Jonathon Grooms

Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Grooms, J., Sampson, V., and Enderle, P. (2018). How concept familiarity and experience with scientific argumentation are related to the way groups participate in an episode of argumentation. Journal of Research in Science Teaching, 55(9), 1264-1286.
  • Grooms, J., Enderle, P., and Sampson, V. (2015). Coordinating scientific argumentation and the Next Generation Science Standards through argument-driven inquiry. Science Educator, 24(1), 45-50.
  • Grooms, J., Sampson, V., and Golden, B. (2014). Comparing the effectiveness of verification and inquiry laboratories in supporting undergraduate science students in constructing arguments around socioscientific issues. International Journal of Science Education, 36(9), 1412-1433.
  • Grooms, J., Fleming, K., Wolfinger, M., Berkowitz, A., and Caplan, B. (2019, April). What teacher-student tensions and synergies emerge from implementing an integrated chemistry/Earth science curriculum? Paper presented at the 2019 Annual Meeting of the American Educational Research Association (AERA). Toronto, ON, Canada.
Cary Institute of Ecosystem Studies

EarthX is a design-based research project that supports the integration of Earth science into high school biology, chemistry, and physics courses in Baltimore City Public Schools, while also supporting the district’s transition to three-dimensional (3D), ambitious and equitable science teaching aligned with the Next Generation Science Standards (NGSS). EarthX builds on the success of the Integrating Chemistry and Earth Science (ICE) DRK-12 project, which developed innovative chemistry course curriculum materials and PD strategies, to support Earth science integration into biology and physics course curriculum development and 3D teaching. EarthX will develop, test, and refine embedded and unit assessments for all three courses, along with providing an online system for assessment administration; real-time reporting to teachers and students; and provision of data to PD leaders, administrators, and researchers for multiple purposes. Assessments will be 3D, featuring core concepts from both Earth science and the course discipline combined with a science or engineering practice and a crosscutting concept.

Cary Institute of Ecosystem Studies

This project will design, develop, and test a new curriculum unit for high school chemistry courses that is organized around the question, "How does chemistry shape where I live?" The new unit will integrate relevant Earth science data, scientific practices, and key urban environmental research findings with the chemistry curriculum to gain insights into factors that support the approach to teaching and learning advocated by current science curriculum standards.