Science

Hearing All Voices to Promote Learning Orientation and Effective Collaboration

Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901

Author/Presenter

Sharon Taylor

Ann Colwell-Johnson

Alexandra Lee

David Mckinney

Christopher J. Harris

Lisa Linnenbrink-Garcia

Gwen C. Marchand

Jennifer A. Schmidt

Year
2023
Short Description

Practical research article from Science Scope.

Hearing All Voices to Promote Learning Orientation and Effective Collaboration

Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901

Author/Presenter

Sharon Taylor

Ann Colwell-Johnson

Alexandra Lee

David Mckinney

Christopher J. Harris

Lisa Linnenbrink-Garcia

Gwen C. Marchand

Jennifer A. Schmidt

Year
2023
Short Description

Practical research article from Science Scope.

Hearing All Voices to Promote Learning Orientation and Effective Collaboration

Liu, P., Taylor, S. Colwell-Johnson, A., Lee, A. A., McKinney, D., Harris, C. J., Linnenbrink-Garcia, L., Marchand, G. C., & Schmidt, J. A. (2023). Hearing all voices to promote learning orientation and effective collaboration. Science Scope, 46(7). https://doi.org/10.1080/08872376.2023.12315901

Author/Presenter

Sharon Taylor

Ann Colwell-Johnson

Alexandra Lee

David Mckinney

Christopher J. Harris

Lisa Linnenbrink-Garcia

Gwen C. Marchand

Jennifer A. Schmidt

Year
2023
Short Description

Practical research article from Science Scope.

Moving Beyond Equity-as-Access: Expanding What Counts as Science in the Elementary Classroom

Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in Europe in the 1600s and often privileging white, male-centric perspectives. In this article, we describe five examples of expanding what counts as science to help remove barriers to learning and to make school science more equitable and inclusive. Indigenous ways of knowing can complement western ways of thinking.

Author/Presenter

Kristin Gunckel

Elizabeth Davis

Jessica Bautista

Lead Organization(s)
Year
2024
Short Description

Making science accessible is an important and worthy goal, but for many students, science is inaccessible because what counts as science in the classroom is narrowly defined as what is known as western science, rooted in Europe in the 1600s and often privileging white, male-centric perspectives. In this article, we describe five examples of expanding what counts as science to help remove barriers to learning and to make school science more equitable and inclusive.

Innovate to Mitigate: Teacher Role in a Student Competition

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Author/Presenter

Gillian Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Innovate to Mitigate: Teacher Role in a Student Competition

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

Author/Presenter

Gillian Puttick

Brian Drayton

Santiago Gasca

Lead Organization(s)
Year
2023
Short Description

The Innovate to Mitigate (I2M) project poses challenges for secondary-school students to design feasible, innovative strategies that mitigate CO2 emissions and thus global warming. Design is informed by research on problem-based learning, pedagogy for which poses demands on teachers. This paper presents preliminary evidence about how I2M teachers supported student teams to engage in science and engineering practices.

How it All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena

Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). “How it all happened”: Cause and effect as a lens and thinking tool to observe and make sense of two puzzling phenomena. Science and Children, 60(7).

Author/Presenter

Lindsey Mohan

Emily Harris

Candice Guy-Gaytán

Year
2023
Short Description

This article uses cause and effect as a lens and thinking tool to observe and make sense of phenomena in elementary science.

Related Paper Set: Designing, Supporting, and Enacting Elementary Science Units for Teacher Phenomenon Adaptation

Cook Whitt, K., Harris, E., Kenyon, L., Kenyon, F. L., Hanson, A., Tate, R., Mohan, L., & Guy-Gatan, C. (2023a, April). Related Paper Set: Designing, supporting, and enacting elementary science units for teacher phenomenon adaptation. Related paper set presented at the National Association for Research in Science Teaching Annual Conference, Chicago, IL.

Author/Presenter

Kate Cook Whitt

Emily Harris

Lisa Kenyon

Leonard Kenyon

Adrienne Hanson

Rhonda Tate

Lindsey Mohan

Candice Guy-Gaytán

Year
2023
Short Description

Paper set on designing, supporting, and enacting elementary science units for teacher phenomenon adaptation from 2023 NARST conference.

Elementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette Writing

In this article, we describe a professional learning community (PLC) for science teacher educators that supported changes in pedagogy through educative curriculum materials and vignette writing. The PLC was convened as part of a grant-supported project to build preservice elementary teachers’ content knowledge for matter using educative curriculum materials. PLC members collaborated with one another over an academic year to learn about and discuss implementing curricular materials in their respective science teacher education courses.

Author/Presenter

Sumreen Asim

Jeni Davis

Melanie Kinskey

Heather Lavender

Jaclyn Murray

Amanda Obery

Carrie-Anne Sherwood

Sarah Voss

Lead Organization(s)
Year
2023
Short Description

In this article, we describe a professional learning community (PLC) for science teacher educators that supported changes in pedagogy through educative curriculum materials and vignette writing.

Applying Rasch Measurement to Assess Knowledge-in-Use in Science Education

This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science. 240 students completed three knowledge-in-use classroom assessment tasks on an online platform. We developed transformable scoring rubrics to score students’ responses, including a task-generic polytomous rubric (applicable to the three tasks), a task-specific polytomous rubric (for each task), and a task-specific dichotomous rubric (for each task). Three qualified raters scored 240 students’ responses to the three tasks.

Author/Presenter

Peng He

Xiaoming Zhai

Namsoo Shin

Joseph Krajcik

Lead Organization(s)
Year
2023
Short Description

This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science.