DRK-12 Research and Products
Publication | 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
intervention.
Publication | 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…
Product for Educators | Energy3D is a simulation-based engineering tool for designing green buildings and power stations that harness renewable energy to achieve sustainable development. Users can quickly sketch up a realistic-looking structure or import one…
Publication | 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…
Publication | 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…
Publication | 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,…
Publication | 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…
Publication | 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…
Presentation | On May 12, 2021, representatives from NSF's Division of Information Systems presented an overview of the Research.gov Proposal Submission System and the latest enhancements, including a demo site to explore the system before working on…
Publication | 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…
Publication | Interview with Steve Roderick about helping teachers on the InquirySpace project bring more authentic science experiences to their classes.
Publication | 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.
Publication | This article reports on the development of a novel, video-based measure of teachers’ moment-to-moment noticing as knowledge-filtered perception.
Publication | 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…
Publication | 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…
Tool | The Responsive Math Teaching (RMT) Instructional Model breaks high-quality math teaching down into seven core components: plan, launch, facilitate productive struggle, make student thinking visible, connect to the mathematics, build and expand, and…
Publication | 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.
Publication | 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…
Publication | This article describes the experience of using the InquirySpace software in a classroom that practices full inclusion for ninth grade physics.
Publication | 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.
Publication | 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.
Presentation | This poster shares data from a Grades K–2 cross sectional study that examined how students' thinking about equations and the meaning of the equal sign were shaped by their experiences exploring equations with pan balances and number balances.…
Publication | 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.
Publication | 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…
Presentation | NSF program directors Rob Ochsendorf and Mike Steele presented on the revised DRK-12 Solicitation (20-572), giving an overview of the revisions and sharing important information and key takeaways from the solicitation.