Nancy Songer

LinkedIn URL
https://www.linkedin.com/in/nancy-songer-323b10/
Professional Title
Dean and Professor
Organization/Institution
University of Utah (U of U)
About Me (Bio)
Dr. Nancy Butler Songer is Dean and Professor at the College of Education at the University of Utah. During 2019-2020, Songer was a Fulbright Scholar with the Ministry of Science, Technology, Innovation and Communication in Brazil. Songer is an International scholar with over twenty-five years of research and development in Science, Technology, Engineering and Mathematics (STEM) Education and Policy in the United States, Egypt, Brazil and Turkmenistan. Her research promotes pre-college student's higher-order thinking in science, evaluates simple technologies used as cognitive tools, and develops assessments for evidence of complex reasoning in science. Songer was co-chair of the National Academy of Science Committee that resulted in the consensus report, Science and Engineering for Grades 6-12: Investigation and Design at the Center. Songer is a Fellow of the American Association for the Advancement of Science (AAAS) and received a National Science Foundation Presidential Faculty Fellowship from President Bill Clinton. Songer holds a Ph.D. in Science Education from the University of California, Berkeley, a Masters from Tufts University and a B.S. from the University of California, Davis.
Keywords
Learning Progression
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Songer, N.B., Newstadt, M., Luchessi, K., & Ram, P. (2020). Navigated Learning: An Approach for Differentiated Classroom Instruction Built on Learning Science and Data Science Foundations. Human Behavior and Emerging Technologies, 2(1), 95-103.*
  • Moulding, B., Songer, N.B., & Brenner, K. (Eds.) (2019). Science and Engineering for Grades 6-12: Investigations and Design at the Center. Washington D.C.: National Research Council. https://www.nap.edu/catalog/25216/science-and-engineering-for-grades-6-….*
  • Songer, N.B. & Kali, Y. (2014). Science Education and the Learning Sciences as Coevolving Species. Cambridge Handbook of the Learning Sciences, 2nd edition. 565-586.*
  • Gotwals, A. W. & Songer, N.B. (2013). Validity evidence for learning progression-based assessment items that fuse core disciplinary ideas and science practices. Journal of Research in Science Teaching, 50(5), 597-626.*

Case Studies of a Suite of Next Generation Science Instructional, Assessment, and Professional Development Materials in Diverse Middle School Settings

University of Utah (U of U)
07/01/2019

This project addresses a gap between vision and implementation of state science standards by designing a coordinated suite of instructional, assessment and teacher professional learning materials that attempt to enact the vision behind the Next Generation Science Standards. The study focuses on using state-of-the-art technology to create an 8-week long, immersive, life science field experience organized around three investigations.

Change Thinking for Global Science: Fostering and Evaluating Inquiry Thinking About the Ecological Impacts of Climate Change

University of Michigan (UM)
08/01/2009

This project draws from the expertise of a fully collaborative educator-scientist team to create learning progressions, curricular units and assessment instruments towards large scale research on the teaching and learning of climate change and impacts by 7-12th graders in primarily under-resourced schools. Products include eight week curricular units, IPCC-compliant simplified future scenarios, an online interface with guided predictive distribution modeling, and research results.