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I Want to be the Inquiry Guy! How Research Experiences for Teachers Change Beliefs, Attitudes, and Values About Teaching Science as Inquiry
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This qualitative study examined how and why research experiences for teachers (RETs) influenced middle and high school science teachers’ beliefs, attitudes, and values about teaching science as inquiry. Changes teachers…
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From 2012–2015, Advanced Placement (AP) science courses underwent a large-scale curricular reform to include more scientific inquiry and reasoning, reduce emphasis on broad content coverage, and focus on depth of…
Beyond Content: The Role of STEM Disciplines, Real-World Problems, 21st Century Skills, and STEM Careers within Science Teachers’ Conceptions of Integrated STEM Education
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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…
Eliciting and Refining Conceptions of STEM Education: A Series of Activities for Professional Development
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Integrated STEM (science, technology, engineering, and mathematics) education is becoming increasingly common in K–12 classrooms. However, various definitions of STEM education exist that make it challenging for teachers…
Improving Integrated STEM Education: The Design and Development of a K-12 STEM Observation Protocol (STEM-OP) (RTP)
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The work presented here describes in detail the development of an integrated STEM observation instrument - the STEM Observation Protocol (STEM-OP) - that can be used for both research and practice. Over a period of…
Changes in Elementary Teachers' Perceptions and Facilitation of Argumentation Throughout Year-Long Participation in Professional Learning
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AERA presentation on elementary teachers’ perceptions and facilitation of argumentation in the context of professional learning.
Wilsey, M., Delhaye, C., Collins, M., Allan, S., Reigh, E., Borko, H.,…
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NARST presentation on instructional decision making to improve argumentation in science.
Osborne, J. & Reigh, E. (2021). Towards improving science discussions: A framework to guide instructional…
Centering Educators’ Voices in the Development of Professional Learning for Data-Rich, Place-Based Science Instruction
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This self-reflective case study describes our project team’s efforts to promote equity in science professional learning (PL) by centering the voices of educators in the PL design process and within the course itself. In…
Schoolyard SITES: School-Community Partnership to Learn About Teaching Locally-Relevant Citizen Science
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Our research study examines the community-based partnership PD model and its impact on school teachers’ self-efficacy and their success in engaging students in the NGSS science practices through citizen science projects…