypothesis that these two cardinality concepts are distinct and that the count-cardinal concept serves as a developmental prerequisite for constructing the cardinal-count concept. Consistent with Fuson’s hypothesis, the present study with twenty-four 3- and 4-year-olds revealed that success on a battery of tests assessing understanding of the count-cardinal concept was significantly and substantially better than that on the give-n task, which she presumed assessed the cardinal-count concept.
Pedagogical Chemistry Sensemaking: A Novel Conceptual Framework to Facilitate Pedagogical Sensemaking in Model-based Lesson Planning
Researchers have typically identified and characterized teachers’ knowledge bases (e.g., pedagogical content knowledge and subject matter knowledge) in an effort to improve enacted instructional strategies. As shown by the Refined Consensus Model (RCM), understanding teacher learning, beliefs, and practices is predicated on the interconnections of such knowledge bases. However, lesson planning (defined as the transformation of subject matter knowledge to enacted pedagogical content knowledge) remains underexplored despite its central position in the RCM. We aim to address this gap by developing a conceptual framework known as Pedagogical Chemistry Sensemaking (PedChemSense).
Students Do Not Always Mean What We Think They Mean: A Questioning Strategy to Elicit the Reasoning Behind Unexpected Causal Patterns in Student System Models
An ability to engage in system thinking is necessary to understand complex problems. While many pre-college students use system modeling tools, there is limited evidence of student reasoning about causal relationships that interact in diverging and converging chains, and how these affect system behavior. A chemistry unit on gas phenomena was implemented in two successive years with 73 high school students. Although the phenomena could be explained with simple linear causal reasoning, many student models included surprising and problematic causal chains and non-linear patterns.
Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving
Problem solving is a central focus of mathematics teaching and learning. If teachers are expected to support students' problem-solving development, then it reasons that teachers should also be able to solve problems aligned to grade level content standards. The purpose of this validation study is twofold: (1) to present evidence supporting the use of the Problem Solving Measures Grades 3–5 with preservice teachers (PSTs), and (2) to examine PSTs' abilities to solve problems aligned to grades 3–5 academic content standards.
Using 360-degree Video to Explore Teachers' Professional Noticing
Professional noticing is an essential skill for teachers that is enacted by teachers via their embodied senses (sight, sound, etc.). To better understand the nature of teacher noticing, 44 preservice teachers (PSTs) viewed a 360 video of an elementary mathematics lesson while wearing virtual reality headsets. PSTs writings of what they noticed and recordings of where they turned their head while wearing the headsets during the recorded scenario were examined. Findings suggest that how PSTs positioned students and the teacher in their field of view interacted with whether and how such events were described in writing.
A Web-based Tool for Participatory Science Learning in the Context of Human Psychology Research
We describe an online citizen science platform for human brain and behavior research that uses a participatory science learning approach to engage learners in the full spectrum of scientific inquiry.
Training a New Generation of Problem Solvers: How Can Education Programs Develop the Problem-Solving Skills of Today's Schoolchildren and Tomorrow's STEM Workforce?
This article addresses the need and potential for students to develop problem-solving skills as part of STEM learning.
Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens
This article focused on creating virtual research experiences using digitized museum specimens.
Building Toward Critical Data Literacy with Investigations of Income Inequality
To promote understanding of and interest in working with data among diverse student populations, we developed and studied a high school mathematics curriculum module that examines income inequality in the United States.
Improving Prekindergarten and Elementary Science Teaching: A Synthesis of Recent DRK-12 Program Investment in This Field
This review synthesized insights from 25 NSF DRK-12 projects that studied prekindergarten (PreK) and elementary science teaching. This review covered 25 of the 27 projects funded between 2011 and 2015. We synthesized the empirical findings from interventions in four common areas: preservice PreK and elementary preparation programs, in-service teacher professional development, instructional materials for PreK and elementary teachers, and strategies for diverse learners. Many of these projects studied interventions in more than one of the common areas. Researchers found that DRK-12 projects showed promise in increasing preservice and in-service teachers’ self-efficacy and pedagogical content knowledge and students’ science content knowledge.
Exploring the Viral Spread of Disease and Disinformation
The tasks described in this chapter are intended to build connections between these real-world dangers of viral spread and some relevant topics from the secondary mathematics curriculum. We also explore a link between mathematical reasoning and media literacy—the ability to discern the commercial, ideological, or political motivations of media and the recognition that receivers negotiate the meaning of messages (Aufderheide, 1993)—so that, just as we know to take safety precautions with regard to an airborne coronavirus, we can also help our students learn to take precautions against the spread of misinformation on social media.
Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education
Black and Brown girls are underrepresented in science, technology, engineering, and math (STEM) fields. Although studies have examined the reasons for this by exploring Black and Brown girls' experiences based on culture, gender, and race, there is a need for specifically understanding how language contributes to racialized experiences in science education. This study fills this critical gap by presenting narratives of three academically talented multilingual girls from Black and Brown communities.
Science Education and the Learning Sciences: A Coevolutionary Connection
In this chapter, we argue that the learning sciences and science education have coevolved, a co-evolution that began with the emergence of the learning sciences in the 1990s and that continues today.
The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement In and Out of School
Women and ethnic minoritized individuals are underrepresented in science, technology, engineering, and mathematics (STEM) domains in postsecondary education and in the workforce. The aim of the current study was to examine whether adolescents' perceptions of inclusivity, belonging, and discrimination in high school STEM classes are related to their STEM class engagement in and outside of school.
Representations of Practice Used in Mathematics Methods Courses
This preliminary study explored how many representations of standard videos, animations/comics, and 360 videos are being used in mathematics methods courses to teach future teachers. Drawing on knowledge from prior studies on standard videos, this study aimed to address the gaps in literature to encompass other representations that are being utilized and obtained.
Standards-Aligned Instructional Supports to Promote Computer Science Teachers' Pedagogical Content Knowledge
This position paper advocates supporting computer science (CS) teacher professional learning by supplementing existing curriculum-specific teacher professional development (PD) with standards-aligned PD that focuses on teachers' conceptual understanding of CS standards and ability to adapt instruction based on student understanding of concepts underlying the CS standards. We share concrete examples of how to design standards-aligned educative resources and instructionally supportive tools that promote teachers' understanding of CS standards and common student challenges and develop teachers' formative assessment literacy, all essential components of CS pedagogical content knowledge.
Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program
A common approach to scaling up a professional development program is for the researchers who designed the program to prepare teacher leaders to facilitate it at their schools. When researchers eventually leave, however, teacher leaders may receive less support. To ensure that teacher leaders continue receiving support, researchers can prepare district mathematics specialists to assume responsibility for preparing the teacher leaders. Little is known, however, about district mathematics specialists’ role in sustaining, and potentially adapting, professional development programs. We examined district mathematics specialists’ facilitation of an adaptive teacher leadership preparation program.
Narrative-Supported Math Problem Solving in Digital Game-based Learning
Narrative as a game design feature constantly yields mixed results for learning in the literature. The purpose of this exploratory mixed-methods case study was to examine design heuristics and implications governing the role of narratives in a digital game-based learning (DGBL) environment for math problem solving.
Curriculum Materials Designed for the Next Generation Science Standards Show Promise
This report describes initial findings from a study of middle school science curriculum materials that were designed to promote learning as called for by the Next Generation Science Standards (NGSS).
It's Challenging but Doable: Lessons Learned from a Remote Collaborative Coding Camp for Elementary Students
This experience report describes lessons learned from a remote after-school camp with 24 elementary school students who participated in a series of individual and paired learning activities over three weeks. The report contributes to the understanding of remote CS learning practices, particularly for elementary school students, and we hope it will provoke methodological advancement in this important area.
Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective
This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simultaneously. Findings also show that misalignments between social competence and personal experience constrained meaning-making. This study illustrates a need for activities that reflect and expand newcomer resources and experiences, and for activities that can take shape through student participation.
Models for Developing Explanations of Earth's Dynamic Plate System
This article describes a free online plate tectonics curriculum module (PT module), which offers a unique approach with two innovative tools that allow students to make connections between real-world data and plate tectonics models.
Mathematical and Scientific Argumentation in PreK-12: A Cross-Disciplinary Synthesis of Recent DRK-12 Projects
This review synthesizes insights from 23 NSF-funded projects, totaling $40 million, that studied mathematical and scientific argumentation in STEM education from prekindergarten (PreK) to Grade 12. The projects reported on both studies of argumentation interventions and naturalistic observations in “business-as-usual” settings. The projects advanced substantive knowledge about how to support student argumentation. In particular, the projects highlighted the importance of making an argument’s structure explicit and facilitating student-to-student discourse, especially with technological tools.
"I Happen to Be One of 47.8%": Social-Emotional and Data Reasoning in Middle School Students' Comics about Friendship
Effective data literacy instruction requires that learners move beyond understanding statistics to being able to humanize data through a contextual understanding of argumentation and reasoning in the real-world. In this paper, we explore the implementation of a co-designed data comic unit about adolescent friendships.
The Centrality of Student-Generated Representation in Investigating Generalizations about the Operations
This article addresses the nature of student-generated representations that support students’ early algebraic reasoning in the realm of generalized arithmetic.
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
In this study, we present a conceptual tool for guiding teachers’ principled pedagogical actions toward equitable instruction, referred to as the Transforming Science Learning (TSL) framework. The TSL framework was developed to address the challenges of enacting an ideological commitment in local contexts–promoting equity and justice through culturally relevant pedagogy (CRP) in K-12 science classrooms.
No Science Fair? No Problem. Engaging Students in Science Communication through Peer Review and Publication in a Remote World
This article describes resources that are freely available to help teachers navigate the peer review and publication processes and guide their students through the successful completion of submission and publication of their research papers.
“I Remember How to Do It”: Exploring Upper Elementary Students’ Collaborative Regulation While Pair Programming Using Epistemic Network Analysis
Students’ self-efficacy toward computing affect their participation in related tasks and courses. Self-efficacy is likely influenced by students’ initial experiences and exposure to computer science (CS) activities. Moreover, student interest in a subject likely informs their ability to effectively regulate their learning in that domain. One way to enhance interest in CS is through using collaborative pair programming. We wanted to explore upper elementary students’ self-efficacy for and conceptual understanding of CS as manifest in collaborative and regulated discourse during pair programming.
Modeling in Science Education: A Synthesis of Recent Discovery Research PreK-12 Projects
This review synthesizes findings from 18 NSF-funded projects, totaling nearly $22 million, that studied scientific modeling in science education from prekindergarten to Grade 12. The projects typically used descriptive designs to understand digital and nondigital modeling resources that help students explore scientific phenomena. Further, the projects provide initial evidence that resources supporting student modeling, such as modeling platforms and computer simulations, can promote science learning.
Using Machine Learning to Predict Engineering Technology Students’ Success with Computer-Aided Design
Computer-aided design (CAD) programs are essential to engineering as they allow for better designs through low-cost iterations. While CAD programs are typically taught to undergraduate students as a job skill, such software can also help students learn engineering concepts. A current limitation of CAD programs (even those that are specifically designed for educational purposes) is that they are not capable of providing automated real-time help to students. To encourage CAD programs to build in assistance to students, we used data generated from students using a free, open-source CAD software called Aladdin to demonstrate how student data combined with machine learning techniques can predict how well a particular student will perform in a design task.
Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter
This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its interactions—a foundational topic for teaching physical science.
Dancing with Data: Embodying the Numerical and Humanistic Sides of Data
We explore the implementation of a co-designed data-dance unit in which middle school students created their own embodied metaphors to represent and communicate about graphs through dance. In analyzing dance artifacts and post-study interviews with the learners and teachers, we demonstrate how the creation of embodied metaphors in dance led to new ways of exploring the data as learners reflected on different perspectives on topics across numerical values, contexts, and implications.
Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment
We use an online Content Knowledge for Teaching (CKT) assessment that measures PSTs’ CKT in one science area: matter and its interactions. In this study, we analyzed process data from administering the online CKT matter assessment to 822 PSTs from across the US to better understand PSTs’ behaviors and interactions on this computer-based science assessment.
Doing Research: A New Researcher’s Guide
This book is about scientific inquiry. Designed for early and mid-career researchers, it is a practical manual for conducting and communicating high-quality research in (mathematics) education. Based on the authors’ extensive experience as researchers, as mentors, and as members of the editorial team for the Journal for Research in Mathematics Education (JRME), this book directly speaks to researchers and their communities about each phase of the process for conceptualizing, conducting, and communicating high-quality research in (mathematics) education.
A Gibbs Sampling Algorithm with Monotonicity Constraints for Diagnostic Classification Models
Diagnostic classification models (DCMs) are restricted latent class models with a set of cross-class equality constraints and additional monotonicity constraints on their item parameters, both of which are needed to ensure the meaning of classes and model parameters. In this paper, we develop an efficient, Gibbs sampling-based Bayesian Markov chain Monte Carlo estimation method for general DCMs with monotonicity constraints.
Estimation of Multidimensional Item Response Theory Models with Correlated Latent Variables Using Variational Autoencoders
In this work, we extend variational auto encoders (VAE) to estimate item parameters and correlated latent abilities, and directly compare the ML2P-VAE method to more traditional parameter estimation methods, such as Monte Carlo expectation-maximization. The incorporation of a non-identity covariance matrix in a VAE requires a novel VAE architecture, which can be utilized in applications outside of education.
Interlocking Models as Sites of Modeling Practice and Conceptual Innovation
The process of modeling a complex phenomenon often requires working across representational systems of differing scales, modalities, and purposes. When put into contact, entities across multiple representational systems can become related or “interlock.” This paper describes how students drew from multiple representational systems to construct “interlocking models” and how reasoning with interlocking models supported meaningful practice and conceptual innovation.
Middle Science Computing Integration with Preservice Teachers
We explored how preservice teachers in a middle school science methods course learned and applied computational thinking (CT) concepts and activities during a month-long
Establishing Student Mathematical Thinking as an Object of Class Discussion
Productive use of student mathematical thinking is a critical yet incompletely understood dimension of effective teaching practice. We have previously conceptualized the teaching practice of building on student mathematical thinking and the four elements that comprise it. In this paper we begin to unpack this complex practice by looking closely at its first element, establish. Based on an analysis of secondary mathematics teachers’ enactments of building, we describe two critical aspects of establish—establish precision and establish an object—and the actions teachers take in association with these aspects.
Lessons From a Co-design Team on Supporting Student Motivation in Middle School Science Classrooms
Drawing from published literature, as well as the experiences of a co-design team of motivation and science education researchers and middle school science teachers, we address the landscape of decision points for designing and implementing professional learning focused on supporting middle school students’ motivation in science.
Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy
This paper introduces an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also attending to the scientific language and literacy practices that are integral parts of the NGSS Performance Expectations.
Simulations as a Platform for Understanding and Improving Teachers' Classroom Skills
This blog post looks at the role of simulations in teacher learning.
Challenges and Opportunities in Teaching and Learning Data Literacy through Art
Achieving data literacy is challenging when schools narrowly focus on statistical reasoning rather than on meaning- and inference-making. Without attention to the social contexts of data, learners can fail to develop a critical stance toward data, to understand the nature and production of data, the questions that it can answer, and the ways that data can be used to inform and misinform. We explore art as an accessible and personally relevant approach to developing middle school students’ data literacy.
Beyond the Basics: A Detailed Conceptual Framework of Integrated STEM
This paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision
Students Learning About Science by Investigating an Unfolding Pandemic
We explored the COVID-19 pandemic as a context for learning about the role of science in a global health crisis. In spring 2020, at the beginning of the first pandemic-related lockdown, we worked with a high school teacher to design and implement a unit on human brain and behavior science. The unit guided her 17 students in creating studies that explored personally relevant questions about the pandemic to contribute to a citizen science platform.
Climate Crisis Learning through Scaffolded Instructional Tools
Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the validity of explanations based on evidence when addressing such topics and support knowledge gains. This study compared two scaffolds in which students weighed connections between lines of evidence and explanations for the topics of climate change and extreme weather events.
Museum Leadership for Engaging, Equitable Education: The Transformative Potential of Digitized Collections for Authentic Learning Experiences
Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and equitable outreach. This article examines the transformative potential of digitized collections to increase public engagement and enhance authentic educational efforts of museums, with specific emphasis on visual media as a key resource to achieve these outcomes.
Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics
With the spread of learning analytics (LA) dashboards in K-12 schools, educators are increasingly expected to make sense of data to inform instruction. However, numerous features of school settings, such as specialized vantage points of educators, may lead to different ways of looking at data. This observation motivates the need to carefully observe and account for the ways data sensemaking occurs, and how it may differ across K-12 professional roles. Our mixed-methods study reports on interviews and think-aloud sessions with middle-school mathematics teachers and instructional coaches from four districts in the United States.
Profiles of Elementary Teachers’ Use of Mathematics Curriculum Materials and the Influence of Teacher Expertise
The National Council of Teachers of Mathematics has consistently emphasized the importance of curricular coherence in mathematics education. However, the predominance of the Internet has led to a lack of consistency in the use and quality of curricular materials. We drew on teachers’ self-report of their use of curriculum materials and conducted a Latent Class Analysis to examine patterns in 56 elementary teachers’ selection, use, and perceptions of materials for teaching mathematics, including the role that teacher expertise may play in these patterns.
Conceptualizing a Shared Definition and Future Directions for Extended Reality (XR) in Teacher Education
Scholarship on extended reality (XR) in teacher education is emerging at an increasing rate. As additional forms of XR become more common in the profession, there is a need for teacher educators to consider how the various forms of XR-based representations of practice are conceptualized. This editorial focuses on how the field may begin to consider defining XR within the boundaries of perceptual capacity—a concept that align with definitions in various other professional fields and with theory and practice in teacher education.
Developing and Piloting a Tool to Assess Culturally Responsive Principles in Schools Serving Indigenous Students
This article presents a tool and discusses the rationale for the authors’ development of a tool designed to assess the alignment of culturally responsive schooling principles within schools serving predominantly U.S. Indigenous students. Schools that serve a majority of Indigenous students are generally located on or bordering Native Nations that are federally recognized as being sovereign Nations with a government-to-government relationship to the federal government, so the more generic diversity, equity, and inclusion tools that currently exist are insufficient for the unique contexts of schools in Indian Country. Thus, we offer a tool that can be used to identify and strengthen the integration of culturally responsive principles specifically for, with, and in Indigenous-serving schools.
Students Doing Citizen Science on an Unfolding Pandemic
School-based science inquiry tends to focus on already answered questions. We describe how we used the COVID-19 pandemic in a high school citizen science unit for students to witness and engage in real-time science. High school students developed proposals to study questions about their experiences related to the pandemic.
Quantification in Empirical Activity
Science involves changing the scale of objects—particularly scales of size, time, and intensity—from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations involve re-representing and re-scaling entities, manipulating them, and observing effects in new locations and timescales. However, this aspect of investigation is under-studied and under-utilized as a resource for learning. We argue that, from elementary school, children can experience quantification, or identifying, developing, and working with variables, as consequential and can take up differences in representation and scale in empirical investigations as opportunities for sense-making and conceptual progress.
Informal Learning with Extended Reality Environments: Current Trends in Museums, Heritage, and Tourism
This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. The chapter critically appraises several affordances of extended reality technologies while expanding on these notions by outlining the cognitive theory of multimedia learning to inform practical instructional design principles.
When Should I Use a Measure to Support InstructionalImprovement at Scale? The Importance of Considering BothIntended and Actual Use in Validity Arguments
Despite the ease of accessing a wide range of measures, little attention is given to validity arguments when considering whether to use the measure for a new purpose or in a different context. Making a validity argument has historically focused on the intended interpretation and use. There has been a press to consider both the intended and actual interpretations and how users make sense of the data when constructing validity arguments, but the practice is not widespread.This paper contributes to existing research on validity by highlighting the value of attending to the actual interpretation and use of a measure aimed at supporting instructional improvement in mathematics.
Using Interviews to Identify the Resources of Multilingual High School Students
The resources that multilingual students bring to school mathematics are often ignored. During a teacher-researcher collaborative project focused on creating more equitable learning environments in high school math classrooms, we noted an initial tendency to focus on the challenges and barriers facing multilingual students. To counter this tendency, we worked with two teachers to engage in a structured teacher-student interview to identify and highlight secondary multilingual students’ home and community resources. We adapted a module from TeachMath to guide the activity and facilitated surveys, debriefs and teacher-research conversations to unpack this experience.
Methodological Advancements for Analyzing Teachers’ Learning in a Community of Practice
Professional development that privileges teachers’ voice, equity, and the investigation of high-quality instruction is essential to the mathematics education community. However, more research is needed to understand the process, content, and depth of teachers’ learning in this setting. This paper shares our analytic method designed to capture such learning. We integrate three complementary perspectives: Communities of Practice (theoretical framework), Teaching for Robust Understanding (conceptual framework), and Frame Analysis (analytical framework).
The Curious Construct of Active Learning
The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups, and STEM domains. To better understand active learning, we constructed this review through an innovative interdisciplinary collaboration involving research teams from psychology and discipline-based education research (DBER). Our collaboration examined active learning from two different perspectives (i.e., psychology and DBER) and surveyed the current landscape of undergraduate STEM instructional practices related to the modes of active learning and traditional lecture.
Extractive and Inferential Discourses for Equation Solving
We investigate the algebraic discourse of secondary mathematics teachers with respect to the topic of equation solving by analyzing five teachers’ responses to open-ended items on a questionnaire that asks respondents to analyze hypothetical student work related to equation solving and explain related concepts.
Analyzing Teacher Learning in a Community of Practice Centered on Video Cases of Mathematics Teaching
Incorporating video case study of mathematics teaching into professional development (PD) can provide opportunities for teachers to develop new ways of seeing teaching and learning and inform efforts to enact new instructional practices. However, more research is needed to understand how such PD can foster sustained teacher learning about high-quality instruction and materials. In this paper, we share the evolution of our analytic method that aims to reveal how secondary mathematics teachers learn while collectively analyzing video of mathematics teaching.
From Professional Development to Native Nation Building: Opening Up Space for Leadership, Relationality, and Self-Determination through the Diné Institute for Navajo Nation Educators
Many of us have multiple stories that would be appropriate to tell given the theme of this Special Issue. I am compelled to tell a story about my work with teachers, teacher leaders, and other allies on the Navajo Nation. The Diné Institute for Navajo Nation Educators (DINÉ) was started by teacher leaders who envisioned a collaborative professional development institute specifically for K12 teachers on the Navajo Nation. In their rural, Indigenous-serving schools, teachers are often asked to deliver scripted curriculum that is decontextualized, dehistoricized, and therefore, dehumanizing for their students, themselves, and their communities. Their vision for the DINÉ was developed and honed over many years in response to this context. In this essay, I will briefly describe the DINÉ, how and why it began, and its current status. I will focus on three critical spaces that have opened up in and through the DINÉ: teacher leadership, connection/relationality, and activism/self-determination. In reflecting on these three spaces, I suggest that our work in the DINÉ is fundamentally about Native Nation building.
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal body from ideas and the mind. Resisting the colonizing pedagogy of the mind–body divide, we aimed at creating pedagogical spaces and places in science classes that sustain equitable opportunities for engagement and meaning making where body and mind are enmeshed. In the context of a partnership between school- and university-based educators and researchers, we explored how multimodal literacies cultivated through the performing arts, provide students from minoritized communities opportunities to both create knowledge and to position themselves as science experts and brilliant and creative meaning makers.
Wildfire Module Now Freely Available
Today’s students are exposed to news about wildfires on an all-too-regular basis. An increasingly larger portion of those students live in areas where wildfire risks are high or where smoke has reduced the air quality. The GeoHazard project has designed, developed, and tested an online wildfire curriculum module for middle and high school students that addresses the factors that influence wildfires, as well as the risks and impacts that wildfires bring to people and their communities.
Designing for Framing in Online Teacher Education: Supporting Teachers’ Attending to Student Thinking in Video Discussions of Classroom Engineering
We present findings from an online course designed to support teachers to frame video discussions as making sense of student thinking. In an engineering pedagogy course designed to emphasize responsiveness to students’ thinking, we documented shifts in teachers’ framing, with teachers more frequently making sense of, rather than evaluating, student thinking later in the course. These findings show that it is possible to design an asynchronous online course to productively engage teachers in video discussions and inform theory development in online teacher education.
Co-Designing for Privacy, Transparency, and Trust in K-12 Learning Analytics
The process of using Learning Analytics (LA) to improve teaching works from the assumption that data should be readily shared between stakeholders in an educational organization. However, the design of LA tools often does not account for considerations such as data privacy, transparency and trust among stakeholders. Research in human-centered design of LA does attend to these questions, specifically with a focus on including direct input from K-12 educators. In this paper, we present a series of design studies to articulate and refine conjectures about how privacy and transparency might influence better trust-building and data sharing within four school districts in the United States.
Remote Chemistry Teacher Professional Development Delivery: Enduring Lessons for Programmatic Redesign
COVID-19 has thrust educators into a period of uncertainty, complicating conventional ways of teaching and learning. We suspect that the pandemic has magnified the challenges that some high school teachers already experience, particularly when they are the sole chemistry teacher at their school. The pandemic has likely inhibited collegial interactions and access to professional development (PD). Our reflections from redesigning a face-to-face PD program to one that is remotely delivered provide recommendations that advance PD accessibility and interactivity to mitigate isolation and other longstanding challenges teachers may face. In this article, we discuss how the cognitive learning model informed emergent teaching practices that guided the transformation of the PD’s implementation for 20 high school chemistry teachers.
Designing Learning Environments to Promote Academic Literacy in Mathematics in Multilingual Secondary Mathematics Classrooms
Emerging multilingual students can develop the dimensions of Academic Literacy in Mathematics (ALM) in classroom discussions. But, there is a need for empirically-validated principles for fostering such discussions. This research used ALM as a framework to create a unit of instruction on linear rates of change for ninth grade mathematics in which multilingual students benefit from discussions.
Situating Presence within Extended Reality for Teacher Training: Validation of the Extended Reality Presence Scale (XRPS) in Preservice Teacher Use of Immersive 360 Video
The purpose of this study was to adapt and validate an instrument for assessing immersive 360 video use in an undergraduate preservice teacher university training program.
The Development of Critical Teaching Skills for Preservice Secondary Mathematics Teachers Through Video Case Study Analysis
Using social learning theory with the central concept of a community of practice, we situate this work within a secondary mathematics methods course to unpack preservice secondary mathematics teachers (PSMTs) development through the use of video case studies. We analyzed six sessions of the course in which PSMTs engaged in discussions about video segments of mathematics teaching rooted in the Teaching for Robust Understanding (TRU) framework for high-quality instruction.
“He Got a Glimpse of the Joys of Understanding” – The Role of Epistemic Empathy in Teacher Learning
Efforts to promote reform-based instruction have overlooked the import of affect in teacher learning. Drawing on prior work, I argue that teachers’ affective experiences in the discipline are integral to their learning how to teach the discipline. Moreover, I suggest that both affective and epistemological aspects of teachers’ experiences can serve to cultivate their epistemic empathy—the capacity for tuning into and valuing someone’s intellectual and emotional experience within an epistemic activity—in ways that support student-centered instruction.
Using Online Simulations to Promote Elementary Preservice Teachers’ Facilitation of Argumentation-Focused Discussions in Mathematics and Science
In this study, our team developed and is studying the use of an Online Practice Suite (OPS) composed of a coordinated and scaffolded collection of three practice-based online simulations designed to support the development of preservice teachers' (PSTs’) abilities, skills, beliefs, and understanding around one ambitious teaching practice within mathematics and science: facilitating discussions that engage students in argumentation.
The Honeycomb of Engineering Framework: Philosophy of Engineering Guiding Precollege Engineering Education
This conceptual paper introduces the honeycomb of engineering framework, which offers an epistemologically justified theoretical position and a pedagogical lens that can be used to examine ways engineering concepts and practices are taught in precollege education.
Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education
This study used an exploratory case study design to investigate conceptions of 19 K-12 science teachers after participating in an integrated STEM-focused professional development and implementing integrated STEM lessons into their classrooms.
Second and Fifth Graders’ Use of Knowledge-Pieces and Knowledge-Structures When Solving Integer Addition Problems
In this study, we explored second and fifth graders’ noticing of negative signs and incorporation of them into their strategies when solving integer addition problems. For both grade levels, the order of the numerals, the location of the negative signs, and also the numbers’ absolute values in the problems played a role in students’ strategies used. Fifth graders’ greater strategy variability often reflected strategic use of the meanings of the minus sign. Our findings provide insights into students’ problem interpretation and solution strategies for integer addition problems and supports a blended theory of conceptual change.
Training a New Generation of Problem Solvers: Innovation in STEM Education
Humankind faces unprecedented environmental, social, and economic challenges. There is a critical need for STEM education to foster both science learning and the application of learning to problem solving. At the University of Utah, Professor Nancy Butler Songer and her collaborators have developed a suite of interdisciplinary instructional and field-based data collection resources offering elementary and secondary students the chance to create solutions for local, urban environmental issues.
A Three-Part Synchronous Online Model for Middle Grade Mathematics Teachers’ Professional Development
In this chapter, we describe a three-part fully online model for the professional development of middle school mathematics teachers. This chapter contributes to understanding how online contexts provide opportunities to collect and analyze data in ways that would be difficult to accomplish in face-to-face settings.
Innovator Interview: Steve Roderick
Interview with Steve Roderick about helping teachers on the InquirySpace project bring more authentic science experiences to their classes.
A Model for Developing Sustainable Math Instructional Leadership
The Responsive Math Teaching project has been developing and refining a model for the development of mathematics instructional leadership in a network of 13 urban under-resourced elementary schools. This report summarizes the core elements of this model for developing sustainable math instructional leadership for systemic change at the district level.
Principles for Curriculum Design and Pedagogy in Multilingual Secondary Mathematics Classrooms
We introduce and illustrate three principles for designing secondary mathematics classrooms in which multilingual students can benefit from participating in mathematical discussions. Drawing from the Academic Literacy in Mathematics (ALM) framework (Moschkovich, 2015), we developed these principles through a four-year design research collaboration with ninth grade mathematics teachers working in a linguistically diverse urban secondary school in the southwest USA.
Impact of the Design of an Asynchronous Video-Based Learning Environment on Teacher Noticing and Mathematical Knowledge
In this paper, we share the design and impact of a set of two-hour online mathematics professional development modules adapted from face-to-face video-based materials.
Examining the Responding Component of Teacher Noticing: A Case of One Teacher’s Pedagogical Responses to Students’ Thinking in Classroom Artifacts
In this study, we investigated how an experienced fourth-grade teacher responded to her students’ thinking as part of her teacher noticing practice in a formative assessment context. Our primary purpose in doing this work was to decompose the responding component of teacher noticing and use our findings to present an emerging framework characterizing the multidimensional nature of this practice.
PST Learning to Facilitate Argumentation Via Simulation: Exploring the Role of Understanding and Emotion
The present study focuses on examining transitions in elementary pre-service teachers (PSTs)’ understanding of, and skills in, leading argumentation-focused discussions in mathematics during participation in a sequence of three different practice-based activities, collectively referred to as the Online Practice Suite (OPS).
Explaining Differences in One Teacher’s Instruction Across Multiple Tracked Fifth‐Grade Classes
In this article, we describe the case of “Keri,” a fifth-grade teacher who had completed an Elementary Mathematics Specialist (EMS) certification program. Drawn from a larger study investigating the knowledge, beliefs, and practices of EMSs, Keri's case was unique in that she was teaching mathematics to four classes in a departmentalized structure, where students were placed into different classes according to perceived mathematics ability. Observations from the larger study revealed that Keri's instructional practices did not align with her reported beliefs and knowledge. To explore this deviation, we conducted a case study where we observed Keri's instruction across multiple classes and used interviews to explore reasons for Keri's instructional decisions in terms of her perceived professional obligations.
Eliciting and Refining Conceptions of STEM Education: A Series of Activities for Professional Development
Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers to know what to implement and how to do so in their classrooms. In this article, we describe a series of activities used in a week-long professional development workshop designed to elicit K–12 teachers’ conceptions of STEM and the roles that science, technology, engineering, and mathematics play in STEM education.
“We Are the Future”: Critical Inquiry and Social Action in the Classroom
This study explored how engaging in critical inquiry through Project-Based Inquiry (PBI) Global fostered social action with high school students. Drawing on theoretical perspectives from critical inquiry and social action and employing a collective case study approach, we focused on six diverse students from two of the 18 teams who participated in a PBI Global examining global water and sanitation over a two-month period.
Examining the Use of Video Annotations in Debriefing Conversations during Video-Assisted Coaching Cycles
This study examined how mathematics coaches leverage written annotations to support professional discourse with teachers about important classroom events during synchronous debriefing conversations. Coaches and teachers created the annotations while asynchronously watching video of an implemented lesson as part of online video-assisted coaching cycles. More specifically, this project examined the extent to which a coach and teacher discussed the
annotations during a debrief conversation in a coaching cycle. We present a rationale for needing new knowledge about the relationships between video annotations and professional discourse as well as the potential implications of such knowledge.
Tracing Take-Up Across Practice-based Professional Development and Collaborative Lesson Design
This study explored how two professional development approaches to reforming math instruction with different mechanisms for fostering change might have valuable synergies when used in tandem to support take-up, i.e., teachers’ acceptance, adoption, and incorporation of ideas into practice.
Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues
The global pandemic and climate change have led to unprecedented environmental, social, and economic challenges with interdisciplinary STEM foundations. Even as STEM learning has never been more important, very few pre-college programs prepare students to address these challenges by emphasizing socio-scientific issue (SSI) problem solving and the engineering design of solutions to address local phenomena. The paper discusses the design and evaluation of a pre-college, SSI curricular unit where students expand their learning by creating solutions to increase biodiversity within local urban neighborhoods.
Investigating How Teachers' Formative Assessment Practices Change Across a Year
Teaching chemistry as a practice rather than as a mere collection of facts demands that teachers modify their practices, particularly their approach to formative assessment (FA). In this study, we investigated how teachers’ FA practices changed as a result of their participation in a professional development program designed with a Chemical Thinking perspective.
Participating in the Scientific Publication Process: Exploring How Pre-college Students Perceive Publication within the Scientific Enterprise
Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of scientific inquiry skills in the pre-college science classroom, thus undermining a true understanding of what it means to do science. In this study, we examined middle and high school student perceptions of scientific inquiry and the role of disciplinary literacy practices after engaging in scientific review and publication of their research papers.
Designing for Mathematical Literacy: Introducing Exponential Growth Using Critical and Meaningful Problem Contexts
This department explores the concept of disciplinary literacy—the conceptual understandings and ways of reading, thinking, and writing involved in critiquing and constructing knowledge in a discipline—and its intersections with aspects of culturally sustaining pedagogy.
360 Video as an Immersive Representation of Practice: Interactions between Reported Benefits and Teacher Noticing
This study examined and compared teachers’ perceived affordances of 360 video as a representation of practice and their professional noticing of students’ mathematics in 360 videos. Results from this study suggest that referencing teacher movement and student tables or groups is associated with a higher focus on student actions and that 360 video affords opportunities for teachers to notice students’ mathematical thinking.
Improving Integrated STEM Education: The Design and Development of a K-12 STEM Observation Protocol (STEM-OP) (RTP)
The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of approximately 18-months, a team of STEM educators and educational researchers developed a 10-item integrated STEM observation instrument for use in K-12 science and engineering classrooms. The process of developing the STEM-OP began with establishing a conceptual framework, drawing on the integrated STEM research literature, national standards documents, and frameworks for both K-12 engineering education and integrated STEM education.
Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth’s average surface temperatures, a core dimension of global climate change (GCC).
North Carolina Students Engage in Purpose-Driven Inquiry to Address Global Challenges
This week is Global Goals week — an annual week of action, awareness, and accountability for the United Nations’ Sustainable Development Goals, which are aimed at addressing global challenges like poverty and hunger. In North Carolina, two schools have integrated purpose-driven, interdisciplinary, and collaborative inquiry into their classrooms to empower students and teachers as local and global change agents during a particularly uncertain school year.
Coaching from a Distance: Exploring Video-based Online Coaching
This study explored an innovative coaching model termed video-based online video coaching. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts.
Understanding Students' Sense-Making Processes When Faced with Unexpected Data: A Case Study in High School Biology
Examining a lesson in a high school biology unit that utilized noisy sensor data, we sought to understand the ways students engaged in active reasoning about the data and the factors that influenced this process. Video analysis centers on one small group of students as they learn to use sensors to collect data on osmosis, focusing particularly on their reactions to variation within and across experimental runs.
Exploring Variation in Ways of Thinking About and Acting to Control a Chemical Reaction
Chemical scientists and engineers are interested in controlling chemical processes to attain specific goals, from synthesizing a desired substance to hindering a particular transformation. Nevertheless, students typically have few opportunities to develop the understandings and practices that are required to effectively engage in chemical control. In this study, we investigated similarities and differences among individuals with different levels of expertise in chemistry in the ways they think about how to control and act to control a chemical reaction.
What's In a Wave? Using Modeling and Computational Thinking to Enhance Students' Understanding of Waves
Teaching about wave structure and function is a critical element of any physical science curriculum and supported by Next Generation Science Standards (NGSS) PS4: Waves and Their Applications in Technologies for Information Transfer. Often, instruction focused on these concepts involves identifying and describing several aspects of wave structure, including amplitude, frequency, and wavelength. To support students’ learning of these ideas, teachers often rely on developing graphic models of a wave with students identifying different aspects of wave structure. To enhance this experience, some teachers employ readily available simulations from trusted websites, such as PhET or Netlogo. Digital resources are valuable tools that teachers can use to support students’ science understanding through manipulating elements of digitally constructed scientific models. These approaches to teaching promote students’ engagement in the practice of designing (drawing a wave) and using scientific models (working with a simulation). To expand upon these resources, we developed a series of instructional activities that deepen students’ conceptual understanding of waves by engaging in computational thinking while developing and using scientific and mathematical models.
Increasing Engagement during Online Learning through the Use of Interactive Slides
The rapid and unexpected nature of the move to online instruction has meant that the content presented to students has been primarily static and linear. Thus, there is a need for creative pedagogical approaches that re-create some level of the laboratory experience. One economical and accessible approach to building an interactive lab experience is making web-based interactive slides. In the virtual spaces created by this approach, students can explore different modalities of content in a nonlinear and asynchronous manner.
Contrasting Cases in Geometry: Think Alouds with Students about Transformations
There is strong empirical evidence in support of learning from comparisons in mathematics education research. The Animated Contrasting Cases in Geometry project seeks to extend this research and transform the learning of geometry for middle school students by designing a supplementary digital animated curriculum. This paper focuses on the Transformations unit, which is one of four units.
Culturally Relevant Pedagogy in Science: The SCI-Bridge Model
Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper presents scholarly work supported by a National Science Foundation Discovery Research K-12 grant. A new science instructional model that intersects effective practices in science education with the theoretical principles of culturally relevant pedagogy is provided. Grounded in evidence-based practice, the new model, SCI-Bridge, features how culturally responsive classroom management, facilitated discourse, and contextual anchoring can be implemented as part of science instruction in elementary classrooms.
Everything Happens for a Reason: Developing Causal Mechanistic Reasoning of Plate Tectonics
The goal of our National Science Foundation-funded Geological Models for Exploration of Dynamic Earth (GEODE) project is to help students use plate tectonics as an explanation for the landforms and geological phenomena observed on Earth’s surface.
Empirical Research on K-16 Climate Education: A Systematic Review of the Literature
Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research associated with climate education has also increased. We used an exhaustive, stepwise process to search for and identify relevant literature, systematically analyzing 178 empirical, peer-reviewed studies focused on climate literacy and education in formal K-16 settings.
How to Engage Students in Addressing Global Problems
In a project designed to help create the next generation of problem-solvers, North Carolina State University researchers challenged a group of 11th graders to investigate and find solutions to a global problem: that billions of people lack access to clean water and sanitation services.
Uvvatuq Naluallangniaqtugut (I Humbly Hope We Run Into Game): An Iñupiaq Research Process
The University of Alaska Fairbanks (UAF) Development Team is working with the Northwest Arctic Borough School District to develop STEM lessons utilizing Iñupiaq knowledge systems and university research for middle school-age students in three villages. The UAF participating programs humbly reached out to local community members to establish a TRACKS Team. However, the UAF participating programs wanted the TRACKS Team to identify what is important to teach their children. The community were the ones to identify the research topic, utilizing an analogy Uvvatuq naluallangniaqtugut (I humbly hope we run into game) for an Iñupiaq research process.
Qualifying Domains of Student Struggle in Undergraduate General Chemistry Laboratory
The work presented here focuses on student struggles in undergraduate general chemistry laboratory activities, the source of these struggles, and the actions students take to overcome them. Using an activity theoretical lens and multiple domains (cognitive, epistemological, socioemotional, and psychomotor), we developed a domains-of-struggle framework which encompasses how struggles emerge through contradictions within the laboratory activity system.
Collaboratively Engineering for Justice in Sixth Grade STEM
In this article, it is argued that processes of co-production can support teachers and students in organizing resources for justice through science learning. Drawing upon a critical justice conceptual framework, critical ethnographic data from one urban middle school classroom during a unit focused on engineering for sustainable communities were analyzed.
“Well That's How the Kids Feel!”—Epistemic Empathy as a Driver of Responsive Teaching
In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in extended scientific inquiry provided a basis for the teachers having epistemic empathy for their students—their tuning into and appreciating their students' intellectual and emotional experiences in science, which in turn supported teachers' responsiveness in the classroom.
On the Alignment of Teachers’ Mathematical Content Knowledge Assessments with the Common Core State Standards
This article provides content maps for two widely used teacher assessment instruments in the USA relative to the widely adopted Common Core State Standards. This common reference enables comparisons of content alignment both between the instruments and between parallel forms within each instrument.
Disciplinary Literacy in STEM: A Functional Approach
This study explores disciplinary literacy instruction integrated within an elementary engineering unit in an urban classroom.
Competencies and Behaviors Observed When Students Solve Geometry Proof Problems: An Interview Study with Smartpen Technology
This peer-reviewed research journal publication addresses one of the grant goals with respect to how students performed on a set of proof tasks.
How Science Teachers DiALoG Classrooms: Towards a Practical and Responsive Formative Assessment of Oral Argumentation
This article presents lessons learned from an ongoing attempt to conceptualize, develop, and refine a way for teachers to gather formative assessment evidence about classroom argumentation as it happens.
A Framework of Construct-Irrelevant Variance for Contextualized Constructed Response Assessment
Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in contextualized constructed response assessments, we developed a framework including a model accounting for CIV and a measurement that could differentiate the CIV.
Impacts of Attending an Inclusive STEM High School: Meta-analytImpacts of Attending an Inclusive STEM High School: Meta-analytic Estimates from Five Studiesic Estimates from Five Studies
This study uses a meta-analytic approach to investigate the relationship between attending an inclusive STEM high school and a set of high school outcomes known to predict college entry and declaration of a STEM college major.
Investigating High School Chemistry Teachers’ Assessment Item Generation Processes for a Solubility Lab
Designing high school chemistry assessments is a complex and difficult task. Although prior studies about assessment have offered teachers guidelines and standards as support to generate quality assessment items, little is known about how teachers engage these supports or enact their own beliefs into practice while developing assessments. Presented in this paper are the results from analyzing discourse among five high school chemistry teachers during an assessment item generation activity, including assessment items produced throughout the activity
It’s Virtually Possible: Rethinking Preservice Teachers’ Field Experiences in the Age of COVID-19 and Beyond
This chapter offers lessons learned by teacher educators who guided preservice teachers in the modification of hands-on engineering lessons for virtual implementation during the spring 2020 semester as part of an NSF-funded project.
Exploring Experienced Designers' Strategies in a CAD Learning Environment
This study explores design strategies used by experienced designers in Energy3D, a computer-aided design (CAD) simulation environment designed for learning settings, to provide insight into supporting students' use of CAD simulation environments in precollege settings.
Using Authentic Video Clips of Classroom Instruction to Capture Teachers’ Moment-to-Moment Perceiving as Knowledge-Filtered Noticing
This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.
Length Measurement in the Early Years: Teaching and Learning with Learning Trajectories
This study evaluated a portion of our learning trajectory, focusing on the instructional component. We found that the instruction was successful in promoting a progression from one level to the next for 40% of the children, with others developing positive new behaviors (but not sufficient to progress to a new level).
Investigating How Assessment Design Guides High School Chemistry Teachers’ Interpretation of Student Responses to a Planned, Formative Assessment
This study seeks to better understand what teachers notice when interpreting assessment results and how the design of the assessment may influence teachers’ patterns of noticing. The study described herein investigates high school chemistry teachers’ interpretations of student responses to formative assessment items by identifying patterns in what teachers notice.
Negotiations in Scientific Argumentation: An Interpersonal Analysis
Argumentation enables students to engage in real world scientific practices by rationalizing claims grounded in supporting evidence. Student engagement in scientific argumentation activates the negotiation process by which students develop and defend evidence-based claims. Little is known, however, on the intricate process and potential patterns of negotiation between students during scientific argumentation. The present study seeks to fill this gap by exploring how a group of university science education students negotiated when evaluating the relationship between lines of evidence and alternative explanatory models of a phenomena (i.e., climate change).
Students and Teachers Mobilizing Mathematical Concepts through Reciprocal Noticing
This article elaborates a theoretical, methodological, and analytical approach intended to highlight the materiality and reciprocity of noticing in mathematics classrooms.
Prospective K-8 Teachers’ Noticing of Student Justifications and Generalizations in the Context of Analyzing Written Artifacts and Video-Records
This paper contributes to current discussions about supporting prospective teachers (PSTs) in developing skills of noticing students’ mathematical thinking. The results document that without providing any intentional support for PSTs’ noticing skills, PSTs are more deliberate to focus on mathematically significant aspects of student thinking while analyzing written artifacts of student work compared to video-records.
Visualizing Chemistry Teachers’ Enacted Assessment Design Practices to Better Understand Barriers to “Best Practices”
In this paper, the relationship between high school chemistry teachers’ self-generated “best practices” for developing formative assessments and the assessments they implement in their courses are examined.
Teaching Early Algebra through Example-based Problem Solving: Insights from Chinese and U.S. Elementary Classrooms
Drawing on rich classroom observations of educators teaching in China and the U.S., this book details an innovative and effective approach to teaching algebra at the elementary level, namely, "teaching through example-based problem solving" (TEPS).
Theory to Practice: Prospective Mathematics Teachers’ Recontextualizing Discourses Surrounding Collective Argumentation
Teacher education programs have a critical role in supporting prospective teachers’ connections between theory and practice. In this study, authors examined three prospective secondary mathematics teachers’ discourses regarding collective argumentation during and after a unit of instruction addressing collective argumentation and ways they recontextualized their on-campus coursework (theory) into their student teaching (practice) as demonstrated by their support for students’ mathematical arguments during student teaching.
Machine Learning-Enabled Automated Feedback: Supporting Students’ Revision of Scientific Arguments Based on Data Drawn from Simulation
This paper focuses on three simulation-based scientific argumentation tasks called Trap, Aquifer, and Supply. These tasks were part of an online science curriculum module addressing groundwater systems for secondary school students.
What You Find Depends on How You See: Examining Asset and Deficit Perspectives of Preservice Science Teachers’ Knowledge and Learning
This article explores how scholars have framed studies of preservice science teacher (PST) knowledge and learning over the past twelve years.
Integrating a Statistical Topic Model and a Diagnostic Classification Model for Analyzing Items in a Mixed Format Assessment
Selected response items and constructed response (CR) items are often found in the same test. Conventional psychometric models for these two types of items typically focus on using the scores for correctness of the responses. Recent research suggests, however, that more information may be available from the CR items than just scores for correctness. In this study, we describe an approach in which a statistical topic model along with a diagnostic classification model (DCM) was applied to a mixed item format formative test of English and Language Arts.
Understanding of the Properties of Operations: A Cross-Cultural Analysis
This study examines how sampled Chinese and U.S. third and fourth grade students (NChina=167,NUS=97) understand the commutative, associative, and distributive properties.
Promoting Teacher Self-Efficacy for Supporting English Learners in Mathematics: Effects of the Visual Access to Mathematics Professional Development
The Visual Access to Mathematics (VAM) project developed and studied teacher professional development (PD) focused on linguistically-responsive teaching to facilitate ELs’ mathematical problem solving and discourse. This study examines whether VAM PD has a positive impact on teachers’ self-efficacy in supporting ELs in mathematics and how components of the PD may have influenced teacher outcomes.
The Development of ePCK of Newly Hired In-field and Out-of-field Teachers during their First Three Years of Teaching
This study explored the potential impact of teaching outside of one’s field of expertise. This longitudinal cross-case study examined the development of enacted pedagogical content knowledge (ePCK) among a group of in-field and out-of-field (OOF) physical science teachers during their first 3 years of teaching.
Prompting Collaborative and Exploratory Discourse: An Epistemic Network Analysis Study
This study used an easy-to-implement prompting intervention in the context of collaborative (pair) programming with upper elementary students to demonstrate the potential of Epistemic Network Analysis to understand the impact of the intervention.
Data Investigations to Further Social Justice Inside and Outside of STEM
This article focuses on discussion and preliminary findings from classroom testing of the prototype learning module: Investigating Income Inequality in the U.S.
“Teaching Them How to Fish”: Learning to Learn and Teach Responsively
The Responsive Math Teaching (RMT) project’s 3-year model for professional development introduces teachers to a new instructional model through a full year of monthly Math Circles, where they experience problem solving and productive struggle from the student perspective while working through challenging open-ended tasks, engaging in mathematical discussions, and reflecting on the process. This paper examines teachers’ views of what they learned from this experience and how it affected both their instructional practices and their visions of mathematics teaching and learning.
Growing Garden-based Learning: Mapping Practical and Theoretical Work through Design
Echoing calls to expand environmental education research through design, this study explores the role of design in garden-based education and illustrate its contributions towards practical impact and theoretical insight.
Influence of Features of Curriculum Materials on the Planned Curriculum
This study explored the verb clauses and thematic development evident in curriculum materials and in transcripts of teachers planning lessons using the materials.
The Power of Interviewing Students
A teacher uses formative assessment interviews to uncover evidence of students’ understandings and to plan targeted instruction in a mathematics intervention class. Authors present an example of a student interview, a discussion of the benefits and challenges of conducting interviews, and actionable suggestions for implementing them.
LLAMA Year 5 Technical Report
This is a technical report detailing the methods and findings for each of the research studies in the LLAMA project.
Strengthen Mathematics Intervention to Promote Student Success: Suggestions for middle level principals
This article offers six suggestions for middle school principals to implement or strengthen mathematics intervention classes at their schools, based off the findings of the authors' NSF-funded research.
Building Argumentation Skills in the Biology Classroom: An Evolution Unit that Develops Students’ Capacity to Construct Arguments from Evidence
Describes a scaffolded claims-evidence-reasoning (CER) argumentation framework that is embedded within a new eight-week, freely available curriculum unit developed by the Genetic Science Learning Center – Evolution: DNA and the Unity.
Gathering Response Process Data for a Problem-Solving Measure through Whole-Class Think Alouds
This is a description of a new methodological tool to gather response process validity evidence. The context is scholarship within mathematics education contexts.
Networking Frameworks: A Method for Analyzing the Complexities of Classroom Cultures Focusing on Justifying
In this paper, authors network five frameworks (cognitive demand, lesson cohesion, cognitive engagement, collective argumentation, and student contribution) for an analytic approach that allows us to present a more holistic picture of classrooms which engage students in justifying.
Backward Transfer Influences from Quadratic Functions Instruction on Students’ Prior Ways of Covariational Reasoning about Linear Functions
The study reported in this article examined the ways in which new mathematics learning influences students’ prior ways of reasoning. Authors conceptualize this kind of influence as a form of transfer of learning called backward transfer. The focus of the study was on students’ covariational reasoning about linear functions before and after they participated in a multi-lesson instructional unit on quadratic functions.
The Quest for Sustainable Futures: Designing Transformative Learning Spaces with Multilingual Black, Brown, and Latinx Young People Through Critical Response-ability
In this paper we argue for the need to design and develop transformative learning ecologies that explicitly position the diverse voices of youth from nondominant communities as central to re-defining and re-envisioning relationally just, pluralistic, and sustainable futures. To this end, we seek to provide examples from participatory design-based learning ecologies to illustrate the centering of middle school youth voices and agencies from multilingual Black, Brown, and Latinx communities through critical response-ability.
Taking STEM Enrichment Camps Virtual: Strategies & Reflections from Quick Pivot Due to COVID-19
This exploratory study aimed to (1) identify the barriers to moving STEM enrichment programming in a rural environment from in-person to virtual activities during the COVID-19 pandemic, (2) describe key decisions that were made in transitioning to the virtual format along with the rationale behind those decisions, and (3) disseminate best practices that emerged from the inaugural effort.
Learning to Lead: An Approach to Mathematics Teacher Leader Development
This paper describes a partnership between a university and an urban school district, formed with a goal of preparing mathematics teacher leaders to conduct professional development (PD) at their schools.
Think Alouds: Informing Scholarship and Broadening Partnerships through Assessment
Introduction to special issue focusing on think alouds and response process evidence. This work cuts across STEM education scholarship and introduces readers to robust means to engage in think alouds.
Insight from DRK-12 CAREER Awardees
This resource contains advice from CAREER awardees in the DRK-12 portfolio about how to develop a competitive proposal and successfully manage a CAREER project based on their experience.
Shifting Plates, Shifting Minds: Plate Tectonics Models Designed for Classrooms
This article introduces a new online curriculum module called “What will Earth look like in 500 million years?” Using two web-based tools, middle and high school students develop understandings of (1) how collective movements associated with a system of plates create the current distribution of landforms found on Earth’s surface, and (2) how earthquakes and volcanoes provide important clues for interactions at plate boundaries.
Using Climate Models to Learn About Global Climate Change
This article focuses on investigating the phenomenon of increasing surface air temperatures using a global climate modeling approach.
Conceptual Profile of Substance: Representing Heterogeneity of Thinking in Chemistry Classrooms
Teachers face challenges when building the concept of substance with students because tensions of meanings emerge from students’ daily life and canonical ideas developed in classrooms. A powerful tool to address learning, pedagogical, and research challenges is the conceptual profile theory. According to this theory, people employ various ways of conceptualizing the world to signify experiences. Conceptual profiles are models of the heterogeneity of modes of thinking and speaking about a given scientific concept which are used in a variety of contexts. To better understand the heterogeneity of thinking/speaking about substance, the present study aimed to answer: (1) What are the zones that constitute the conceptual profile of substance?; and (2) What ways of thinking and speaking about substance do teachers and students exhibit when engaged in a classroom formative assessment activity?
Empirical Recovery of Learning Progressions Through the Lens of Educators
In this manuscript, we propose that educators’ perspectives may serve as an independent source of evidence that can be integrated with traditional evidence sources (e.g., cognitive interviews with students, psychometric data). This manuscript describes two studies that used surveys to draw on educator knowledge of students to identify upper and lower bounds of a learning progression (MMaRS study) and to understand the order of intermediary phases of learning (ESTAR study).
Examining Temporal Dynamics of Self-Regulated Learning Behaviors in STEM Learning: A Network Approach
From a network perspective, self-regulated learning (SRL) can be conceptualized as networks of mutually interacting self-regulatory learning behaviors. Nevertheless, the research on how SRL behaviors dynamically interact over time in a network architecture is still in its infancy, especially in the context of STEM (sciences, technology, engineering, and math) learning. In the present paper, we used a multilevel vector autoregression (VAR) model to examine the temporal dynamics of SRL behaviors as 101 students designed green buildings in Energy3D, a simulation-based computer-aided design (CAD) environment.
Longitudinal Clustering of Students’ Self-Regulated Learning Behaviors in Engineering Design
It is vital to develop an understanding of students' self-regulatory processes in the domains of STEM (Science, Technology, Engineering, and Mathematics) for the quality delivery of STEM education. However, most studies have followed a variable-centered approach, leaving open the question of how specific SRL (Self-regulated Learning) behaviors group within individual learners. Furthermore, little is known about how students' SRL profiles unfold over time in STEM education, specifically in the context of engineering design. In this study, we examined the change of students’ SRL profiles over time as 108 middle school students designed green buildings in a simulation-based computer-aided design (CAD) environment
Perspectives on Algebra I Tutoring Experiences With Students With Learning Disabilities
The researchers conducted a qualitative analysis of the perceptions of school personnel and pre-service teachers about an Algebra I tutoring program for students with learning disabilities. The researchers surveyed and interviewed the participants about the effectiveness of the program for the mathematics learning of the students with LD at the school and as a learning experience for the pre-service teachers.
Teachers’ Noticing, Interpreting, and Acting on Students’ Chemical Ideas in Written Work
Formative assessment is an important component of teaching as it enables teachers to foster student learning by uncovering, interpreting, and advancing student thinking. In this work, we sought to characterize how experienced chemistry teachers notice and interpret student thinking shown in written work, and how they respond to what they learn about it.
The Origins build-a-MEL: Introducing a Scaffold to Explore the Origins of the Universe
The origin of the Universe is something that people have pondered for thousands of years. As evidence has mounted, the Big Bang theory has become the consensus scientific model. Much of this same evidence refutes opposing theories such as the earlier Steady State model. The NGSS for high school includes the nature of and evidence for the Big Bang, providing a rich opportunity to explore—with the help of a scaffold—the connections between evidence and competing models about the origins of the Universe.
Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
The effective use of formative assessment (FA) has been demonstrated to confer positive impacts on student learning. To understand why and how FA works, it is necessary to characterize teachers’ FA practices, but because both teaching practice and learning depend on the nature of the discipline, there are disciplinary aspects to examining this. This study aimed to develop an analysis of chemistry teachers’ FA practices through the lens of the chemical thinking framework.
Teaching Earth and Environmental Science using Model-Evidence Link Diagrams
High-quality science education is essential for students to become scientifically literate. Model-Evidence Link (MEL) diagrams and build-a-MEL (baMEL) diagrams are instructional scaffolds that create an opportunity for students to build scientific understanding through the evaluation of the connections between evidence and alternative explanations of a scientific phenomenon. The MELs and baMELs allow for a natural incorporation of three-dimensional learning that has been recommended by the Next Generation Science Standards to enhance students’ comprehension. Through this science teaching methodology, students are able to see that by diagramming and then writing about one’s thoughts about the connections between evidence and explanations, one can deepen their understanding of scientific concepts.
Accessible Physics for All
This article describes the experience of using the InquirySpace software in a classroom that practices full inclusion for ninth grade physics.
Teachers Collaborating in Communities of Mathematics Immersion
The Mathematics Immersion for Secondary Teachers at Scale program engages sets of teachers in local school sites, connected synchronously and asynchronously to colleagues in other sites, in doing mathematics designed to promote experiences of mathematical immersion, community, and connection to the work of teaching. This study of two groups of sites over one year examines fidelity to the program as a model for systematically providing these opportunities, and the extent to which teacher participants experienced immersion, community, and connection in their collaborative work with the course facilitator and their local and distant colleagues.
Out-of-Field Teaching in Science
Special issue of the Journal of Science Teacher Education focused on out-of-field teaching in science.
Preparing Science Teachers Through Practice-Based Teacher Education
This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of teacher educators that can collectively share and refine strategies, tools, and practices.
Design, Development, and Initial Testing of Asset-Based Intervention Grounded in Trajectories of Student Fraction Learning
One of the most relentless areas of difficulty in mathematics for children with learning disabilities (LDs) and difficulties is fractions. This article reports the development and initial testing of an intervention designed to increase access to and advancement in conceptual understanding.
Preparing Paraeducators for the Teacher Pipeline: Building Confidence Through Professional Development in Mathematics
The article describes our project that was designed to provide experiences to support paraeducators' professional growth in a large urban district by building their mathematical knowledge for teaching and leadership. Providing paras with professional learning opportunities can open pathways to teaching positions, giving them the potential to diversify the teaching pool and address teacher shortages.
In the Classrooms of Newly Hired Secondary Science Teachers: The Consequences of Teaching In-field or Out-of-field
Science teachers must sometimes teach outside of their expertise, and this type of teaching assignment is referred to as being out-of-field. Among newly hired teachers, this type of assignment may have a detrimental impact in the development of their instruction. This study explored the classroom instruction of 17 newly hired teachers who were teaching both in-field and out-of-field in the physical sciences during their first three years.
Constructing Goals for Student Learning through Conversation
Learning goals differ from performance goals. This article elaborates on their function and importance as the guiding force behind maintaining cognitive rigor during mathematics learning.
Eliminating counterexamples: An intervention for improving adolescents’ contrapositive reasoning
Students’ difficulties with contrapositive reasoning are well documented. Lack of intuition about contrapositive reasoning and lack of a meta-argument for the logical equivalence between a conditional claim and its contrapositive may contribute to students’ struggles. This case study investigated the effectiveness of the eliminating counterexamples intervention in improving students’ ability to construct, critique, and validate contrapositive arguments in a U.S. eighth-grade mathematics classroom. The intervention involved constructing descriptions of all possible counterexamples to a conditional claim and its contrapositive, comparing the two descriptions, noting that the descriptions are the same barring the order of phrases, and finding a counterexample to show the claim is false or viably arguing that no counterexample exists.
Controlled Implementations: Teaching Practice to Practicing Mathematics Teachers
In this chapter, authors use the Framework for Teaching Practice (Grossman, et al., 2009) as a conceptual tool for analzying the design of professional development.
Computational Participation and the Learner‐Technology Pairing in K‐12 STEM Education
This paper explores the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning.
“Zooming In” on Robotics during COVID-19: A Preservice Teacher, an Engineering Student, and a 5th Grader Engineer Robotic Flowers via Zoom
An NSF-funded program partnering preservice teachers and undergraduate engineering students to teach robotics to fifth graders was adapted to a virtual format via Zoom. A case study intimately explored one team’s experience as they engineered bio-inspired robots over five weekly sessions.
Eliminating counterexamples: A case study intervention for improving adolescents’ ability to critique direct arguments
Students’ difficulties with argumentation, proving, and the role of counterexamples in proving are well documented. Students in this study experienced an intervention for improving their argumentation and proving practices. The intervention included the eliminating counterexamples (ECE) framework as a means of constructing and critiquing viable arguments for a general claim. This framework involves constructing descriptions of all possible counterexamples to a conditional claim and determining whether or not a direct argument eliminates the possibility of counterexamples. 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 ECE framework. We describe student activities in response to the intervention, and we identify students’ conceptions that are inconsistent with canonical notions of mathematical proving and appear to be barriers to using the ECE framework.
Decomposing Practice in Teacher Professional Development: Examining Sequences of Learning Activities
In this paper, authors analyze a PD design, examining its activities and the sequencing of professional learning tasks.
Toward a Productive Definition of Technology in Science and STEM Education
This theoretical paper summarizes of technology initiatives across science and STEM education from the past 30 years to present perspectives on the role of technology in science-focused STEM education.
How Facilitating K–12 Professional Development Shapes Science Faculty's Instructional Change
This qualitative study examines the processes by which science faculty reshape their pedagogical practices through facilitating professional development for K–12 teachers, and how individual characteristics, social interactions, and organizational contexts influence their choices.
Domain appropriateness and skepticism in viable argumentation
Several recent studies have focused on helping students understand the limitations of empirical arguments (e.g., Stylianides, G. J. & Stylianides, A. J., 2009, Brown, 2014). One view is that students use empirical argumentation because they hold empirical proof schemes—they are convinced a general claim is true by checking a few cases (Harel & Sowder, 1998). Some researchers have sought to unseat students’ empirical proof schemes by developing students’ skepticism, their uncertainty about the truth of a general claim in the face of confirming (but not exhaustive) evidence (e.g., Brown, 2014; Stylianides, G. J. & Stylianides, A. J., 2009). With sufficient skepticism, students would seek more secure, non-empirical arguments to convince themselves that a general claim is true. We take a different perspective, seeking to develop students’ awareness of domain appropriateness (DA), whether the argument type is appropriate to the domain of the claim. In particular, DA entails understanding that an empirical check of a proper subset of cases in a claim’s domain does not (i) guarantee the claim is true and does not (ii) provide an argument that is acceptable in the mathematical or classroom community, although checking all cases does both (i) and (ii). DA is distinct from skepticism; it is not concerned with students’ confidence about the truth of a general claim. We studied how ten 8th graders developed DA through classroom experiences that were part of a broader project focused on developing viable argumentation.
Effect and Influence of Ambisonic Audio in Viewing 360 Video
Research has provided evidence of the value of producing multiple representationsof content for learners (e.g., verbal, visual, etc.). However, much of the research has acknowledged changes in visual technologies while not recognizing or utilizing related audio innovations. The purpose of this study was to respond to this gap by comparing the outcomes of watching 360 video with either monophonic or ambisonic audio.
Articulating the Student Mathematics in Student Contributions
We draw on our experiences researching teachers’ use of student thinking to theoretically unpack the work of attending to student contributions in order to articulate the student mathematics (SM) of those contribution.
Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof
This book aims to advance ongoing debates in the field of mathematics and mathematics education regarding conceptions of argumentation, justification, and proof and the consequences for research and practice when applying particular conceptions of each construct. Through analyses of classroom practice across grade levels using different lenses - particular conceptions of argumentation, justification, and proof - researchers consider the implications of how each conception shapes empirical outcomes. In each section, organized by grade band, authors adopt particular conceptions of argumentation, justification, and proof, and they analyse one data set from each perspective. In addition, each section includes a synthesis chapter from an expert in the field to bring to the fore potential implications, as well as new questions, raised by the analyses. Finally, a culminating section considers the use of each conception across grade bands and data sets.
LEAP: Learning through an Early Algebra Progression
Designed to be integrated with any curriculum, each grade level includes 18-20 one-hour lessons to be conducted throughout the school year. Each LEAP lesson lasts about an hour is designed to fit within a typical daily math instructional period.
Clarifiable Ambiguity in Classroom Mathematics Discourse
Ambiguity is a natural part of communication in a mathematics classroom. In this paper, a particular subset of ambiguity is characterized as clarifiable. Clarifiable ambiguity in classroom mathematics discourse is common, frequently goes unaddressed, and unnecessarily hinders in-the-moment communication because it likely could be made more clear in a relatively straightforward way if it were attended to. We argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.
Developing Transmedia Engineering Curricula Using Cognitive Tools to Impact Learning and the Development of STEM Identity
This paper examines the use of Imaginative Education (IE) to create an NGSS-aligned middle school engineering curriculum that supports transfer and the development of STEM identity.
Cognitive Instructional Principles in Elementary Mathematics Classrooms: A Case of Teaching Inverse Relations
This study examines how three cognitive instructional principles including worked examples, representations, and deep questions are used in eight experienced elementary teachers’ early algebra lessons in the U.S.
Teachers' Responses to Instances of Student Mathematical Thinking with Varied Potential to Support Student Learning
This study investigated teachers’ responses to a common set of instances of student mathematical thinking (SMT) with varied potential to support students’ mathematical learning, as well as the productivity of such responses.
Teaching Science in Rural Elementary Schools: Affordances and Constraints in the Age of NGSS
Providing science instruction is an ongoing priority and challenge in elementary grades, especially in high-need rural schools. Nonetheless, few studies have investigated the factors that facilitate or limit teachers’ science instruction in these settings, particularly since the introduction of the Next Generation Science Standards. In this study we investigated affordances and constraints to elementary science instruction in high-need rural schools.
Teacher Noticing and Reasoning about Student Thinking in Classrooms as a Result of Participating in a Combined Professional Development Intervention
This article examines the teacher learning that results from participating in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions.
The Role of Instructional Materials in the Relationship Between the Official Curriculum and the Enacted Curriculum
The authors studied how the distal policy mechanisms of curricular aims and objectives articulated in official curriculum documents influenced classroom instruction, and the factors that were associated with the enactment of those curricular aims and objectives.
Initiation-Entry-Focus-Exit and Participation: A Framework for Understanding Teacher Groupwork Monitoring Routines
In this paper, authors offer a framework for teacher monitoring routines—a consequential yet understudied aspect of instruction when teachers oversee students’ working together.
Design Considerations in Multisite Randomized Trials Probing Moderated Treatment Effects Journal of Educational and Behavioral Statistics
The purpose of this study is to develop a statistical framework and tools for the effective and efficient design of multisite randomized trials (MRTs) probing moderated treatment effects.
Shifts in Elementary Teachers' Pedagogical Reasoning: Studying Teacher Learning in an Online Graduate Program in Engineering Education
The purpose of this qualitative study was to examine elementary teachers' pedagogical reasoning in an online graduate program. Authors asked: What stances do teachers take toward learning and teaching engineering design? How do these stances shift over the course of the program?
Synchronous Online Model for Mathematics Teachers' Professional Development
In this chapter, the authors present the design rationale for and empirical results from a predominantly synchronous three-part online model for the professional development of mathematics teachers in rural contexts.
The Impact of High School Life Science Teachers’ Subject Matter Knowledge and Knowledge of Student Misconceptions on Students’ Learning
This article investigates whether teachers’ subject matter knowledge (SMK) and knowledge of students’ misconceptions (KOSM) in high school life science are associated with students’ posttest performance on multiple-choice test items designed to reveal student misconceptions.
Engineering Mindsets and Learning Outcomes in Elementary School
This article describes the general and engineering mindsets of students in fifth‐grade U.S. classrooms (ages 10 and 11) who received engineering instruction. It explores how general mindsets may predict engineering learning outcomes and how engineering mindsets may be predicted by general mindset and other variables.
Rethinking the Classroom Science Investigation
In this article, authors propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize alignments.
Exploring Prospective Teachers’ Ability to Generate and Analyze Evidence-based Explanatory Arguments
In this paper, using written responses of 37 PSTs preparing to teach grades 1-8 mathematics, authors examined explanations they constructed to support their problem solutions and explanations they provided in support of their critiques of student-generated explanations.
Encouraging Collaboration and Building Community in Online Asynchronous Professional Development: Designing for Social Capital
This study explores how a design combining social capital mechanisms with essential teacher learning and PD characteristics supported teachers’ abilities to participate in the online course and collaboratively build knowledge.
Tiering Instruction for Middle School Students
In this article, we describe an example of differentiating instruction (DI) involving middle school students from a five-year project funded by the National Science Foundation.
Exploring Differences in Practicing Teachers’ Knowledge Use in a Dynamic and Static Proportional Task
This exploratory study investigated 32 teachers’ use of knowledge resources in two mathematically similar tasks (one a paper and pencil task, the other a dynamic task) around proportional reasoning.
Next Generation Sheltered Instruction to Support English Learners in Secondary Science Classrooms
Using findings from a 4‐year research and development effort, we propose an updated model of sheltered instruction for science classrooms that leverages the opportunities provided by the Next Generation Science Standards (NGSS) to better support multilingual learners in middle and high school science.
Teacher Voices from an Online Elementary Mathematics Community: Examining Perceptions of Professional Learning
This study compares web usage data with interviews from 41 participants, who are members of an online professional development site called the Everyday Mathematics Virtual Learning Community (VLC), to explore how elementary school teachers learn from classroom video.
Chemistry Critical Friendships: Investigating Chemistry-Specific Discourse within a Domain-General Discussion of Best Practices for Inquiry Assessments
Presented in this paper are the results from analyzing a discussion between five high school chemistry teachers as they generated a set of best practices for inquiry assessments.
“You are Never too Little to Understand Your Culture”: Strengthening Early Childhood Teachers through the Diné Institute for Navajo Nation Educators
This article describes one effort to strengthen early childhood teaching in schools on the Navajo Nation that centers the work of two teachers within a program attempting to support teachers in the development of academically rigorous, culturally responsive curriculum across the Navajo Nation.
Teachers’ Abilities to Make Sense of Variable Parts Reasoning
The purpose of this study was to investigate how teachers understand one specific aspect of proportional reasoning - the extent to which practicing teachers were able to make sense of reasoning that involved the fixed number of variable-sized parts perspective.
An Emerging Community in Online Mathematics Teacher Professional Development: An Interactional Perspective
The purpose of this study was to better understand the process by which a community emerges in such a PD setting by examining how the cohesiveness of 21 mathematics teachers’ social network evolves and associated shifts in the quality of mathematics teachers’ mathematical discourse.
Critical Science Agency and Power Hierarchies: Restructuring Power within Groups to Address Injustice Beyond Them
Drawing upon a social practice theory analytical lens with a focus on power and using critical participatory ethnography methods, this study investigated the ways middle school students restructured power hierarchies as they worked to complete the design challenge of making their classroom community more sustainable, and how power hierarchy restructuring impacted students' opportunities to enact critical science agency (CSA).
Science Strategy Interventions
Strategies and strategic processing within science education are designed to help students learn not only what scientists have come to understand about the world but also how they learn it. Although many domain-general strategies can be implemented in science classrooms, some strategies are either specific to science or are encouraged within science. Historically, concept development and conceptual change approaches and empirical investigations dominated science’s strategies and strategic processing. More recently, argumentation, science as modeling, and the incorporation of socio-scientific topics dominate the strategies and strategic processing within science teaching and learning. Challenges to more widespread use of these approaches include lack of teacher experience and pedagogical knowledge around the strategies, as well as time and curricular limitations. Teacher education and professional development programs should seek to explicitly implement contemporary science strategy interventions to improve upon their use in K-12 classrooms and other learning environments. Doing so effectively will require well-researched and validated instructional scaffolds to facilitate the teaching and use of contemporary science learning strategies. This paper was prepared for the 2020 AERA Annual Meeting.
Addressing the Problem of Always Starting Over: Identifying, Valuing, and Sharing Professional Knowledge for Teaching
Authors discuss the possibilities of retaining and sharing professional knowledge as a way of addressing the problem of always starting over.
Maximizing the Quality of Learning Opportunities for Every Student
In this editorial, authors discuss the first of the five overarching problems: defining and measuring learning opportunities precisely enough to study how to maximize the quality of the opportunities experienced by every student.
The Role of Balance Scales in Supporting Productive Thinking about Equations Among Diverse Learners
This research focuses on ways in which balance scales mediate students’ relational understandings of the equal sign.
Transferability of Teacher Noticing
This study compared prospective mathematics teachers' (PMTs) noticing while teaching a lesson during their student teaching internship of PMTs who participated in a noticing intervention to those who did not participate in the intervention to determine whether the two groups of PMTs noticed different aspects of instruction.
Impact of Graph Technologies in K-12 Science and Mathematics Education
In this article, authors use meta-analysis to analyze 42 design and comparison studies involving data from 7699 students spanning over 35 years.
From Science Student to Conceptual Agent: Examining the Individual Shifts in Engagement During Scaffolded Instruction
In this paper we describe a qualitative study in which we examine individual student engagement during implementation of an instructional scaffold for critical evaluation of scientific models during Earth and space science lessons. We coded dialogic interactions of one student group in a sixth grade science classroom across three observations, wherein we analyzed the trajectory of engagement for a single student - Ray (a pseudonym), within the co-constructed learning of the group. The first of these observations involved implementation of a preconstructed scaffold, called the Model-Evidence Link (MEL) diagram, on the topic of hydraulic fracturing (fracking). With the MEL, students use evidence to compare a scientific model to an alternative model. In the second two observations, students used a more agentic variation of the activity called the build-a-MEL, to study the topics of fossils and freshwater resources respectively. After three observations, we transcribed and coded each interaction of students in the group. We then categorized and identified emerging patterns of Ray’s discourse and interactions with group members by using both a priori engagement codes and open coding. This paper was prepared for the 2020 AERA Annual Meeting.
Characterizing the Formative Assessment Enactment of Experienced Science Teachers
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.
The Re-Novicing of Elementary Teachers in Science? Grade Level Reassignment and Teacher PCK
In this study, authors examine the consequences of within-school churn for the pedagogical content knowledge of elementary teacher participants in an NSF-funded science PD program.
Characterizing Science Classroom Discourse Across Scales
This Research in Science Education article focuses on characterizing classroom discourse in science.
Development and Validation of a High School STEM Self‐Assessment Inventory
The purpose of this study was to develop and validate a self‐assessment using critical components of successful inclusive STEM high schools for school personnel and educational researchers who wish to better understand their STEM programs and identify areas of strength.
Teaching Practices for Differentiating Mathematics Instruction for Middle School Students
This study is a case of using second-order models of students’ mathematical thinking to differentiate instruction, and it reveals that inquiring into research-based knowledge and inquiring responsively into students’ thinking are at the heart of differentiating mathematics instruction.
Mathematics Teaching Has Its Own Imperatives: Mathematical Practice and the Work of Mathematics Instruction
In the article, the authors locate how mathematics instruction may actively respond to the influence of the discipline of mathematics and exemplify how obligations to other stakeholders may participate in the practical rationality of mathematics teaching as those influences are incorporated into instruction.
Productive Thinking and Science Learning in Design Teams
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.
K–12 DREAMS to Teach Program at Morehouse College
This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College
A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
Formative assessment can facilitate teachers’ abilities to elicit and notice the disciplinary substance of students’ thinking and to respond based on this. Following a design-based process, we developed principled practical knowledge to create resources that might guide experienced teachers in examining their formative assessment practice and provide researchers with tools to study formative assessment enactment.
Justice in Science Education: How to Honor Student Epistemologies While Supporting 3-Dimensional Science Teaching
Conference proceedings from the 2019 Science Education at the Crossroads Conference.
Profiles of Middle School Science Teachers: Accounting for Cognitive and Motivational Characteristics
This study takes a person‐centered approach by applying latent profile analysis to examine how cognitive (pedagogical content knowledge) and motivational (instructional goal orientations, self‐efficacy beliefs, and reform values) characteristics combine to form science teacher profiles in middle school.
Talk is the Ticket to Teaching Math to English Learners
This article describes one mathematics professional development program designed to support all K-5 students' engagement in productive mathematical discussions, in particular emergent multilingual learners.
Research suggests that if students use viable argumentation in their middle school classes, then they will increase their complex mathematical reasoning and mathematics achievement. This is a 2-page infographic detailing the results from a case study.
Development and Pilot Testing of a Three-Dimensional, Phenomenon-based Unit that Integrates Evolution and Heredity
Describes development and pilot testing of a 3-dimensional, phenomenon-based unit that integrates evolution and heredity. The 8-week unit is designed for introductory-level high school biology courses. Results from a national pilot test with 944 grade nine and ten students in 16 teachers' classrooms show statistically significant gains with large effect sizes from pretest to posttest in students' conceptual understanding of evolution and heredity. Students also gained sill in identifying claims, evidence and reasoning in scientific arguments.
Designing in Context: Reaching Beyond Usability in Learning Analytics Dashboard Design
In this paper, authors present a design narrative of our experience developing dashboards to support middle school mathematics teachers’ pedagogical practices, in a multi-university, multi-school district, improvement science initiative in the United States.
Bridging the Distance: One-on-One Video Coaching Supports Rural Teachers
This article describes online video coaching model used with middle-grades, rural mathematics teachers.
Designing NGSS-Aligned Lesson Plans During a Teacher Professional Development Program
This paper describes a program to engage teachers to learn about mechatronics, robotics, and Next Generation Science Standards (NGSS) through hands-on activities and collaborative research.
Getting a Grip: A Framework for Designing and Adapting Elementary School Science Investigations
This column provides ideas and techniques to enhance your science teaching.
From the Inside Out: Teacher Responses to the AP Curriculum Redesign
From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of understanding, with corresponding changes in high-stakes AP examinations. In this study, authors explore how teachers prepared for and adapted to this reform over a three-year period.
Improving Ecological Education through a Four‐Dimensional Framework
This article describes the 4‐Dimensional Ecology Education (4DEE) framework. Developed by a task force of ESA members who solicited input from a variety of groups, the framework takes a fresh and innovative approach toward the teaching of ecology.
Analyzing Successful Teaching Practices in Middle School Science and Math Classrooms when using Robotics
This paper analyzes teaching practices that successfully integrate robotics in middle school science and math classrooms.
Restoring Mathematics Identities of Black Learners: A Curricular Approach
This article describes an identity-based curriculum, Mathematics for Justice, Identity, and meta-Cognition (or MaJIC), that provides a form of mathematics therapy through a restorative justice framework.
Fostering Video Sharing and Discourse Among STEM Educational Researchers in a Multimodal Environment
This article looks at the 2017 STEM for All Video Showcase, a multimodal environment, that enabled educational researchers to share and discuss short videos depicting their federally-funded work to improve STEM education. In a mixed methods study, authors investigate the forms of participation that took place and the benefits that accrued to those who presented.
The Joys of Teaching Ecology in K–12 and Informal Settings
This article describes opportunities for primary and secondary ecology education in formal and informal settings.
Applying the Curriculum Research Framework in the Design and Development of a Technology-Based Tier 2 Mathematics Intervention
The production of the first-grade Precision Mathematics intervention was grounded in the Curriculum Research Framework (CRF), which involves a series of iterative cycles of development, implementation field-testing, analysis, and revision. Results from initial implementation studies suggest that teachers and students can feasibly implement the first-grade Precision Mathematics intervention in authentic education settings. Challenges faced in developing technology-based mathematics interventions are discussed.
Pathways for Analyzing and Responding to Student Work for Formative Assessment: The Role of Teachers’ Goals for Student Learning
This study explored how teachers interpreted and responded to their own student work during the process of formative assessment.
Use of a Design Canvas in a Robotics Workshop and Analysis of its Efficacy
This paper describes how the design canvas of Kline et al. was adopted and implemented in our workshop and investigates its benefits.
Pre-service Teachers’ Conceptions of Mathematical Argumentation
Drawing on a situated perspective on learning, authors analyzed written, open-ended journals of 52 pre-service teachers (PSTs) concurrently enrolled in mathematics and pedagogy with field experience courses for elementary education majors.
Does Early Algebra Matter? The Effectiveness of an Early Algebra Intervention in Grades 3 to 5
A cluster randomized trial design was used to examine the effectiveness of a Grades 3 to 5 early algebra intervention with a diverse student population.
Efficacy of a First-Grade Mathematics Intervention on Measurement and Data Analysis
This study investigated the efficacy of the Precision Mathematics Level 1 (PM-L1) intervention, a Tier 2 print- and technology-based mathematics intervention designed to increase first-grade students’ conceptual understanding and problem-solving skills around the areas of measurement and data analysis.
Designing Robotics-based Science Lessons Aligned with the Three Dimensions of NGSS-plus-5E Model: A Content Analysis
In this study, analyzing lesson plans using the rubrics provided opportunities for suggestions and feedback for improvement to developers and it informs the development of new lessons by the project team.
WorldWide Telescope in Education
This chapter describes curricula that use WorldWide Telescope in teaching key topics in Astro 101 and K–12 science, including parallax, Hubble’s Law and large-scale structure in the universe, seasons, Moon phases and eclipses, and life in the universe.
Analysis of the e-TEN Calibration Data
The present report summarizes the analyses of the calibration data for the electronic Test of Early Numeracy (e-TEN), an adaptive, iPad-based test of early numeracy achievement.
Making Critical Thinking Visible for Student Analysis and Reflection: Using Structured Documentation to Enhance Effective Reasoning and Communication
This Science Scope article discusses how to foster critical-thinking skills in middle school science.
Different Ways to Implement Innovative Teaching Approaches at Scale
This article discusses the implementation of innovative teaching approaches in mathematics.
Revisiting Purpose and Conceptualisation in the Design of Assessments of Mathematics Teachers’ Knowledge
In this paper, authors focus on the design of assessments of mathematics teachers’ knowledge by emphasising the importance of identifying the purpose for the assessment, defining the specific construct to be measured, and considering the affordances of particular psychometric models on the development of assessments as well as how they are able to communicate learning or understanding.
Revealing Teacher Knowledge through Making: A Case Study of Two Prospective Mathematics Teachers
We describe an experience within mathematics teacher preparation that engages pre-service teachers of mathematics (PMTs) in Making and design practices that we hypothesized would inform their conceptual, curricular, and pedagogical thinking.
Thinking Beyond the Score: Multidimensional Analysis of Student Performance to Inform the Next Generation of Science Assessments
Informed by Systemic Functional Linguistics and Latent Dirichlet Allocation analyses, this study utilizes an innovative bilingual (Spanish–English) constructed response assessment of science and language practices for middle and high school students to perform a multilayered analysis of student responses.
Helping K-12 Teachers Get Unstuck with Scratch: The Design of an Online Professional Learning Experience
In this paper, authors describe the design and implementation of Getting Unstuck, a 21-day, email-based learning experience for K-12 teachers interested in developing greater familiarity and fluency with Scratch.
Investigating Classroom-related Factors that Influence Student Perceptions of LEGO Robots as Educational Tools in Middle Schools
This paper investigates classroom-related factors such as pedagogical strategies and management of robotics-based educational content that contribute to the formation of student perceptions in robotics-enhanced classes.
Families’ Capacity to Engage in Science Inquiry at Home Through Structured Activities
The purpose of this study was to describe how families utilize science activity packs at home.
The Price of Nice: How Good Intentions Maintain Educational Inequity
In The Price of Nice, an interdisciplinary group of scholars explores Niceness in educational spaces from elementary schools through higher education to highlight how this seemingly benign quality reinforces structural inequalities.
Coordinating between Graphs and Science Concepts: Density and Buoyancy
Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.
Middle School Teacher Professional Development in Creating a NGSS-plus-5E Robotics Curriculum
This paper will describe the process and result of developing a LEGO robotics, NGSS, and 5E aligned middle school curriculum during a three-week summer PD program for teachers who teach urban students-of-color.
Characterizing the Interplay of Cognitive and Metacognitive Knowledge in Computational Modeling and Simulation Practices
Authors discuss student dimensions of expertise when engaged in modeling and simulation practices and describe how students used their cognitive and metacognitive knowledge to approach a computational challenge.
How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module
In this article, authors discuss an online Earth science curriculum module called, “Will there be enough fresh water?” designed to engage students in thinking about uncertainty as part of writing scientific arguments.
Children’s Integer Understanding and the Effects of Linear Board Games: A Look at Two Measures
The purpose of this study was to identify affordances and limitations of using order and value comparison tasks versus number placement tasks to infer students’ negative integer understanding and growth in understanding.
Toward a theoretical structure to characterize early probabilistic thinking
The purpose of this report is to sketch a tentative theoretical structure with the potential to anchor curricular decisions and inform further research on early probability learning.
Complementary Assessments of Prospective Teachers’ Skill with Eliciting Student Thinking
This article reports on how three prospective teachers had differing opportunities to demonstrate their skills in the context of the field assessment, but similar opportunities in the context of the simulation assessment.
Eliminating Counterexamples: A Case Study Intervention for Improving Adolescents’ Ability to Critique Direct Arguments
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.
Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments.
How Viewers Orient Toward Student Dialogue in Online Math Videos
Authors describe an alternative model of online math videos that feature unscripted dialogue of secondary school students, who convey sources of confusion and resolve the dilemmas that arise during problem solving.
Instruments to Measure Elementary Student Mindsets about Smartness and Failure in General and with respect to Engineering
The aim of this study was to assess evidence for the validity of General Mindset (GM) and Engineering Mindset (EM) surveys that we developed for fifth-grade students (ages 10-11).
Growth in children’s understanding of generalizing and representing mathematical structure and relationships
Authors share results from a quasi-experimental study that examines growth in students’ algebraic thinking practices of generalizing and representing generalizations, particularly with variable notation, as a result of an early algebra instructional sequence implemented across grades 3–5.
“This is Really Frying My Brain!”: How Affect Supports Inquiry in an Online Learning Environment
This article discusses supporting inquiry in an online learning environment.
The Impact of Engineering Curriculum Design Principles on Elementary Students’ Engineering and Science Learning
This article reports an efficacy study of an elementary engineering curriculum, Engineering is Elementary, that includes a set of hypothesized critical components designed to encourage student engagement in practices, connect engineering and science learning, and reach diverse students.
Supporting the Scientific Practices through Epistemologically Responsive Science Teaching
In this article, authors explore a variety of types of responsive teaching and elaborate a specific type of responsive teaching—epistemologically responsive science teaching.
Designing for Rightful Presence in STEM: The Role of Making Present Practices
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.
Theorizing Reciprocal Noticing with Non-dominant Students in Mathematics
In this paper, the author theorizes reciprocal noticing as a relational practice through which teachers and students exchange roles as knowers by reciprocating each other’s noticing as they study mathematics concepts.
Integrating a Space for Teacher Interaction into an Educative Curriculum: Design Principles and Teachers' Use of the iPlan Tool
Authors describe the design principles of iPlan, a web-based tool provides access to educative curriculum materials in an online interactive learning platform, and discuss implications for designing educative and online systems for teacher learning.
Patterns Linking Interpreting and Deciding How to Respond During the Launch of a Lesson: Noticing from an Integrated Perspective
Authors describe a complementary way of studying the connections between different aspects of noticing, one that stresses the content of teachers noticing. They report on a study in which participants were shown depictions of students reacting to the launch of a complex task. Participants then chose among a variety of possible interpretations and teacher responses.
Mathematical content knowledge and knowledge for teaching: exploring their distinguishability and contribution to student learning
In this replication and extension study, we explore these issues, drawing on evidence from a multi-year study of over 200 fourth- and fifth-grade US teachers. Exploratory and confirmatory factor analyses of these data suggested a single dimension for teacher knowledge.
The Role of Teacher Framing in Producing Coherent NGSS-Aligned Teaching
In this Journal of Science Teacher Education article, Jarod Kawasaki and William Sandoval report on one teachers’ efforts to re-design an entire instructional unit as a coherent storyline about forces and motion as a part of a multiyear professional development project around the NGSS.
The Effect of Automated Feedback on Revision Behavior and Learning Gains in Formative Assessment of Scientific Argument Writing
This study investigates a formative feedback system integrated into an online science curriculum module teaching climate change.
Developing Student 21st Century Skills in Selected Exemplary Inclusive STEM High Schools
This conversion mixed method study analyzed student work samples and teacher lesson plans from seven exemplary inclusive STEM high schools to better understand at what level teachers at these schools are engaging and developing student 21st Century skills.
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms.
What Can We Learn from Correct Answers?
This article describes how research-based learning progressions can be used to enhance the analysis and response to student work.
The Impact of Multimedia Educative Curriculum Materials (MECMs) on Teachers' Beliefs about Scientific Argumentation
Authors discuss how teachers used MECMs and whether that use impacted their beliefs about the practice of scientific argumentation.
Developing a Three-Dimensional View of Science Teaching: A Tool to Support Preservice Teacher Discourse
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 of NGSS and to promote discourse related to the three-dimensionality of planning instruction.
Scaling up innovative learning in mathematics: exploring the effect of different professional development approaches on teacher knowledge, beliefs, and instructional practice
The purpose of the current study was to explore different ways for teachers to engage in Professional learning experiences (PLEs) and how these approaches might enable the field to scale up these efforts in a sustainable manner.
Validating a Model for Assessing Science Teacher’s Adaptive Expertise with Computer-Supported Complex Systems Curricula and Its Relationship to Student Learning Outcomes
In this study, the authors propose and validate a model of adaptive expertise needed for teachers to successfully deliver NGSS-informed computer-supported complex systems curricula in high school science classrooms.
Lesson Study Design Features for Supporting Collaborative Teacher Learning
Based on a teacher survey of lesson study, this study found that facilitators’ focus on student thinking, the quality of materials, and duration of lesson study were significantly associated with teacher participation in an effective inquiry process, which in turn is associated with perceived positive changes in teacher knowledge, self-efficacy, and expectation.
Profiling Self-Regulation Behaviors in STEM Learning of Engineering Design
This study analyzes the engineering design behaviors of 108 ninth-grade U.S. students using principal component analysis and cluster analysis.
Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School
A school-wide and multi-contextual perspective on student engagement in school.
Making Mathematical Thinking Visible
This article describes how diagrams can be a powerful tool to develop and communicate mathematical understanding for English language learners.
Mentoring the Mentors: Hybridizing Professional Development to Support Cooperating Teachers’ Mentoring Practice in Science
This article describes key features of a hybrid professional development (PD) program that was designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.
Dynamics of Scientific Engagement in a Blended Online Learning Environment
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 framings of scientific inquiry.
Guiding Collaborative Revision of Science Explanations
This paper illustrates how the combination of teacher and computer guidance can strengthen collaborative revision and identifies opportunities for teacher guidance in a computer-supported collaborative learning environment.
Understanding Science and Language Connections: New Approaches to Assessment with Bilingual Learners
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.
Race to the Top and Lesson Study Implementation in Florida: District Policy and Leadership for Teacher Professional Development
Based on a mixed methods study of a statewide survey and interviews of district professional development directors, we found that district requirement of lesson study, funding provision, and future sustainability plan were significantly and positively associated with a broader implementation of lesson study within the district. Implications for educational leaders at local educational agencies are discussed.
In-Game Actions to Promote Game-Based Math Learning Engagement
This mixed-method study was designed to examine whether middle school students’ in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement).
Longitudinal Investigation of Primary Inservice Teachers’ Modelling the Hydrological Phenomena
This manuscript focuses on longitudinal research with four primary inservice teachers’ learning and engagement in model-based teaching about water over three years, investigating teachers conceptualizations and practice modelling water related phenomena over time. Findings from the study indicate while each teacher had individual trajectories in conceptualising and enacting scientific modelling in the classroom, we observed unique approaches within teachers.
The Impacts of a Research-Based Model for Mentoring Elementary Preservice Teachers in Science
This article focuses on the impacts of a program designed to prepare elementary classroom teachers to mentor preservice teachers for effective science instruction.
Teachers' framing of argumentation goals: Working together to develop individual versus communal understanding
This study explores how teachers describe, or frame, expectations for classroom discussions pertaining to the science practice of argumentation. Authors use the theoretical lens of a participation framework to examine how teachers emphasize particular actions and goals for their students' argumentation.
Qualitative graphing in an authentic inquiry context: How construction and critique help middle school students to reason about cancer
This study offers a critical exploration of how to design instruction that simultaneously supports students' science and graph understanding within complex inquiry contexts.
The Role of Simulation-Enabled Design Learning Experiences on Middle School Students’ Self-generated Inherence Heuristics
This article describes the effect of simulation-enabled Learning by Design learning experiences on student-generated heuristics that can lead to solutions to problems.
Clarifiable Ambiguity in Classroom Mathematics Discourse
In this article, authors argue for deliberate attention to clarifiable ambiguity as a critical aspect of attending to meaning and as a necessary precursor to productive use of student mathematical thinking.
Non-visual Perception of Lines on a Multimodal Touchscreen Tablet
In this article, authors demonstrate that line following via multimodal feedback is possible on touchscreens and present guidelines for the presentation of such non-visual graphical concepts.
Thinking Scientifically in a Changing World
Shifting people’s judgments toward the scientific involves teaching them to purposefully evaluate connections between evidence and alternative explanations.
Epistemological framing and novice elementary teachers' approaches to learning and teaching engineering design
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 they create for students.
Hurricane with a History: Hawaiian Newspapers Illuminate an 1871 Storm
In this article, authors explain how 114 years of Hawaiian-language newspapers starting in 1834 extend our knowledge of natural disasters into the nineteenth century and to precontact times.
Ramp It Up!
Preschoolers investigate force and motion with a digital journal.
What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school.
Exploring Students’ Experimentation Strategies in Engineering Design Using an Educational CAD Tool
The purpose of this study is to investigate students’ experimentation strategies while they work on a design challenge.
Framing, Adapting, and Applying: Learning to Contextualize Science Activity in Multilingual Science Classrooms
This article looks at context-based approaches to science instruction. Authors studied the effects of changes to a set of secondary science teacher education programs, all of which were redesigned with attention to the Secondary Science Teaching with English Language and Literacy Acquisition (SSTELLA) instructional framework, a framework for responsive and contextualized instruction in multilingual science classrooms.
Coordinating between Graphs and Science Concepts: Density and Buoyancy
Authors investigate ways to support students in integrating their understanding of density concepts through a graph that is linked to a simulation depicting the relationship between mass, volume, and density.
Gina’s mathematics: Thinking, tricks, or “teaching”?
This paper discusses the extent to which one case study elementary school child with identified learning disabilities (LDs) made sense of composite units and unit fractions.
How Place-based Science Education Strategies can Support Equity for Students, Teachers, and Communities
This brief describes how to support equity for students, teachers, and communities through place-based science education strategies.
Empowering Students with Specific Learning Disabilities: Jim’s Concept of Unit Fraction
This paper investigates how one elementary school child with specific visual motor integration differences constructed a unit fraction concept.
Addressing Misconceptions in Secondary Geometry Proof
Use these ideas to diagnose and address common conceptual obstacles that inhibit students’ success.
An Examination of Credit Recovery Students’ Use of Computer-Based Scaffolding in a Problem-Based, Scientific Inquiry Unit
In this study, we investigated how high school credit recovery students worked in small groups and used computer-based scaffolds to conduct scientific inquiry in a problem-based learning unit centered on water quality.
CADRE Early Career Guide: Tips for Early Career STEM Education Researchers
The CADRE Early Career Guide offers advice from experienced DR K-12 awardees on becoming a successful researcher in the field of STEM education. The guide also profiles a support program, the CADRE Fellows, for doctoral students in STEM education research.
Flipping Instruction in a Fifth Grade Class: A Case of an Elementary Mathematics Specialist
In this article, we use data from interviews, class observations, and an analysis of instructional videos to describe an elementary mathematics specialists' efforts to incorporate flipped instruction for mathematics in her fifth grade class. We use this case to highlight how a knowledgeable teacher might use flipped instruction to enhance her teaching, and also describe potential challenges.
Cultivating Epistemic Empathy in Preservice Teacher Education
This study investigates the emergence and cultivation of teachers' “epistemic empathy” in response to analyzing videos of student inquiry. We define epistemic empathy as the act of understanding and appreciating someone's cognitive and emotional experience within an epistemic activity—i.e., activity aimed at the construction, communication, and critique of knowledge. Our goals are (1) to conceptually develop the construct and contrast it to more general notions of caring and (2) to empirically examine epistemic empathy in the context of preservice teacher education. We discuss tensions in teachers' expressions of epistemic empathy, and we end with implications for research and practice.
Describing Curricular Materials for Mathematics Teacher Education in an Online, Rich Media Platform
This chapter explores a way of describing the teacher education curricular materials being developed by mathematics teacher educators through their interaction with the LessonSketch online platform.
Engaging Students with Non-routine Geometry Proof Tasks
Students who earned high marks during the proof semester of a geometry course were interviewed to understand what high-achieving students actually took away from the treatment of proof in geometry. The findings suggest that students had turned proving into a rote task, whereby they expected to mark a diagram and prove two triangles congruent.
Experimental Impacts of the Ongoing Assessment Project on Teachers and Students
In this report, authors describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts.
The Anthropology of Educational Policy: Ethnographic Inquiries into Policy as Sociocultural Practice
This book provides a single "go to" source on the disciplinary history, theoretical framework, methodology, and empirical applications of the anthropology of education policy across a range of education topics, policy debates, and settings.
Teachers’ orientations toward using student mathematical thinking as a resource during whole-class discussion
The purpose of this study is to characterize teachers’ orientations toward using student mathematical thinking as a resource during whole-class instruction.
Modeling with tape diagrams
This article describes a tool to build, ensure, and solidify students’ understanding of quantitative relationships.
Personal and Canonical PCK: A Synergistic Relationship?
Features approaches for leveraging PCK research in STEM learning across formal and informal settings.
Transitioning from textbook to classroom instruction in mathematics: The case of an expert Chinese teacher
This study reports how an expert Chinese teacher implements mathematics textbook lessons in enacted instruction.
Opportunities to Participate (OtP) in Science: Examining Differences Longitudinally and Across Socioeconomically Diverse Schools
The purpose of this study was to develop and validate a survey of opportunities to participate (OtP) in science that will allow educators and researchers to closely approximate the types of learning opportunities students have in science classrooms.
Teaching of the associative property: A natural classroom investigation
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.
Integrating STEM into Preschool Education: Designing a Professional Development Model in Diverse Settings
In this article, the authors outline the main components and the iterative design process we undertook to ensure that the professional supports are relevant and effective for teachers and children.
Content validity evidence for new problem-solving measures (PSM3, PSM4, and PSM5)
The study’s purpose is to describe content validity evidence related to new problem-solving measures currently under development.
The Computational Algorithmic Thinking (CAT) Capability Flow: An Approach to Articulating CAT Capabilities over Time in African-American Middle-school Girls
This paper explores the CAT Capability Flow, which begins to describe the processes and sub-skills and capabilities involve in computational algorithmic thinking (CAT). To do this, authors engage in an approach which results in an initial flowchart that depicts the processes students are engaging in as an iteratively-refined articulation of the steps involved in computational algorithmic thinking.
The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs
The purpose of this study is to explore to what extent supporting elementary teachers’ PCK about teaching engineering would improve their beliefs that students’ engineering learning can be influenced by effective engineering instruction.
Curriculum and Instruction at Exemplar Inclusive STEM High Schools
In recent years, prominent organizations have released large-scale policy reports on the state of science, technology, engineering, and mathematics (STEM) education in the United States, with particular emphasis on curricula and instructional practices. The purpose of this paper was to examine the curriculum and instruction occurring at high performing STEM-focused high schools that have no academic conditions for student admission. This study conducted a cross-case analysis across eight case studies of contextually different but well-regarded inclusive STEM high school. Common themes that emerged included different hierarchical levels of design and implementation (classroom-level, cross-cutting school level, school-wide) as well as responsive design of curriculum and instruction. Unique contextual differences are discussed as well as implications for replication of inclusive STEM school design.
Validation: A Burgeoning Methodology for Mathematics Education Scholarship
The goal for this proceeding is to foster the conversation about validation using examples and to communicate information about validation in ways that are broadly accessible.
What Does It Mean to Notice My Students’ Ideas in Science Today?: An Investigation of Elementary Teachers’ Practice of Noticing Their Students’ Thinking in Science
An investigation of elementary teachers’ noticing of students’ ideas and their thinking surrounding their noticing practice.
Does student-centered instruction engage students differently? The moderation effect of student ethnicity
This study examined the relationship between student-centered mathematics instruction and adolescents’ behavioral, cognitive, emotional, and social engagement in mathematics and whether the relationship differed by ethnicity.
Aligning Test Scoring Procedures with Test Uses: A Balancing Act
Test scoring procedures should align with the intended uses and interpretations of test results. In this paper, we examine three test scoring procedures for an operational assessment of early numeracy, the Early Grade Mathematics Assessment (EGMA). Current test specifications call for subscores to be reported for each of the eight subtests on the EGMA. This test scoring procedures has been criticized as being difficult for stakeholders to use and interpret, thereby impacting the overall usefulness of the EGMA for informing decisions. We examine the psychometric properties including the reliability and distinctiveness of the results and usefulness of reporting test scores as (1) total scores, (2) subscores, and (3) composite scores. These test scoring procedures are compared using data from an actual administration of the EGMA. Conclusions and recommendations for test scoring procedures are made. Generalizations to other testing programs are proposed.
Simulations as a Tool for Practicing Questioning
Authors discuss some of the affordances and constraints of using online teaching simulations to support reflection on specific pedagogical actions.
Scaffolding Scientific Thinking: Students’ Evaluations and Judgments During Earth Science Knowledge Construction
The present paper documents a quasi-experimental study where high school Earth science students completed these instructional scaffolds, including an explanation task scored for evaluative levels (erroneous, descriptive, relational, and critical), along with measures of plausibility reappraisal and knowledge.
Examining physics identity development through two high school interventions
Using structural equation modeling, the researchers test a path model of various physics identity constructs, extending an earlier, established model. In this paper, they also compare a preliminary structural analysis of students' physics identities before and after the career lesson, with an eye towards understanding how students' identities develop over time and due to these experiences.
Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
Authors examine how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom.
The Soda Can Crusher Challenge
In this article, authors describe how we engaged grade 3–5 students in an engineering design activity supported with relevant reading, writing, and talking tasks embedded within the engineering design activity.
Most and Least: Differences in Integer Comparisons Based on Temperature Comparison Language
This article explores how students’ integer value comparisons differed based on question phrasing (which temperature is hottest, most hot, least hot, coldest, most cold, least cold) and on numbers presented (positive, negative, mixed) within the context of temperature.
Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere
Scientific modeling affords opportunities for students to develop representations, make their ideas visible, and generate model‐based explanations for complex natural systems like the water cycle. This study describes a comprehensive evaluation of a 5‐year, design‐based research project focused on the development, implementation, revision, and testing of an enhanced, model‐centered version of the Full Option Science System (FOSS) Water (2005) unit in third grade classrooms.
A framework for characterizing students’ cognitive processes related to informal best fit lines
Using existing literature, authors create a hypothetical framework of cognitive processes associated with studying informal best fit lines and refine the framework using data from a cycle of design-based research about building students’ understanding of covariation.
Transferring specialized content knowledge to elementary classrooms: Preservice teachers’ learning to teach the associative property
This study explores how preservice teachers (PSTs) transfer the intended specialized content knowledge (SCK) to elementary classrooms.
Climate Literacy: Insights from Research on K-16 Climate Education
Authors discuss insights from research on K-16 climate education.
#BlackGirlMagic: The identity conceptualizationof Black women in undergraduate STEM education
In this study, authors use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement.
What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children
This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention called ScratchJr.
Think-Pair-Show-Share to Increase Classroom Discourse
The authors fuse Universal Design for Learning (UDL), differentiation, and talk moves into three key planning and pedagogy considerations.
Touchscreen-Based Haptic Information Access for Assisting Blind and Visually-Impaired Users: Perceptual Parameters and Design Guidelines
This paper studies key usability parameters governing accurate rendering of haptically-perceivable graphical materials
Uncovering the Skills That Preservice Teachers Bring to Teacher Education: The Practice of Eliciting a Student’s Thinking
This article reports a study of the specific knowledge of and skills with teaching practice that novices bring to teacher education with respect to one teaching practice, eliciting student thinking in elementary mathematics, and describes the use of a standardized teaching simulation to learn about novices’ skills.
Teachers’ Noticing of Students’ Thinking in Science Through Classroom Artifacts: In What Ways Are Science and Engineering Practices Evident?
Building on the work of teacher noticing, this study investigated teachers’ noticing of students’ thinking evident in artifacts from their science teaching context.
The Evidence Based Curriculum Design Framework: Leveraging Diverse Perspectives in the Design Process
The ubiquity of touchscreen, mobile tablet technology has resulted in a plethora of “apps for learning” yet few leverage the learning sciences as a design driver. This paper describes our approach to integrating the learning sciences with best practices in app design: a design framework that involves researchers and developers in a co-development process to create apps based on research and evidence. Our framework centers around a learning blueprint which is intended to serve as a “boundary object.” This boundary object facilitates a design process that allows the design team to focus on both children’s engagement and learning. Here we describe the challenges that our project team encountered and our approaches to overcome those challenges on the Next Generation Preschool Math (NGPM) project, a development and research effort devoted to creating a supplemental preschool math curriculum supplement with integrated digital apps.
Engineering Encounters: Engineering a Model of the Earth as a Water Filter
This column describes creating a classroom culture for engineering.
Elementary Teachers’ Pedagogical Content Knowledge for Teaching Structure and Properties of Matter
In this study we examined 5th-grade teachers’ pedagogical content knowledge (PCK) for 1 particular core idea: the small particle model (SPM) of matter. We assessed teachers’ initial PCK through a lesson plan task, the Content Representation tool, and interviews and then adapted and tested a scoring rubric to facilitate comparison of teachers’ PCK.
Rehumanizing the Mathematics Education of Students with Disabilities: Critical Perspectives on Research and Practice
This editorial is part of a special issue of Investigations in Mathematics Learning Critical Approaches that was inspired by a Disability in Mathematics Education working group.
Ambitious Science Teaching
Ambitious Science Teaching outlines a powerful framework for science teaching to ensure that instruction is rigorous and equitable for students from all backgrounds. The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.
“Just put it together to make no commotion:” Re-imagining Urban Elementary Students’ Participation in Engineering Design Practices
In the growing field of K-12 engineering education, there is limited research that highlights the experiences of youth from historically marginalized communities within engineering learning environments. This study offers insights into the ways in which two groups of elementary school students constructed approaches for participating in the engineering design practice of collaborative reflective decision-making. Findings suggest that students conceptualized urban, engineering learning environments as spaces for risk management. This notion of managing risks informed their participation in collaborative decision-making, and the ways in which they viewed themselves as doers of engineering. Implications for this study include the continued need for the development of methodologies and frameworks that provide opportunities to uncover these potential risks, and design supports for student participation in engineering design practices.
Teacher’s Toolkit: The Argumentation Toolkit
This column provides how-to strategies and practical advice for the science teacher.
Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms
In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support teachers in realizing inclusive science instruction as a pedagogical shift.
Productive Struggle for All: Differentiated Instruction
This article looks at strategies that create access while maintaining the cognitive demand of a mathematics task.
Examining the Mathematical Knowledge for Teaching of Proving in Scenarios Written by Pre-service Teachers
This chapter examines what aspects of Mathematical Knowledge for Teaching of Proving (MKT-P) can be observed in written scenarios of classroom interactions, produced by pre-service teachers of mathematics.
Towards Meaningful Physics Recognition: What does this recognition actually look like?
This article examines recognition by presenting the case of a physics teacher, Dr. D, and his student, Kristina, to address the question: What are the ways in which a young woman perceives recognition from her teacher?
Using a three‐dimensional thinking graph to support inquiry learning
This study proposes and investigates the effects of a three‐dimensional thinking graph (3DTG) that allows learners to combine in a single image, problem information, subject knowledge (key concepts and their relationships), and the hypothesizing and reasoning process involved in exploring a problem, to support inquiry learning.
Probing the Relevance of Chemical Identity Thinking in Biochemical Contexts
In this study, we examined the relevance of CI in biochemical contexts and first explored the ways in which practicing biochemists consider CI relevant in their work.
Supporting Science Teachers In Creating Lessons With Explicit Conceptual Storylines
This article describes a four-step strategy used in our professional development program to help elementary science teachers recognize and create lesson plans with coherent conceptual storylines.
Evaluation of three interventions teaching area measurement as spatial structuring to young children
In this article, authors evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process.
Moving toward approximations of practice in teacher professional development: Learning to summarize a problem-based lesson
This article focuses on problem-based lessons in teacher professional development.
Creating Inclusive PreK–12 STEM Learning Environments
This brief offers insights from National Science Foundation-supported research for education leaders and policymakers who are broadening participation in science, technology, engineering, and/or mathematics (STEM). Many of these insights confirm knowledge that has been reported in research literature; however, some offer a different perspective on familiar challenges.
Improving the preparation of novice secondary science teachers for English learners: A proof of concept study
This proof of concept study investigated a secondary science teacher preparation intervention in six university programs across Arizona, California, and Texas. Researchers and science method instructors (SMIs) collaboratively restructured respective science method courses to hold fidelity to an interrelated set of instructional practices that attend to science learning as envisioned in a Framework for K–12 Science Education, while also creating contextualized spaces for language and literacy development targeted to English learners (ELs), but also supportive of “mainstream” students.
Promoting Linguistically Diverse Students’ Short-Term and Long-Term Understanding of Chemical Phenomena Using Visualizations
In this study, we examine the short-term and long-term effects of interactive visualizations in improving linguistically diverse eighth-grade students’ understanding of properties of matter and chemical reactions during inquiry instruction.
Project Accelerate: Bringing AP® Physics 1 to Underserved Students
Project Accelerate is a partnership program between Boston University (BU) and the nation’s high schools combining the supportive infrastructures from the students’ traditional school with a highly interactive private edX online instructional tool to bring a College Board accredited AP Physics 1 course to schools not offering this opportunity. During the 2015-16 academic year, Boston University piloted this model with four Boston Public School (BPS) high schools and three small suburban high schools. During the first year of the pilot, students enrolled in Project Accelerate outperformed their peer groups enrolled in traditional AP Physics 1 classrooms.
How to envision equitable mathematics instruction: Views of U.S. and Korean preservice teachers
This article focused on equitable mathematics instruction for U.S. and Korean preservice teachers.
Writing a Scientific Explanation
This resource provides access to a classroom video of a lesson from the project's middle school ecosystems unit, and the related student scaffold and scoring rubric.
Considerations for STEM Education from PreK through Grade 3
This brief draws on research supported by the National Science Foundation to highlight important considerations for educators and others who design and provide STEM educational experiences for young children.
The complex interplay between examples and proving: Where are we and where should we head?
Our work suggests re-conceptualization of research concerning students’ over reliance on example-based reasoning, moving from a view of such reasoning as a stumbling block to quickly overcome toward a view of such reasoning as a necessary and critical foundation in learning to prove.
Fostering High School Students’ Conceptual Understanding and Argumentation Performance in Science through Quality Talk Discussions
The purpose of our quasi‐experimental study was to examine the effectiveness of Quality Talk Science, a professional development model and intervention, in fostering changes in teachers’ and students’ discourse practices as well as their conceptual understanding and scientific argumentation. Findings revealed treatment teachers’ and students’ discourse practices better reflected critical‐analytic thinking and argumentation at posttest relative to comparison classrooms.
The Impact of Teacher Gender on Girls’ Performance on Programming Tasks in Early Elementary School
The goal of this paper is to examine whether having female robotics teachers positively impacts girls’ performance on programming and robotics tasks.
Measuring Pedagogy and the Integration of Engineering Design in STEM Classrooms
The present study examined changes in high school biology and technology education pedagogy during the first year of a three-year professional development (PD) program using the INSPIRES educative curriculum.
National Survey on Supporting Struggling Mathematics Learners in the Middle Grades: Executive Summary
This executive summary captures the results of the National Survey on Supporting Struggling Mathematics Learners in the Middle Grades, a study designed and conducted by EDC. T
The Use of Theory in Research on Broadening Participation in PreK–12 STEM Education: Information and guidance for prospective DRK–12 grantees
This paper seeks to provide a resource for prospective DRK-12 awardees by identifying some of the theories that current and recent DRK-12 awardees are using in their research on broadening participation.
Examining the career paths of doctorates in mathematics education working in institutions of higher education
This article focuses on the career paths in higher education taken by 351 doctoral graduates in mathematics education and provides insight into their career path and their resulting workload.
Cross-Case Analysis of Engineering Education Experiences in Inclusive STEM-Focused High Schools in the United States
The purpose of this paper is to report results of a systematic cross-case analysis exploring the extent of engineering learning opportunities in five exemplar Inclusive STEM High Schools (ISHSs).
Teaching About Energy
In this article, we draw upon the Conceptual Profile Theory to discuss the negotiation of meanings related to the energy concept in an 11th grade physics classroom.
Authenticity and Personal Creativity: How EarSketch Affects Student Persistence
This conference paper explains how EarSketch affects student persistence.
Supporting English Learners in STEM Subjects
The imperative that all students, including English learners (ELs), achieve high academic standards and have opportunities to participate in science, technology, engineering, and mathematics (STEM) learning has become even more urgent and complex given shifts in science and mathematics standards. As a group, these students are underrepresented in STEM fields in college and in the workforce at a time when the demand for workers and professionals in STEM fields is unmet and increasing. However, English learners bring a wealth of resources to STEM learning, including knowledge and interest in STEM-related content that is born out of their experiences in their homes and communities, home languages, variation in discourse practices, and, in some cases, experiences with schooling in other countries.
English Learners in STEM Subjects: Transforming Classrooms, Schools, and Lives examines the research on ELs’ learning, teaching, and assessment in STEM subjects and provides guidance on how to improve learning outcomes in STEM for these students. This report considers the complex social and academic use of language delineated in the new mathematics and science standards, the diversity of the population of ELs, and the integration of English as a second language instruction with core instructional programs in STEM.
Teaching of the associative property: A natural classroom investigation
In this study we investigate the teaching of the associative property in a natural classroom setting through observation of classroom video of several elementary math classes in a large urban school district.
Pre-service K-8 Teachers’ Professional Noticing and Strategy Evaluation Skills: An Exploratory Study
This study sheds light on three teaching competencies: Pre-service teachers’ (PSTs’) professional noticing of student mathematical reasoning and strategies, their ability to assess the validity of student reasoning and strategies, and to select student strategy for class discussion.
Comparing Haptic Pattern Matching on Tablets and Phones: Large Screens Are Not Necessarily Better
The current study investigates two questions: (1) Do screen size and grid density impact a user's accuracy on pattern-matching tasks? (2) Do screen size and grid density impact a user's time on task?
In this article, students use data and models to make a difference in their own school yard.
Designing Simulations to Learn About Pre-service Teachers’ Capabilities with Eliciting and Interpreting Student Thinking
This chapter focuses on the design of simulation assessments to learn about pre-service teachers’ capabilities with eliciting and interpreting student thinking.
Teacher learning in a combined professional development intervention
The study examines geometry teachers' video club discussions in a two-year professional development intervention that combined lesson study, video clubs, and animation discussions to promote teacher noticing of students' prior knowledge.
Science in the LearningGardens: A study of motivation, achievement, and science identity in low-income middle schools
This study reports results from 113 students and three science teachers from two low-income urban middle schools participating in SciLG. It highlights the role of students’ views of themselves as competent, related, and autonomous in the garden, as well as their engagement and re-engagement in the garden, as potential pathways by which garden-based science activities can shape science motivation, learning, and academic identity in science.
Why and how do middle school students exchange ideas during science inquiry?
This study explores how technology can support idea exchanges in ways that value individuals’ prior ideas, and allow students to use these ideas to benefit their own and their peers’ learning.
Middle school teachers’ differing perceptions and use of curriculum materials and the common core
Eight middle school mathematics teachers’ perceptions and uses of curriculum materials and the Common Core State Standards for Mathematics (CCSSM) were investigated.
NSF Prospective New Awardee Guide (January 2018)
Effective as of January 2018, NSF's Prospective New Awardee Guide includes information on federal requirements, NSF points of contact and frequently asked questions, grantee standards, and indirect costs.
“Approximate” Multiplicative Relationships between Quantitative Unknowns
Three 18-session design experiments were conducted, each with 6–9 7th and 8th grade students, to investigate relationships between students’ rational number knowledge and algebraic reasoning. Implications for teaching are explored in this article.
Exploring the Difficulties African-American Middle School Girls Face Enacting Computational Algorithmic Thinking over three Years while Designing Games for Social Change
This article explores middle school girls' reflections about the difficulties they faced while using computational algorithmic thinking capabilities as they engaged in collaborative game design for social change. Authors focus on how these difficulties changed over the course of three years as well as new difficulties that emerged from year to year as girls become more expert game designers and computational algorithmic thinkers.
Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change
This study investigated relationships between changes in certain types of coaching knowledge and practices among mathematics classroom coaches and how these explain changes in the attitudes, knowledge, and practice of the teachers they coach.
Exploring African American Middle-School Girls' Perceptions of Themselves as Game Designers
This paper explores African American middle-school girls' perspectives of their experience with the Supporting Computational Algorithmic Thinking (SCAT) project and perceptions of themselves as game designers.
Navigating the Academic Job: Developing Your Identity as an Early Career Scholar
Perspectives from the 2017 AERA Conference session "Navigating the Academic Job: Perspective from Deans, Late-Career Faculty, and New faculty at Varying Universities.”
Expanding STEM Opportunities Through Inclusive STEM Focused High Schools
Inclusive STEM high schools (ISHSs) (where STEM is science, technology, engineering, and mathematics) admit students on the basis of interest rather than competitive examination. This study examines the central assumption behind these schools—that they provide students from subgroups underrepresented in STEM with experiences that equip them academically and attitudinally to enter and stay in the STEM pipeline.
Teachers’ Views of Students’ Mathematical Capabilities: Challenges and Possibilities for Ambitious Reform
This study offers a large-scale snapshot of middle-grades teachers’ views of their students’ mathematical capabilities in the context of instructional reform.
Integrating Geospatial Technologies in Fifth-Grade Curriculum: Impact on Spatial Ability and Map-Analysis Skills
This study explores the effects of geographic information systems (GIS) curriculum on fifth-grade students' spatial ability and map-analysis skills.
Children’s Measurement: A Longitudinal Study of Children’s Knowledge and Learning of Length, Area, and Volume
This monograph is a report on a four-year-long multisite longitudinal study that studied children’s thinking and learning about geometric measurement (i.e., length, area, and volume).
Principles for Designing Large-Format Refreshable Haptic Graphics Using Touchscreen Devices: An Evaluation of Nonvisual Panning Methods
This article describes the development of four novel non-visual panning methods designed from the onset with consideration of these perceptual and cognitive constraints.
Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics
This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates' field placements.
Directing focus and enabling inquiry with representations of practice: Written cases, storyboards, and teacher education
In this conference paper, authors discuss affordances and liabilities of using a storyboard to depict a written case of a teacher’s dilemma that involves race, opportunity to learn, and student community.
Using a Video Club Design to Promote Teacher Attention to Students' Ideas in Science
In this article, authors introduce the design of a science teaching video club and present a study of its implementation.
A Pleasure to Measure! Tasks for Teaching Measurement in the Elementary Grades
A Pleasure to Measure will enable you to select activities quickly, easily, and confidently to target the content that your students are ready to learn. You’ll find everything that you need in the six E’s that the authors detail for each activity—Essentials, Engage, Explore, Expect, Extend, and Enrich.
Turn-Taking and Chatting in Collaborative Music Live Coding
In this paper, authors explore collaborative music live coding (CMLC) using the live coding environment and pedagogical tool EarSketch. In particular, we examine the use of turn-taking and a customized chat window inspired by the practice of pair programming, a team-based strategy to efficiently solving computational problems.
Science as Experience, Exploration, and Experiments: Elementary Teachers’ Notions of ‘Doing Science’
This study begins to reframe the deficit approach to research in science teaching by privileging the experiences elementary teachers have had with science – both in and out of schools – throughout their lives. This work demonstrates that teachers’ storied lives are important for educational researchers and teacher educators, as they reveal elements of teaching knowledge that may be productive and resourceful for refining teachers’ science practice.
Findings from the 2017 DRK-12 Program Survey
This report presents key findings from a keyword survey administered in 2017 to the principle investigators of the CADRE Discovery Research PreK–12 (DRK–12) program during the fall of 2017. The survey asked respondents to select keywords that described their projects’ target audiences, foci, research, and evaluation.
Classroom Videos from Disruptions in Ecosystems Unit
This blog post includes the link to 4 videos of teachers using the project's middle school ecosystems unit.
Framing Engineering Practices in Elementary School Classrooms
This article focused on engineering practices for elementary classrooms.
The roles of engineering notebooks in shaping elementary engineering student discourse and practice
This study examines how students’ engineering notebooks across four units of the curriculum Engineering is Elementary (EiE) support student work during design challenges.
Learning With EarSketch
Methods and Strategies: What’s the Story?
This column provides ideas and techniques to enhance your science teaching.
STEAM-Based Interventions in Computer Science: Understanding Feedback Loops in the Classroom
In this paper, authors present the causal loop diagrams developed to explain the relationships between the actors and attributes involved in implementing EarSketch in a particular school setting. The diagram allows us to better make decisions that ensure both an engaging but also effective STEAM-based computing curriculum.
Supporting Mentor Teachers in the Assessment of and Inquiry into High-Leverage Science Teaching Practices
This paper reviews the literature on mentor teachers’ learning in relationship to high leverage practices and summarizes existing research on mentoring and experienced teacher learning that might help inform the design of our model of mentor teachers’ learning.
Teachers' Understandings of Realistic Contexts to Capitalize on Students' Prior Knowledge
This article examine geometry teachers' perspectives regarding realistic contexts during a lesson study cycle. I ask the following. (a) What are the participants' perspectives regarding realistic contexts that elicit students' prior knowledge? (b) How are the participants' perspectives of realistic contexts related to teachers' instructional obligations? (c) How do the participants draw upon these perspectives when designing a lesson?
Learning and Teaching Measurement: Coordinating Quantity and Number
This chapter focused on learning and teaching measurement.
Where is Difference? Processes of Mathematical Remediation through a Constructivist Lens
In this study, we challenge the deficit perspective on mathematical knowing and learning for children labeled as LD, focusing on their struggles not as a within student attribute, but rather as within teacher-learner interactions. We present two cases of fifth-grade students labeled LD as they interacted with a researcher-teacher during two constructivist-oriented teaching experiments designed to foster a concept of unit fraction. Data analysis revealed three main types of interactions, and how they changed over time, which seemed to support the students’ learning: Assess, Cause and Effect Reflection, and Comparison/Prediction Reflection. We thus argue for an intervention in interaction that occurs in the instructional process for students with LD, which should replace attempts to “fix” ‘deficiencies’ that we claim to contribute to disabling such students.
High School Students’ Evaluations, Plausibility (Re) Appraisals, and Knowledge about Topics in Earth Science
Evaluation is an important aspect of science and is receiving increasing attention in science education. The present study investigated (1) changes to plausibility judgments and knowledge as a result of a series of instructional scaffolds, called model–evidence link activities, that facilitated evaluation of scientific and alternative models in four different Earth science topics (climate change, fracking and earthquakes, wetlands and land use, and the formation of Earth’s Moon) and (2) relations between evaluation, plausibility reappraisal, and knowledge.
Identifying Teaching Strategies that Support Thinking with Imagery During Model-Based Discussions
This study investigates strategies teachers use to support mental imagery during model-based science class discussions.
Tips for Pursuing Academic Careers
This tool is designed for early career STEM education researchers to offer tips for pursuing careers in academia. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own career pathways, work experiences, and perspectives.
NSF DR K-12 Solicitation 17-584
Submitting a proposal to NSF's DR K-12 Program? Read the latest solicitation.
The Preparation of a Mathematics Educator: The Case of Carey
The article outlines some academic knowledge and intern experiences that will help prepare the next generation of researchers in mathematics education once a doctoral program has been entered.
Co-Constructing Models in High School Physics: Comparing Degrees of Teacher and Student Participation in Whole Class Discussions
In this study, we analyzed the participation of teachers and students during their co-construction of explanatory models for concepts in circuit electricity in two high school physics classes.
Subtraction Involving Negative Numbers: Connecting to Whole Number Reasoning
In this article, we explore how students attempt to bridge from their whole number reasoning to integer reasoning as they solve subtraction problems involving negative numbers.
Tips for Pursuing Non-Academic Careers
This tool is designed for early career STEM education researchers to offer tips for pursuing careers outside of academia. The advice largely
comes from National Science Foundation-funded awardees who have graciously shared information about their own career pathways, work experiences, and perspectives.
Grants.gov Application Guide
A guide for preparation and submission of NSF applications via grants.gov. Effective January 30, 2017.
Attributes of instances of student mathematical thinking that are worth building on in whole-class discussion
This study investigated attributes of 278 instances of student mathematical thinking during whole-class interactions that were identified as having high potential, if made the object of discussion, to foster learners’ understanding of important mathematical ideas.
Why Should Students Write in Math Class?
When teachers understand the key purposes for having students do mathematical writing, they can use that writing to deepen understanding.
Learning to Notice Important Student Mathematical Thinking in Complex Classroom Interactions
Noticing students' mathematical thinking is a key element of effective instruction, but novice teachers do not naturally engage in this practice. Prospective secondary school mathematics teachers were engaged in an intervention grounded in analysis of minimally edited video from local secondary school mathematics classrooms; the goal was to support their ability to notice important student thinking within the complexity of instruction. Evidence of participants' learning in five iterations of the intervention is discussed, including their focus on student mathematical thinking, their ability to discuss the mathematics in that thinking, and their ability to notice particular high-leverage instances of student thinking.
Tips for Writing for Publication
This tool is designed for early career STEM education researchers to offer tips for writing for publication. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own writing and publishing experiences.
NSF Prospective New Awardee Guide 17-1
The Proposal & Award Policies & Procedures Guide (PAPPG) is comprised of documents relating to the National Science Foundation's proposal and award process for the assistance programs of NSF.
Designing Large-scale Multisite and Cluster-randomized Studies of Professional Development
The results from these analyses are intended to guide researchers in making more-informed decisions about the tradeoffs and considerations involved in selecting study designs for assessing the impacts of professional development programs.
Tips for Building Professional Networks
This tool is designed for early career STEM education researchers to offer tips for building professional networks. The advice largely comes from National Science Foundation-funded awardees and early career researchers and developers who have graciously shared information
about their own networking experiences.
Emerging Design Principles for Online and Blended Teacher Professional Development in K-12 STEM Education
Following the launch of Spotlight on Online & Blended Professional Development (PD), CADRE convened awardees representing 11 DRK-12 projects in a series of activities designed to elicit and form consensus around emerging design principles for online and blended teacher PD programs. The resulting principles are presented in a new report.
Developing and Using Models
Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices was developed for K–12 science teachers, curriculum developers, teacher educators, and administrators. These authors and many others contributed to the Framework’s initial vision and tested their ideas in actual science classrooms.
A synthesis of mathematics writing: Assessments, interventions, and surveys
To understand the mathematics writing of students, we conducted a synthesis to evaluate empirical research about mathematics writing. We identified 29 studies that included a mathematics-writing assessment, intervention, or survey for students in 1st through 12th grade. All studies were published between 1991 and 2015.
Early Childhood Educators’ Self-Efficacy in Science, Math, and Literacy Instruction and Science Practice in the Classroom
Quality early science education is important for addressing the low science achievement, compared to international peers, of elementary students in the United States. Teachers’ beliefs about their skills in a content area, that is, their content self-efficacy is important because it has implications for teaching practice and child outcomes. However, little is known about how teachers’ self-efficacy for literacy, math and science compare and how domain-specific self-efficacy relates to teachers’ practice in the area of science. Analysis of survey and observation data from 67 Head Start classrooms across eight programs indicated that domain-specific self-efficacy was highest for literacy, significantly lower for science, and lowest for math. Classrooms varied, but in general, engaged in literacy far more than science, contained a modest amount of science materials, and their instructional support of science was low. Importantly, self-efficacy for science, but not literacy or math, related to teachers frequency of engaging children in science instruction. Teachers’ education and experience did not predict self-efficacy for science. Practice or Policy: To enhance the science opportunities provided in early childhood classrooms, pre-service and in-service education programs should provide teachers with content and practices for science rather than focusing exclusively on literacy.
Now more than ever, scientific literacy (i.e., systemizing methods, engaging in critical comparison, utilizing research to inform practice) has been recognized as vital for the 21st-century workforce (National Research Council, 2010 National Research Council. (2010). Exploring the intersection of science education and 21st century skills: A workshop summary. National Research Council. Washington, DC: National Academies Press). Strong science education is critical for developing these skills in the U.S. population. However, U.S. elementary children perform below several of their international peers in science achievement tests (National Center for Education Statistics [NCES], 2012). This is not surprising considering that the foundation for scientific understanding is shaky: Elementary teachers spend just 6% to 13% of their instructional time teaching science (NCES, 2012 National Center for Education Statistics. (2012). The condition of education 2012. Retrieved from
http://nces.ed.gov/pubs2012/2012045.pdf), and preschool teachers devote even less time (4%–8% of instructional time) to promoting science experiences (Tu, 2006 Tu, T. (2006). Preschool science environment: What is available in a preschool classroom? Early Childhood Education Journal, 33, 245–251. doi:10.1007/s10643-005-0049-8). A primary factor, particularly among early childhood educators, is a lack of preparation for designing and implementing science education, which results in little confidence for teaching science (Greenfield et al., 2009 Greenfield, D. B., Jirout, J., Dominguez, X., Greenberg, A., Maier, M., & Fuccillo, J. (2009). Science in the preschool classroom: A programmatic research agenda to improve science readiness. Early Education & Development, 20, 238–264. doi:10.1080/10409280802595441; Hamlin & Wisneski, 2012 Hamlin, M., & Wisneski, D. B. (2012). Supporting the scientific thinking and inquiry of toddlers and preschoolers through play. Young Children, 67, 82–88). Of course, children are unlikely to develop necessary science knowledge and skills without effective science instruction and experiences (Gelman & Brenneman, 2012 Gelman, R., & Brenneman, K. (2012). Classrooms as learning labs. In N. Stein & S. Raudenbusch (Eds.), Developmental science goes to school (pp. 113–126). New York, NY: Routledge; Morris, Croker, Masnick, & Zimmerman, 2012 Morris, B. J., Croker, S., Masnick, A. M., & Zimmerman, C. (2012). The emergence of scientific reasoning. In H. Kloos, B. J. Morris, & J. L. Amaral (Eds.), Current topics in children’s learning and cognition (pp. 61–82). Rijeka, Croatia: InTech). Thus, one critical research aim fulfilled by the present study was to describe early childhood educator self-efficacy for science and identify how self-efficacy is related to the science opportunities provided in early childhood classrooms.
Mathematical Argumentation in Middle School—The What, Why, and How
This guide delivers all the tools you need to get serious about mathematical argumentation and bring well-planned, well-constructed mathematical discourse to life in your classroom.
STEM starts early: Grounding science, technology, engineering, and math education in early childhood
This report summarizes the latest research findings on the importance and impact of early STEM across the child's ecological systems, as well as the critical importance of framing communications about early STEM in an effective way. It also articulates six recommendations for practice, policy, and research that will promote dramatic improvement in early STEM education for all young children.
What is “repeated reasoning" in MP8?
To make sense of the Common Core State Standards mathematical practice (MP) 8, this article illustrates what “repeated reasoning” means, why looking for and expressing regularity in it is such a valuable mathematical habit of mind, and how that differs from analyzing structure (MP 7) and from finding patterns in numerical results.
Pressurizing the STEM Pipeline: an Expectancy-Value Theory Analysis of Youths’ STEM Attitudes
In the current study, we advance this research by using EVT as a framework to examine the STEM attitudes of young students directly. We hypothesize that students’ academic-related expectancies for success and subjective task values will be associated with an increase in STEM attitudes.
Four Levels of Scientific Modeling Practices in Expert Learning
This paper describes model construction practices used by scientifically trained experts.
Tips for Developing NSF Proposals
This tool is designed for early career STEM education researchers to offer tips for writing grant proposals. The advice largely comes from National Science Foundation-funded awardees who have graciously shared information about their own proposal writing experiences. Their perspectives are a good complement to the official NSF guidelines.
A Student Asks About (-5)!
A first-year algebra student’s curiosity about factorials of negative numbers became a starting point for an extended discovery lesson into territory not usually explored in secondary school mathematics.
Commentary: Meet Me in Azul’s Room: Designing a Virtual Field Placement for Learning to Teach Mathematics
This article explores the ways in which a teacher educator uses digital technology to create a virtual field placement to blur the boundaries between a university methods course and teacher candidates’ field placements.
Supporting improvements in the quality of mathematics teaching on a large scale
We report on an eight-year project in which we partnered with several large urban school districts in the U.S. that were attempting to support mathematics teachers’ development of ambitious, inquiry-oriented instructional practices.
Students making systems models: An accessible approach
This article describes a new open-source systems modeling tool called SageModeler and a curricular approach designed to support students and teachers in engaging in systems modeling.
Prompting meaningful analysis from pre-service teachers using elementary mathematics video vignettes
By altering the framing conditions that accompany video clips posted to the Everyday Mathematics Virtual Learning Community, this study examined whether more deeply analytical comments could be elicited from pre-service teachers.
Large Scale Scientific Modeling Practices that Can Influence Science Instruction at the Unit and Lesson Levels
In this study we articulate a multi-level scientific Modeling Practices Framework derived from expert studies on model based teaching strategies in classrooms and examine its usefulness in an actual classroom context.
Instructional Scaffolding in STEM Education
This book examines the extent to which study quality, assessment type, and scaffolding characteristics (strategy, intended outcome, fading schedule, scaffolding intervention, and paired intervention) influence cognitive student outcomes.
The Diverse Faces of Teacher Leadership: A Typology and Survey Tool
The purpose of this mixed methodology study was to operationalize distinct types of teacher leadership into an organized typology, based on case studies of teacher leaders in a science education project.
A Coding Tool for Examining the Substance of Teacher Professional Learning and Change with Example Cases from Middle School Science Lesson Study
This study presents a theoretically grounded set of codes to systematically document the various aspects of teacher learning and change (knowledge and beliefs, professional learning community, resources) in lesson study across contexts.
A Training Ground for Women of Color in STEM: Spelman College Tackles the STEM Pipeline as a Social Justice Issue
Paper from the 2016 Advancing Social Justice from Classroom to Community Conference.
Traveling Teacher Professional Development Model: Local Interpretation and Adaptation of Lesson Study in Florida
The chapter discusses the underlying views of teacher professional development and the teaching profession in the U.S. that played an important role in the adaptation process of lesson study.
STEM-focused High Schools as a Strategy for Enhancing Readiness for Postsecondary STEM Programs
The logic underlying inclusive STEM high schools (ISHSs) posits that requiring all students to take advanced college preparatory STEM courses while providing student-centered, reform-oriented instruction, ample student supports, and real-world STEM experiences and role models will prepare and inspire students admitted on the basis of STEM interest rather than prior achievement for postsecondary STEM. This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.
Measuring Science Instructional Practice: A Survey Tool for the Age of NGSS
This article describes the process of developing and validating a Science Instructional Practices survey instrument that is appropriate for NGSS and other related science standards.
Breaking Dichotomies: Learning to Be a Teacher of Science in Formal and Informal Settings
This chapter examines the affordances of museum resources in informal settings and how they shape science teacher identity.
Initial Understandings of Fraction Concepts Evidenced by Students With Mathematics Learning Disabilities and Difficulties
This study extends current literature by presenting key understandings of fractions, documented through problem-solving activity, language, representations, and operations, evidenced by students with LD and mathematics difficulties as they engaged with equal sharing problems.
Can All Students Succeed at Science and Tech High Schools?
No longer only for the elite, a new generation of science high schools could help low-income and minority students get better jobs.
Interactive mobile interface with augmented reality for learning digital control concepts
This paper presents the development of an immersive user interface on a tablet device that can be used by engineering students to interact with a motor test-bed as they examine the effects of discrete-time pole locations on the closed-loop dynamic response of the test-bed.
Assessing students’ evaluations on the model-evidence link diagram
In the Model- Evidence Link (MEL) diagram activities, students engage with Earth science content knowledge and evaluate the connections between evidence and alternative explanations. We have developed a rubric for assessing the quality of student evaluations when engaging in the MEL activity, specifically in the written explanations about the connections between evidence and explanations.
Moving Beyond One-Size-All PD: A Model for Differentiating Professional Learning for Teachers
This paper describes a model for differentiating professional development to address teachers’ varied knowledge, experiences, and interests.
A Primer for Developing Measures of Science Content Knowledge for Small-Scale Research and Instructional Use
This essay, intended for faculty involved in small-scale projects, courses, or educational research, provides a step-by-step guide to the process of developing, scoring, and validating high-quality content knowledge assessments.
Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions
In this study we seek to better understand some of the factors that might contribute to or potentially mitigate early STEM pipeline leaks, specifically, high school graduation and college entrance leaks.
If You Build It, Will They Reflect? Examining Teachers’ Use of an Online Video-based Learning Website
Many teachers use online professional development websites, but little is known about what teachers actually learn from them. This study explored teacher use of an online video-based learning website with over 37,000 members.
Zero Pairs: Learning about Additive Inverses
Scientific argumentation for all? Comparing teacher beliefs about argumentation in high, mid and low SES schools
In this study we explored the scientific argumentation beliefs of teachers in low, mid, and high SES schools.
Tool trouble: Challenges with using self-report data to evaluate long-term chemistry teacher professional development
The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing beliefs.
Kinematics card sort activity: Insight into students’ thinking for students and teacher
Learning with Sprout Pro: Reimagine what you can make
This Sprout Pro in a classroom handbook is designed to give you a starting point for integrating Sprout Pro into your learning environment and igniting your students’ creativity.
Towards teleoperation-based interactive learning of robot kinematics using a mobile augmented reality interface on a tablet
This paper outlines the development of a mobile application executing on a tablet device, which renders an immersive AR-based graphical user interface to enable users to monitor, interact with, and control a four link underactuated planar robot.
The eight essential elements of inclusive STEM high schools
This framework offers a clear picture of what exactly inclusive STEM schools are and common language for both researchers and practitioners.
The math and science engagement scale: Development, validation, and psychometric properties
Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Contexts for Sense-Making and Language Development
This book focuses on the preparation of secondary science teachers to teach science to English Learners (EL) and is based on the SSTELLA (Secondary Science Education with English Language and Literacy Acquisition) project that has been implemented in four pre-service teacher education programs in Arizona, California and Texas, all states with large populations of EL.
Benefits of Analyzing Contrasting Integer Problems: The Case of Four Second Graders
In this study, we explore four, second graders’ performances on integer addition problems before and after analyzing contrasting cases involving integers.
Types of and Purposes for Elementary Mathematical Writing: Task Force Recommendations
This white paper clarifies different purposes elementary students might write in math class and presents four types of mathematical writing. We define "mathematical writing" as writing that encourages students to engage in mathematical reasoning and communication. Each writing type is defined, samples of student work are provided, and additional instructional considerations are addressed.
EarSketch: A STEAM-Based Approach for Underrepresented Populations in High School Computer Science Education
This article presents EarSketch, a learning environment that combines computer programming with sample-based music production to create a computational remixing environment for learning introductory computing concepts.
No teacher is an island: Bridging the gap between teacher’s professional practice and research findings
This paper outlines some key considerations for developing productive teacher collaborations and provides examples of teacher PD programs that have successfully brought chemistry education research faculty and high school chemistry teachers together to build knowledge and transform teaching.
Impact of a large-scale science intervention focused on English language learners
Responding to children’s mathematical thinking in the moment: An emerging framework of teaching moves
This case study contributes to efforts to characterize teaching that is responsive to children’s mathematical thinking.
Using qualitative methods to develop a survey measure of math and science engagement
In this study, we conducted in-depth interviews with 106 students from sixth to twelfth grade and 34 middle and high school teachers about how they conceptualized math and science engagement and disengagement.
Analysis of Pre-service Teachers’ Generalization and Justification Strategies in Solutions to Figural Pattern-generalization Tasks
We analyzed 37 PSTs’ written solutions to four figural pattern generalization tasks, video recordings of class discussions, and audio-recordings of problem-based interviews during which the PSTs were asked to solve one pattern generalization task, to answer the following research questions: (1) What relationships and structural aspects of a figural pattern do PSTs build upon to formulate pattern generalization? (2) How do they utilize uncovered relationships and structural aspects of a figural pattern to justify their general rules?
More and Less: Language Supports for Learning Negative Numbers
In this study, we explore whether instruction on mapping directed magnitudes to operations helps 88 second graders and 70 fourth graders solve addition and subtraction problems with negative numbers.
Profile of research preparation of doctorates in mathematics education in the United States
This study reports data gathered from over 500 doctoral graduates in mathematics education from 23 institutions in the USA from 1997 to 2014 as they self-assessed their research preparation during their doctoral program.
Iterative Composition, Coding, and Pedagogy: A Case Study in Live Coding With EarSketch
This article considers a role for live coding that does not focus on live performance but rather on educational contexts.
Food and energy for all: Turning a demonstration into an inquiry activity
Elementary teachers’ science knowledge and instructional practices: Impact of an intervention focused on English language learners
As part of a three-year curricular and professional development intervention focused on English language learners (ELLs), this study examined the intervention's effect on teachers' science knowledge and instructional practices after one year of implementation.
Power Analyses for Detecting Treatment by Moderator Effects in Cluster Randomized Trials
This article presents a framework for calculating statistical power for moderator effects at all levels for two- and three-level CRTs.
STEM-focused high schools as a strategy for enhancing readiness for postsecondary STEM programs
This study tests that logic model by comparing the high school experiences and achievement of students in ISHSs and comparison schools in North Carolina.
Gender Gap in Science, Technology, Engineering, and Mathematics (STEM): Current Knowledge, Implications for Practice, Policy, and Future Directions
Developing an understanding of children's justifications for the circle area formula
In this study we investigated eighth grade students’ informal justification for the circle area formula to expand accounts of the measurement knowledge for middle-school age students.
Computer Science, Coding, and Project-Based Learning for Engineering Instruction
Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.
A Recent History of the Production of Doctorates in Mathematics Education
This article highlights the production of doctorates in mathematics education for the past fifty years.
Tracing the Development of a Haptically-enhanced Simulation for Teaching Phase Change
This paper traces the research-design-develop-test cycle of a haptically-enhanced science simulation designed to teach upper-elementary students core ideas about matter, phase change, and the role of intermolecular forces.
EarSketch: An Authentic, STEAM-based Approach to Computing Education
In this paper, we present a description of the EarSketch environment and curriculum. We also present an overview of the classroom environments in which EarSketch has been implemented to date, including professional development feedback, student artifacts, student engagement data, and student achievement.
Connecting the visible world with the invisible
This report describes how particulate diagrams were incorporated in a high school chemistry course, provides a rubric developed for assessing students’ particulate drawings, and summarizes the impact of particulate-level instruction on student outcomes.
School Resources in Teaching Science to Diverse Student Groups: An Intervention’s Effect on Elementary Teachers’ Perceptions
Elementary school teachers’ perceptions of school resources (i.e., material, human, and social) for teaching science to diverse student groups were examined across three school districts from one state. As part of a 3-year curricular and professional development intervention, we examined the effect on teachers’ perceptions after their first year of participation. The study involved 103 fifth-grade teachers from 33 schools participating in the intervention and 116 teachers from 33 control schools. The teachers completed a survey at the beginning and end of the school year. As a result of the intervention, teachers in the treatment group reported more positive perceptions of school resources than teachers in the control group.
Beyond the controversy: Instructional scaffolds to promote critical evaluation and understanding of Earth science
Our project team has been developing and testing four MELs about socio-scientific issues (climate change, wetlands and land use, fracking and earthquakes) and abstract ideas (formation of Earth’s Moon) for use in high school classrooms.
Challenges to Using the Regression Discontinuity Design in Educational Evaluations: Lessons from the Transition to Algebra Study
This article describes the use of RD design to evaluate the impact of a supplemental algebra-readiness curriculum, Transition to Algebra, on students’ mathematics outcomes.
Effectiveness of Inquiry-Based Lessons Using Particulate Level Models To Develop High School Students’ Understanding of Conceptual Stoichiometry
The study, an action research project carried out by a teacher enrolled in a long-term professional development program, has implications for the value of rigorous materials design and evaluation framed by the chemistry education research literature.
Computer Science, Coding, and Project-Based Learning for Engineering Instruction
Chapter 7 of the publication Engineering Instruction for High-Ability Learners in K-8 Classrooms, this chapter written by Irene Lee and April DeGennaro focuses on computer science, coding, and project-based learning for engineering instruction.
Informing Estimates of Program Effects for Studies of Mathematics Professional Development Using Teacher Content Knowledge Outcomes
This study presents empirical estimates of average program change in MKT and its variation with the goal of supporting the design of experimental trials that are adequately powered to detect a specified program effect.
Some Thoughts on Doctoral Preparation in Mathematics Education
This commentary focuses on doctoral programs and doctoral preparation in mathematics education.
Evolution of Unit Fraction Conceptions in Two Fifth-Graders with a Learning Disability: An Exploratory Study
This exploratory study examines how a foundational scheme of unit fractions (1/n) may evolve through the mathematical activity of two fifth grade girls.
An exploration of teacher learning from an educative reform-oriented curriculum: Case studies of teacher curriculum use
This study raises questions and makes suggestions for future educative curriculum development and teacher preparation.
Elementary content specialization: Models, affordances, and constraints
This study investigates the models of elementary content specialization (ECS) in elementary mathematics and science and the affordances and constraints related to ECS—both generally and in relation to specific models.
Tool trouble: Challenges with Using Self-Report Data to Evaluate Long-Term Chemistry Teacher Professional Development
The purpose of this study was to compare the ability of different instruments, independently developed and traditionally used for measuring science teachers’ beliefs in short-term interventions, to longitudinally measure teachers’ changing beliefs.
Developing coherent conceptual storylines: Two elementary challenges
In this exploratory study, we present typologies that represent two primary challenges teachers faced in developing coherent conceptual storylines in their lesson design, and examine the extent to which professional development enhanced their capacity to develop a coherent conceptual storyline.
Understanding the Formation of Earth’s Moon
By evaluating alternative models, students can improve upon their scientific literacy and understanding of scientific practices. Suggestions from classroom use of the Moon MEL will help teachers use this activity in a productive manner.
Targeting Instruction with Formative Assessment Probes
This paper describes a strategic process for using formative assessment probes to gather and interpret evidence of student mathematics understandings and misconceptions and then targeting instruction to address identified needs.
Monday's lesson: Students making models
This brief article provides an overview of how to use the SageModeler systems modeling tool with an ocean acidification model as an example.
Appendix 5 of the California Science Framework: Computer Science in Science
This appendix of the California Science Framework focuses on Computer Science in Science.
Facilitating Teacher Learning When Using Different Representations of Practice
This study investigates facilitation of professional development to promote teacher learning when using animations and videos in a study group with five teachers.
Factors impacting teachers’ argumentation instruction in their science classrooms
In this study, we surveyed 42 middle school science teachers and conducted follow-up interviews with 25 to investigate the factors that teachers believe impact their argumentation instruction.
Stable Beginnings in Engineering Design
We examine a pair of students who share a central objective of designing an optimal solution for their fictional client, and who persist in achieving their objective. We argue that the students’ stable framing of the activity involves their engagement in engineering design, and that the abilities they demonstrate in pursuit of a solution are evidence of their productive beginnings in engineering design.
Wetlands: Good or bad? Evaluating competing models
This article describes how a Model-Evidence Link (MEL) lesson can effectively be used to assist learners in weighing the plausibility of different viewpoints of the uses of wetlands, a socio-scientific issue.
Effects of Teacher Knowledge and Quality of Instruction on Linguistically Diverse Learners
The main goal of this project is to empirically estimate whether and which classroom factors contribute to mathematics gains of English Language Learners in Texas schools.
Supporting secondary students in building external models to explain phenomena
Supporting Secondary Students in Building External Models is a collaborative project with Michigan State University and the Concord Consortium, funded by the National Science Foundation (NSF) to examine how to support secondary school students in constructing and revising models to explain scientific phenomena and design solutions to problems. This article describes the project and research plans.
Who Chooses STEM Careers? Using a Relative Cognitive Strength and Interest Model to Predict Careers in Science, Technology, Engineering, and Mathematics
While past research has mainly focused on absolute cognitive ability levels in math and verbal domains, the current study tested whether relative cognitive strengths and interests in math, science, and verbal domains in high school were more accurate predictors of STEM career decisions.
Does Competency-based Professional Development have legs?
Does the promise of competency-based PD outweigh the challenges to implementing it? Do we really want competency-based PD or just more effective, sustained, job-embedded PD like instructional coaching, lesson study, and the like. Read this blog by Meg S. Bates as she ponders these questions and more.
Students’ conceptions of reflection: Opportunities for making connections with perpendicular bisector
Learning in a community of practice: Factors impacting English-learning students’ engagement in scientific argumentation
This case study uses the conceptual framework of communities of practice to investigate the relationship between English-learning students' argumentation and their middle school sheltered English immersion (SEI) science classroom community.
Elementary Mathematics Specialists in “Departmentalized” Teaching Assignments: Affordances and Constraints
In this article, we describe the experiences of three Elementary Mathematics Specialists (EMS) who were part of a larger project investigating the impact of EMS certification and assignment (self-contained or “departmentalized”) on teaching practices and student achievement outcomes.
Evaluating the connections between fracking and earthquakes
The two models presented in the Fracking MEL allow students to engage in scientific discussions just as researchers also examine relations between fracking and earthquakes.