What's New on CADREK12.org
Early Career News | “The Work I Do Matters”: Cultivating a STEM Counterspace for Black Girls through Social-Emotional Development and Culturally Sustaining Pedagogies
Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.
Natalie S. King, Laura Peña-Telfer (2023 CADRE Fellow), and Shaeroya Earls co-authored this article for Education Sciences.
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Early Career News | “Tia Was the Right One:” Mathematical Authority and Trust Among First Graders
Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.
Bárbara Brizuela, Susanne Strachota, Sophia Raymond (2022 CADRE Fellow), Sofía Savid, and Maria Blanton published this article in Mathematical Thinking and Learning.
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Early Career News | Summer Camps as Introductory STEM Teaching Experiences for Preservice Teachers
Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.
Rachel A. Sparks (2022 CADRE Fellow) published this Innovations in Science Teacher Education article with co-author Ashley L. Waring.
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Early Career News | Critical Race Theory and Its Relevance for Chemistry
Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.
Terrell R. Morton (CADRE Co-PI and 2018 CADRE Postdoc) published this article in Nature Chemistry.
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Early Career News | Motivation and Achievement in Undergraduate STEM Calculus: Applying Self-Determination Theory to Examine the Differential Impact of Learning Environments Across Demographic Groups
Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.
Benjamin Wiles (2009-10 CADRE Fellow) published this School Science and Mathematics article with co-author Chantal Levesque-Bristol.
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Early Career News | Balloons and Weights: Integer Subtraction in Context
Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.
Christine Andrews-Larson, Jonee Wilson (2013-14 CADRE Fellow), Matthew Mauntel, Jessica Smith, and Thomeca Hawthorne-Glover published this Mathematics Teacher: Learning and Teaching PK-12 article.
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Early Career News | A Social Cognitive Perspective of Educators’ Moral Agency
David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.
David B. Morris and Jason A. Chen (2011-12 CADRE Fellow) co-authored this article for Theory Into Practice.
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Resource | “Tia Was the Right One:” Mathematical Authority and Trust Among First Graders
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas…
Questions regarding the construction of mathematical authority have implications for learning, specifically for students’ views of themselves as mathematics learners and doers with valuable contributions. We consider the ideas proposed by eight first-grade students who had the most airtime during 12 lessons of a classroom teaching experiment. We noted when ideas were proposed and how those ideas…
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Resource | Myths, Mis- and Preconceptions of Artificial Intelligence: A Review of the Literature
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25…
Artificial Intelligence (AI) is prevalent in nearly every aspect of our lives. However, recent studies have found a significant amount of confusion and misunderstanding surrounding AI. To develop effective educational programs in the field of AI, it is vital to examine and understand learners' pre- and misconceptions as well as myths about AI. This study examined a corpus of 591 studies. 25…
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Resource | Developing Geo-Sequential Reasoning about Tectonic Processes Using Computational Simulations
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system.…
Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the context of plate tectonics and uses it to analyse how students explain the geological processes that occur along convergent boundaries as part of the plate tectonics system.…
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Resource | ChatGPT for Next Generation Science Learning
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials. Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
This article pilots ChatGPT in tackling the most challenging part of science learning and found it successful in automation of assessment development, grading, learning guidance, and recommendation of learning materials. Zhai, X. (2023). ChatGPT for Next Generation Science Learning | XRDS: Crossroads, 29(3), 42-46. https://doi.org/10.1145/3589649
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Resource | A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student…
When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into an online plate tectonics curriculum module by teachers with different backgrounds and teaching experience, (2) the relationship between teachers’ use of ECMs and student…
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Event | DRK-12 Solicitation (23-596) Webinar: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
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Event | DRK-12 Solicitation (23-596) Webinar: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August 15 | 1-2pm ET…
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Announcement | DRK-12 Solicitation (23-596) Webinars: NSF Office Hours
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers in small groups and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August…
Join one of the upcoming office hour-style webinars for an opportunity to interact with NSF program officers in small groups and get answers to your questions regarding the DRK-12 solicitation and proposal process. These webinars are designed to offer participants direct access to program officers, providing valuable insights and guidance. Office Hours Monday, August 7 | 1-2pm ET Tuesday, August…
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Poster | Examining Potential Causal Connections and Mechanisms Between Children's Block Play and Mathematics Learning
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive…
Our primary goal in this project was to further develop, refine, and evaluate a research-based STEM learning tool (i.e., block play) that tests theories of mathematical learning. Specifically, we tested the impact of different types of block play (free play, semi-structured) on early mathematics and are working towards identifying potential mechanisms (e.g., mathematical language, executive…
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Poster | Leveraging Dynamically Linked Representations in a Semi-Structured Workspace to Cultivate Mathematical Modeling Competencies Among Secondary Students (M2Studio)
The need for mathematical modeling is vital in answering critical questions like disease spread and climate change, but beginners lack the necessary skills to plan, organize, and execute such tasks. Also, current tools are insufficient for optimal learning. To address these issues, we're developing a web-based technology (M2Studio) and a 10.5-hour curriculum to introduce students to mathematical…
The need for mathematical modeling is vital in answering critical questions like disease spread and climate change, but beginners lack the necessary skills to plan, organize, and execute such tasks. Also, current tools are insufficient for optimal learning. To address these issues, we're developing a web-based technology (M2Studio) and a 10.5-hour curriculum to introduce students to mathematical…
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Poster | Mapping, Clarifying, and Communicating Key Ideas about Collaborative Learning
Project goals are 1) to map and synthesize the research literature on computer supported collaborative learning (CSCL), 2) identify topics relevant to K12 practitioners for use in practice and determine if new research is needed to create more usable knowledge, and 3) create materials with researchers and practitioners working together. In the three phases of the project, we use a diversity,…
Project goals are 1) to map and synthesize the research literature on computer supported collaborative learning (CSCL), 2) identify topics relevant to K12 practitioners for use in practice and determine if new research is needed to create more usable knowledge, and 3) create materials with researchers and practitioners working together. In the three phases of the project, we use a diversity,…
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Poster | Exploratory Evidence on the Factors that Relate to Elementary School Science Learning Gains Among English Language Learners
Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources.…
Using the nationally representative Early Childhood Longitudinal Study, we examine the correlates of elementary school science achievement gains for multilingual learners. We examine both science inputs - such as time on science, instructional materials, and topics taught - as well as language inputs - including ELL instructional model, languages spoken by educators, and multilingual resources.…
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Poster | Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Strickland, Pellegrino)
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
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Poster | Improving Multi-dimensional Assessment and Instruction: Building and Sustaining Elementary Science Teachers' Capacity Through Learning Communities (Collaborative Research: Strickland, Pellegrino)
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
The NGSA Elementary project seeks to better understand how to build and sustain the capacity of elementary science teachers to instruct and formatively assess students in NGSS-aligned ways. Our professional learning model prioritizes teacher learning in a community of practice, places instructionally supportive assessments at the forefront, and centers student discourse on disciplinary knowledge…
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Poster | Leveraging the Power of Reflection and Visual Representation in Middle-Schoolers' Learning During and After an Informal Science Experience (Collaborative Research: Dickes)
The project uses design-based research to address: (1) whether and how interpreting and constructing visual representations improves students' understanding of science, and (2) what further benefits are conferred by marrying engagement with visual representations and prompts for reflection during informal science learning experiences. The project is grounded in the idea that visual…
The project uses design-based research to address: (1) whether and how interpreting and constructing visual representations improves students' understanding of science, and (2) what further benefits are conferred by marrying engagement with visual representations and prompts for reflection during informal science learning experiences. The project is grounded in the idea that visual…
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Poster | Synchronous Online Video-based Development for Rural Mathematics Coaches (Collaborative Research: Amador)
The major goals of the project are to develop and implement an innovative fully online video-based model for professional learning of mathematics coaches in rural districts who may lack access to such opportunities. Our professional model has three components: (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video coaching club…
The major goals of the project are to develop and implement an innovative fully online video-based model for professional learning of mathematics coaches in rural districts who may lack access to such opportunities. Our professional model has three components: (a) an online course on content-focused coaching, (b) one-on-one video-based coaching cycles, and (c) an online video coaching club…
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Poster | The Advancing Coherent and Equitable Systems of Science Education Project
The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project brings together partners from educational research and practice to promote equity and coherence in systems of science education. It involves a deep collaboration between the Council of State Science Supervisors (CSSS), the University of Washington, and the University of Colorado Boulder. Strategies and…
The Advancing Coherent and Equitable Systems of Science Education (ACESSE, or “access”) project brings together partners from educational research and practice to promote equity and coherence in systems of science education. It involves a deep collaboration between the Council of State Science Supervisors (CSSS), the University of Washington, and the University of Colorado Boulder. Strategies and…
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Poster | Using Problem-based Learning Analytics to Investigate Individual and Collaborative Mathematics Learning in a Digital Environment Over Time
The project aims to understand how engagement in learning mathematics is enhanced by a digital collaborative platform with an embedded problem-based curriculum and a digital mathematics notebook. We investigate how engagement and learning is affected over a year-long seventh grade course. Using digital notebooks, platform analytics, and classroom artifacts, we report on a set of initial design…
The project aims to understand how engagement in learning mathematics is enhanced by a digital collaborative platform with an embedded problem-based curriculum and a digital mathematics notebook. We investigate how engagement and learning is affected over a year-long seventh grade course. Using digital notebooks, platform analytics, and classroom artifacts, we report on a set of initial design…
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Poster | Using Natural Language Processing to Inform Science Instruction (Collaborative Research: Linn)
NLP-TIPS takes advantage of natural language processing (NLP) methods to detect students’ ideas in written science explanations. We design adaptive guidance that supports each student to consider their own ideas and pursue deeper understanding of phenomena. This work continues a successful partnership between University of California, Berkeley, Educational Testing Service (ETS), and science…
NLP-TIPS takes advantage of natural language processing (NLP) methods to detect students’ ideas in written science explanations. We design adaptive guidance that supports each student to consider their own ideas and pursue deeper understanding of phenomena. This work continues a successful partnership between University of California, Berkeley, Educational Testing Service (ETS), and science…
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Poster | Using Animated Contrasting Cases to Improve Procedural and Conceptual Knowledge in Geometry
The purpose of the Animated Contrasting Cases in Geometry (ACinG) research is two-fold: To design animated mathematics curricular materials for geometry that focus on directly comparing different approaches to solving the same geometry problem, and to examine the effects of these materials on student learning of geometry.
The purpose of the Animated Contrasting Cases in Geometry (ACinG) research is two-fold: To design animated mathematics curricular materials for geometry that focus on directly comparing different approaches to solving the same geometry problem, and to examine the effects of these materials on student learning of geometry.
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Poster | Understanding STEM Teaching Through Integrated Contexts in Everyday Life (Collaborative Research: Macalalag)
Socioscientific Issues (SSI) are ill-defined problems and debatable issues that can enhance student learning of scientific knowledge and literacy skills (Zeidler et al., 2005). However, most teachers are unfamiliar with planning and implementation of SSI (Macalalag et. al, 2019). Our project aimed to support the development of teachers’ pedagogical content knowledge through planning and…
Socioscientific Issues (SSI) are ill-defined problems and debatable issues that can enhance student learning of scientific knowledge and literacy skills (Zeidler et al., 2005). However, most teachers are unfamiliar with planning and implementation of SSI (Macalalag et. al, 2019). Our project aimed to support the development of teachers’ pedagogical content knowledge through planning and…
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Poster | Translating a Video-based Model of Teacher Professional Development to an Online Environment
Improving the quality of teaching is essential to improving student outcomes. BSCS Science Learning and the University of Minnesota STEM Education Program Area adapted an effective in-person professional learning model to utilize an online approach. The adaptation of STeLLA—Science Teachers Learning from Lesson Analysis—is important because it can reach a broader audience. To further promote the…
Improving the quality of teaching is essential to improving student outcomes. BSCS Science Learning and the University of Minnesota STEM Education Program Area adapted an effective in-person professional learning model to utilize an online approach. The adaptation of STeLLA—Science Teachers Learning from Lesson Analysis—is important because it can reach a broader audience. To further promote the…
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Poster | Teaching Students to Reason about Variation and Covariation in Data: What Do We Know and What Do We Need to Find Out?
The purpose of this project is to gather, analyze, and synthesize research studies that have investigated different approaches to supporting students in grades 6-14 in learning to analyze, interpret, and reason about data with a focus on variation and covariation. We will use Robust Variance Estimation (RVE) to examine how effect size estimates depend on intervention characteristics, study design…
The purpose of this project is to gather, analyze, and synthesize research studies that have investigated different approaches to supporting students in grades 6-14 in learning to analyze, interpret, and reason about data with a focus on variation and covariation. We will use Robust Variance Estimation (RVE) to examine how effect size estimates depend on intervention characteristics, study design…
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