DRK-12 Research and Products
Publication | Science instruction should involve learners in generating and warranting ideas, what we call epistemic generation. In modeling instruction, epistemic generation should be achieved by coordinating a model structure with the experienced world in…
Publication | Engaging students in scientific modeling practice is critical for developing their competence in using scientific knowledge to explain phenomena and design solutions. Student-drawn models are frequently used to investigate students’ proficiency…
Publication | We examine the meanings students give to points when they are graphing relationships between quantities in dynamic, experiential contexts. Using data from teaching experiments with middle-grades students, we illustrate two main categories of…
Publication | This study explores how Learning by Evaluating (LbE) can be integrated into the 5E instructional model to support technology and engineering education. LbE, influenced by comparative judgment, engages students in analyzing peer work to foster…
Publication | Society produces storylines about Latiné communities, including their placement in racial and linguistic hierarchies, that permeate the mathematics classroom and research in mathematics education. We conducted a discourse analysis of the…
How Educational Leaders Think About Intersections of Identities and Disciplinary Learning in Science
Publication | American science education leaders play critical roles in promoting equity in education, but little is known about how they understand everyday classroom interactions where inequities related to intersectionality are evident. This study examines…
Publication | An essential aspect of mathematics teacher education is the development of professional noticing. A 360 video is a new technology that can aid in developing mathematical teacher noticing. This study examines the relationship between preservice…
Publication | This article examines the opportunities for reasoning and proving (ORP) embedded in mathematical tasks designed by secondary prospective mathematics teachers (PSTs) in a capstone course, Mathematical Reasoning and Proving for Secondary…
Publication | This meta-analysis assessed the effectiveness of problem-posing interventions on learners’ cognitive learning outcomes.
Publication | This study was designed to examine how three undergraduate students enrolled in a developmental mathematics course interpreted and engaged with problem-posing tasks, the problems they posed and the knowledge the posed problems could invoke.…
Publication | This resource presents and describes a model for teaching and learning mathematics responsively in the elementary and middle grades. Developed through the Responsive Math Teaching (RMT) project—a seven-year collaboration between teachers,…
Publication | Preservice elementary science teachers' beliefs and practices influence the kinds of adaptations they make to curriculum materials and the extent to which they are able to enact justice-oriented science lessons. Through this qualitative study,…
Publication | The Concord Consortium is proud to announce a new grant from the National Science Foundation for our Intelligent Simulation-based Learning About Natural Disasters (ISLAND) project. ISLAND will harness the power of artificial…
Publication | Curriculum design experts from the Center for Technology and School Change propose a process for teachers to design STEM curriculum that prioritizes inquiry rooted in the community that empowers students to be active participants in a democratic…
Publication | Curriculum materials can play an essential role to help teachers shift their instruction. However, curricular enactment does not look identical in every classroom, because teachers need to be responsive to their students. In this study, we…
Publication | This article explores how unstructured playtime in early childhood settings offers rich opportunities for science learning. Despite play being crucial for children’s development, its potential for science education remains largely untapped.…
Publication | To begin exploring how children’s play can support the development of the foundations of mathematics learning, we outline the landscape of play and mathematics. We introduce two debates concerning play and math, the resolution of which could…
Publication | Developing scientific literacy is necessary for students with disabilities (SWD) as it supports the ability to create solutions to real-world problems and understand current events, and it strengthens critical thinking, problem-solving, and…
Publication | There is a compelling need to strengthen professional learning (PL) regarding systems thinking, since it crosses all disciplinary boundaries and is a crosscutting concept in the Next Generation Science Standards. Yet research has shown that…
Publication | Design research offers an approach for developing innovations in authentic educational settings and generating knowledge about learning and the designs that support it. Yet scaling and sustaining these innovations across contexts remains a…
Presentation | This presentation, Engineering in Action: Hands-On Strategies for Students with MSD, was given at the Jefferson County Public Schools (JCPS) 2025 Diverse Learners Institute in Louisville, KY on July 15, 2025.
Presentation | This presentation, Developing Inclusive Engineering Education Opportunities, was given at the 2025 American Society for Engineering Education (ASEE) Annual Conference and Exposition in Montreal, Canada on June 23, 2025.
Publication | This study aimed to explore the development of teachers’ knowledge of dialogue and argument through three specific knowledge bases: declarative, procedural, and epistemic. Additionally, the study sought to understand the implications of this…
Publication | Despite significant interest in Career and Technical Education (CTE), little is known about CTE teachers. Using ten years of Maryland administrative data, we find that almost one-fifth of CTE teachers enter the profession with a high school…
Publication | In our elementary science methods courses, we aim to shift our preservice teachers’ view of science instruction beyond teacher-directed, hands-on “touching and telling,” toward a student-centered approach that emphasizes scientific sensemaking.…