What's New on CADREK12.org
Resource | What They Learn When They Learn Coding: Investigating Cognitive Domains and Computer Programming Knowledge in Young Children
Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the…
Computer programming for young children has grown in popularity among both educators and product developers, but still relatively little is known about what skills children are developing when they code. This study investigated N = 57 Kindergarten through second grade children’s performance on a programming assessment after engaging in a 6-week curricular intervention. Children used the…
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Event | STELAR Webinar: 2019 NSF ITEST Solicitation
Learn more here: http://stelar.edc.org/events/stelar-webinar-2019-nsf-itest-solicitation…
Learn more here: http://stelar.edc.org/events/stelar-webinar-2019-nsf-itest-solicitation…
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Event | STELAR Webinar: 2019 NSF ITEST Solicitation
Learn more here: http://stelar.edc.org/events/stelar-webinar-2019-nsf-itest-solicitation
Learn more here: http://stelar.edc.org/events/stelar-webinar-2019-nsf-itest-solicitation
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Resource | Impact of Model‐based Science Curriculum and Instruction on Elementary Students' Explanations for the Hydrosphere
Developing scientific literacy about water systems is critical for K‐12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015; Gunckel et al., 2012; Zangori et al., 2015; Zangori et al., 2017). Scientific modeling affords opportunities for students to develop…
Developing scientific literacy about water systems is critical for K‐12 students. However, even with opportunities to build knowledge about the hydrosphere in elementary classrooms, early learners may struggle to understand the water cycle (Forbes et al., 2015; Gunckel et al., 2012; Zangori et al., 2015; Zangori et al., 2017). Scientific modeling affords opportunities for students to develop…
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Blog | Learning about Complex Systems Using Modeling and Scientific Argumentation
Scientists use models to explain and predict phenomena in order to better understand our world. Here are some concrete examples across a range of professions: Physicists might create and test a mathematical model of how a river bed changes over time due to erosion. Astronomers might use modeling to predict the path of an asteroid. Geologists might use modeling to predict how water…
Scientists use models to explain and predict phenomena in order to better understand our world. Here are some concrete examples across a range of professions: Physicists might create and test a mathematical model of how a river bed changes over time due to erosion. Astronomers might use modeling to predict the path of an asteroid. Geologists might use modeling to predict how water…
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Early Career News | Dear Colleague Letter: Research Opportunities in Europe for NSF Postdoctoral Research Fellows
This letter invites current NSF Postdoctoral Research Fellows to apply for research visits to any identified, appropriate European research group. Connecting researchers with complementary strengths and shared interests promotes scientific progress in solving some of the world's most vexing problems. This international research opportunity is mutually beneficial to the U.S. participants and the…
This letter invites current NSF Postdoctoral Research Fellows to apply for research visits to any identified, appropriate European research group. Connecting researchers with complementary strengths and shared interests promotes scientific progress in solving some of the world's most vexing problems. This international research opportunity is mutually beneficial to the U.S. participants and the…
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Early Career News | Dear Colleague Letter: Research Opportunities in Europe for NSF CAREER Awardees
This letter invites current CAREER awardees to apply for research visits to any identified, appropriate European research group. Connecting researchers with complementary strengths and shared interests promotes scientific progress in solving some of the world's most vexing problems. This international research opportunity is mutually beneficial to the U.S. participants and their hosts through…
This letter invites current CAREER awardees to apply for research visits to any identified, appropriate European research group. Connecting researchers with complementary strengths and shared interests promotes scientific progress in solving some of the world's most vexing problems. This international research opportunity is mutually beneficial to the U.S. participants and their hosts through…
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Resource | Linear Algebra and Geometry
Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field. The materials in …
Linear Algebra and Geometry is organized around carefully sequenced problems that help students build both the tools and the habits that provide a solid basis for further study in mathematics. Requiring only high school algebra, it uses elementary geometry to build the beautiful edifice of results and methods that make linear algebra such an important field. The materials in …
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Blog | New Directions for Engineering Education Research—Building the K-12 Agenda
Two decades ago when I started thinking about doing engineering with K–12 students, it was a new idea and there was paucity of research in this area. Conducting a literature review related to preK–12 engineering yielded almost no articles. Very few resources, curricula, tools, or frameworks existed. The small number that did exist focused exclusively on the middle or high school level. It was…
Two decades ago when I started thinking about doing engineering with K–12 students, it was a new idea and there was paucity of research in this area. Conducting a literature review related to preK–12 engineering yielded almost no articles. Very few resources, curricula, tools, or frameworks existed. The small number that did exist focused exclusively on the middle or high school level. It was…
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Early Career News | Designing Educational Video Games to Be Objects-to-Think-With
On May 8, 2019 at 10:00am ET, Nathan Holbert, Matthew Berland, and Cynthia D'Angelo (2009-10 CADRE Fellow) will discuss their Journal of the Learning Sciences article, "Designing Educational Video Games to Be Objects-to-Think-With."
On May 8, 2019 at 10:00am ET, Nathan Holbert, Matthew Berland, and Cynthia D'Angelo (2009-10 CADRE Fellow) will discuss their Journal of the Learning Sciences article, "Designing Educational Video Games to Be Objects-to-Think-With."
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Resource | Revised RTOP Rubric
The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
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Resource | Views of Nature of Engineering Questionnaire
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Resource | The Soda Can Crusher Challenge
Deniz, H., Kaya, E., & Yesilyurt, E. (2018). The soda can crusher. Science & Children. 74-78.
Deniz, H., Kaya, E., & Yesilyurt, E. (2018). The soda can crusher. Science & Children. 74-78.
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Resource | The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs
Deniz, H., Yesilyurt, E., & Kaya, E. (2018, March). The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs. Paper presented at the annual meeting of National Association for Research in Science Teaching, Atlanta, GA.
Deniz, H., Yesilyurt, E., & Kaya, E. (2018, March). The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs. Paper presented at the annual meeting of National Association for Research in Science Teaching, Atlanta, GA.
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Resource | 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. Three in‐depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch‐up and prototyping—…
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in‐depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch‐up and prototyping—…
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Resource | Designing for Rightful Presence in STEM: The Role of Making Present Practices
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. 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…
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. 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…
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Resource | 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. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
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Resource | 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. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
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Resource | Addressing Misconceptions in Secondary Geometry Proof
Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).
Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).
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Early Career News | Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations
K. C. Busch (2013-14 CADRE Fellow) co-authored this Science Education article with Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, and Brae Salazar.
K. C. Busch (2013-14 CADRE Fellow) co-authored this Science Education article with Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, and Brae Salazar.
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Early Career News | Exploring the utility of social network analysis for visualizing interactions during argumentation discussions
María González‐Howard (2015-16 CADRE Fellow) published this article in Science Education.
María González‐Howard (2015-16 CADRE Fellow) published this article in Science Education.
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Early Career News | Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools
Meredith W. Kier and Jason A. Chen (2011-12 CADRE Fellow) published this article in Science Education.
Meredith W. Kier and Jason A. Chen (2011-12 CADRE Fellow) published this article in Science Education.
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Early Career News | Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere
Ben Baumfalk, Devarati Bhattacharya, Tina Vo (2016-17 CADRE Fellow), Cory Forbes, Laura Zangori, and Christina Schwarz co-authored this article for the Journal of Research in Science Teaching.
Ben Baumfalk, Devarati Bhattacharya, Tina Vo (2016-17 CADRE Fellow), Cory Forbes, Laura Zangori, and Christina Schwarz co-authored this article for the Journal of Research in Science Teaching.
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Early Career News | Impossibility and Certainty
Carlos A. Mejía Colindres (2013-14 CADRE Fellow) published this article in the April 2019 issue of Mathematics Teacher with co-author Stephanie Peters.
Carlos A. Mejía Colindres (2013-14 CADRE Fellow) published this article in the April 2019 issue of Mathematics Teacher with co-author Stephanie Peters.
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Early Career News | Addressing Misconceptions in Secondary Geometry Proof
Michelle Cirillo (CAREER awardee) and Jenifer Hummer (2017-18 CADRE Fellow) co-authroed this article for the April 2019 issue of Mathematics Teacher.
Michelle Cirillo (CAREER awardee) and Jenifer Hummer (2017-18 CADRE Fellow) co-authroed this article for the April 2019 issue of Mathematics Teacher.
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Event | EHR Core Research: Production Engineering Education and Research (ECR: PEER) Full Proposal Deadline
To learn more, visit https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505647&WT.mc_id=USNSF_….
To learn more, visit https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505647&WT.mc_id=USNSF_….
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Event | 2019 STEM for All Video Showcase
Join us May 13-20 for the 2019 STEM for All Video Showcase, a free, interactive, week-long video showcase event that will feature over 200 federally funded projects. https://stemforall2019.videohall.com/
Join us May 13-20 for the 2019 STEM for All Video Showcase, a free, interactive, week-long video showcase event that will feature over 200 federally funded projects. https://stemforall2019.videohall.com/
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Event | Charting the Future of Making in STEM Education: Partnerships
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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Event | Charting the Future of Making in STEM Education: Broadening Participation
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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