This exploratory project examines how teachers of second grade students scaffold the development of student conceptual models and their understanding of the nature of scientific models and modeling processes in physical science conceptual areas associated with the particulate nature of matter. This foundational research provides descriptive exemplars that can be shared in both the research literature and in practitioner publications as examples of what cognitively rich pedagogy can achieve.
- Samarapungavan, A., Bryan, L. & Wills, J. (2017). Second graders’ emerging particle models of matter in the context of learning through model-based inquiry. Journal of Research in Science Teaching, 54, 988–1023. doi:10.1002/tea.21394*
- Samarapungavan, A., Wills, J., & Bryan, L. (2018). Exploring the scope and boundaries of inquiry strategies: What do young learners generalize from inquiry-based science learning? In E. Manalo, Y. Uesaka, and C. A. Chinn (Ed.). Promoting spontaneous use of learning and reasoning strategies: Theory, research, and practice for effective transfer (pp.260-275). New York: Routledge.*
- Bryan, L. A., Moore, T., Johnson, C., & Roehrig, G. (2015). Integrated STEM education. In C. Johnson, E. Peters-Burton, & T. Moore (Eds.), STEM Road Map: A Framework for Implementing Integrated STEM Education (pp. 23-37). New York: Routledge.*
- Bryan, L. A., & Tobin, K. (Eds.). (2018). 13 Questions: Reframing education's conversation: Science. New York: Peter Lang.
- Bryan, L. A., Magana, A. J., & Sederberg, S. (2015). Review of published research on pre-college students’ and teachers’ nanoscale science, engineering, and technology learning. Nanotechnology Reviews, 4(1), 7-32. https://doi.org/10.1515/ntrev-2014-0029