This project will address the need to educate teachers and students to engage in asking questions, collecting and interpreting data, making claims, and constructing explanations about real-world problems that matter to them. The study will explore ways to enhance youths' learning experiences in secondary school classrooms (grades 6-12) by building a sustainable partnership between researchers and practitioners.
Organization/Institution:
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *):
- Kang, H. & Zinger, D. (2019). What do core practices offer in preparing novice teachers for equity? Science Education.*
- Kang, H., Calabrese-Barton, A., Tan, E., Simpkins, S., Rhee, H. & Chandler, T. (2019). How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers. Science Education, 103(2), 418-439.*
- Kang, H., Windschitl, M., Stroupe, D. & Thompson, J. (2016). Designing learning opportunities for students that advance scientific thinking. Journal of Research in Science Teaching, 59(9), 1316-1340.*
- Kang, H. & van Es, E. (2018) Articulating design principles for productive use of videos to facilitate professional learning toward ambitious teaching. Journal of Teacher Education, 70(3), 237-250.*
- Kang, H., Thompson, J., & Windschitl, M. (2014). Creating opportunities for students to show what they know: The roles of scaffolding in assessment tasks. Science Education, 98(4), p. 674-704.*