DRK-12 Research and Products

Publication | 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).
Publication | 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…
Publication | 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…
Presentation | The CADRE Learning Series was designed to provide targeted support for STEM education researchers on topics of DRK-12 needs and interests. The learning series has covered the topics of professional development and case study design.…
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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.
Publication | 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…
Publication | This article addresses the nature of student-generated representations that support students’ early algebraic reasoning in the realm of generalized arithmetic.
Publication | This study illustrates how two secondary mathematics teachers used students’ incorrect answers as they supported students’ engagement in collective argumentation.
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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…
Publication | 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.…
Publication | 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…
Publication | 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.
Publication | 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…
Publication | 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…
Publication | 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…