Amy Pallant

Professional Title
Principal Investigator
About Me (Bio)
Amy Pallant is currently Principle Investigator on the NSF funded project High Adventure Science, focused on developing model-based curriculum materials for 8th and 9th grade, that enable students to explore current research and unanswered questions in Earth science. She has been project manager and researcher on several Molecular Workbench projects. She has been developing curriculum and contributing to research studies at the Concord Consortium for 10 years. Previously she developed curriculum and managed projects at Turnstone Publishing company, where she worked with scientists at the Woods Hole Oceanographic Institute and Smithsonian Institute to produce elementary and middle school curriculum about the work at these institutions. She developed curriculum at the Education Development Center for Insights in Biology: A High School Curriculum and for the Improving Urban Middle school Projects. Amy has a Masters in Science Education from Harvard University and bachelors degree in Geology from Oberlin College.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Pallant, A., Lee, H.-L., & Pryputniewicz, S. (2019). How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module. Journal of Geoscience Education.*
  • Pallant, A., McDonald, S. & Lee, H. –S. (2020). Shifting plates, shifting minds: Plate tectonics models designed for classrooms. Earth Scientist.*
  • Lee, H.-S., Pallant, A., Pryputniewicz, S., Lord, T., Mulholland, M., Liu, O. L. (2019). Automated text scoring and real-time adjustable feedback: Supporting revision of scientific arguments involving uncertainty. Science Education, 103(3), 590-622.              *
  • McDonald, S., Furman, T., Pallant A., & Lee, H.-S. (2018) Plate tectonics: Investigating and visualising our dynamic earth. Scitech Europa.*
  • Pallant, A., Lee, H. S. (2017). Teaching sustainability through systems dynamics: Exploring stocks and flows embedded in dynamic computer models of an agricultural system. Journal of Geoscience Education, 65(2), 146-157.*
Concord Consortium

This project will develop and test a new instructional approach that integrates a data analysis tool with Earth systems models in a suite of online curriculum modules for middle and high school Earth science students. The modules will facilitate development of rich conceptual understandings related to the system science of natural hazards and their impacts.

Concord Consortium

This project will create two curriculum units that use sophisticated simulations designed for students in secondary schools that integrate the study of the tectonic system and the rock genesis system. The project seeks to overcome the more typical approaches taken in earth science classrooms where such geologic processes are treated as discrete and highly predictable, rather than intertwined and dynamic.

Concord Consortium

This project will develop and research the transformational potential of geodynamic models embedded in learning progression-informed online curricula modules for middle school teaching and learning of Earth science. The primary goal of the project is to conduct design-based research to study the development of model-based curriculum modules, assessment instruments, and professional development materials for supporting student learning of (1) plate tectonics and related Earth processes, (2) modeling practices, and (3) uncertainty-infused argumentation practices.

Concord Consortium

The High Adventure Science project is bringing some of the big unanswered questions in Earth and space science to middle and high school science classrooms. Students will explore the mechanisms of climate change, consider the possibility of life on other planets, and devise solutions to the impending shortage of fresh water. Each curriculum module features interviews with scientists currently working on the same unanswered question.

Concord Consortium

This project is developing modules for middle school and high school students in Earth and Space Science classes, testing the hypothesis that students who use computational models, analyze real-world data, and engage in building scientific reasoning and argumentation skills are better able to understand Earth science core ideas and how humans impact Earth's systems. The resulting online curriculum modules and teacher guides provide exciting examples of next generation Earth science teaching and learning materials.

Educational Testing Service (ETS)

This project responds to the need for technology-enhanced assessments that promote the critical practice of scientific argumentation--making and explaining a claim from evidence about a scientific question and critically evaluating sources of uncertainty in the claim. It will investigate how to enhance this practice through automated scoring and immediate feedback in the context of two high school curriculum units--climate change and fresh-water availability--in schools with diverse student populations.