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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.
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Eco-Solutioning: The Design and Evaluation of a Curricular Unit to Foster Students’ Creation of Solutions to Address Local Socio-Scientific Issues
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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-…
Understanding Students' Sense-Making Processes When Faced with Unexpected Data: A Case Study in High School Biology
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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…
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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-…
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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…
Beginning School-University Partnerships for Transformative Social Change in Science Education: Narratives From The Field
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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…
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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…
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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…
Analyzing Chemistry Teachers’ Formative Assessment Practices Using Formative Assessment Portfolio Chapters
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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…
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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…
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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…
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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…
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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,…
A Design-Based Process in Characterizing Experienced Teachers’ Formative Assessment Enactment in Science Classrooms
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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…
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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…
Improving Prekindergarten and Elementary Science Teaching: A Synthesis of Recent DRK-12 Program Investment in This Field
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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…
The Role of Inclusion, Discrimination, and Belonging for Adolescent Science, Technology, Engineering and Math Engagement In and Out of School
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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…
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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…
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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…
The Centrality of Student-Generated Representation in Investigating Generalizations about the Operations
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This article addresses the nature of student-generated representations that support students’ early algebraic reasoning in the realm of generalized arithmetic.
This article addresses the nature of…
Examining Preservice Elementary Teachers’ Answer Changing Behavior on a Content Knowledge for Teaching Science Assessment
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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…
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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.…
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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…
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
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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…
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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…
Invisible Multilingual Black and Brown Girls: Raciolinguistic Narratives of Identity in Science Education
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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,…
Sustaining at Scale: District Mathematics Specialists’ Adaptations to a Teacher Leadership Preparation Program
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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,…
Transforming Science Learning Framework: Translating an Equity Commitment into Action through Co-Design
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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…
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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’…
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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…
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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…
Validating the Use of Student-Level Instruments to Examine Preservice Teachers' Mathematical Problem Solving
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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…
Legitimation Code Theory as an Analytical Framework for Integrated STEM Curriculum and Its Enactment
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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 …
Direct and Transfer Effects of an Interdisciplinary Model Integrating Science and Reading in Grades 1–3: Results and Policy Implications
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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.…
Documenting Two Emerging Sociomathematical Norms for Examining Functions in Mathematics Teachers’ Online Asynchronous Discussions
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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…
Engagement and Science Achievement in the Context of Integrated STEM Education: A Longitudinal Study
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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…
Strengthening Teaching in “Rural,” Indigenous-Serving Schools: Lessons from the Diné Institute for Navajo Nation Educators
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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…
Examining How Using Dichotomous and Partial Credit Scoring Models Influence Sixth-Grade Mathematical Problem-Solving Assessment Outcomes
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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…
Mathematics and Science Teacher Educators' Use of Representations of Practice: A Mixed Methods Study
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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…
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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 (…
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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;…
Increasing Student Confidence in Writing: Integrating Authentic Manuscript Writing into an Online 8-Week Research Program
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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…
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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…
Unpacking Response Process Issues Encountered When Developing a Mathematics Teachers’ Pedagogical Content Knowledge (PCK) Assessment
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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…
Vygotskian Hybridizing of Motion and Mapping: Learning About Geometric Transformations in Block-based Programming Environments
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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…
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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…
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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…
Preservice Teachers’ Focus in 360 Videos: Understanding the Role of Presence, Ambisonic Audio, and Camera Placement
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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…
Professional Noticing as Student-Centered: Pre-service Teachers’ Attending to Students’ Mathematics in 360 Video
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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…
Innovate to Mitigate: Microgenesis of Student Design and Rationale in a Crowdsourcing Competition to Mitigate Global Warming
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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…