What's New on CADREK12.org
Blog | New Directions for Engineering Education Research—Building the K-12 Agenda
Two decades ago when I started thinking about doing engineering with K–12 students, it was a new idea and there was paucity of research in this area. Conducting a literature review related to preK–12 engineering yielded almost no articles. Very few resources, curricula, tools, or frameworks existed. The small number that did exist focused exclusively on the middle or high school level. It was…
Two decades ago when I started thinking about doing engineering with K–12 students, it was a new idea and there was paucity of research in this area. Conducting a literature review related to preK–12 engineering yielded almost no articles. Very few resources, curricula, tools, or frameworks existed. The small number that did exist focused exclusively on the middle or high school level. It was…
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Early Career News | Designing Educational Video Games to Be Objects-to-Think-With
On May 8, 2019 at 10:00am ET, Nathan Holbert, Matthew Berland, and Cynthia D'Angelo (2009-10 CADRE Fellow) will discuss their Journal of the Learning Sciences article, "Designing Educational Video Games to Be Objects-to-Think-With."
On May 8, 2019 at 10:00am ET, Nathan Holbert, Matthew Berland, and Cynthia D'Angelo (2009-10 CADRE Fellow) will discuss their Journal of the Learning Sciences article, "Designing Educational Video Games to Be Objects-to-Think-With."
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Resource | Revised RTOP Rubric
The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
The INSPIRES project revised the RTOP rubric for use in engineering classrooms. The RTOP rubric was original developed for assessing lesson design and implementation, content-propositional knowledge, procedural knowledge, classroom culture, and student-teacher relationships.
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Resource | Views of Nature of Engineering Questionnaire
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Resource | The Soda Can Crusher Challenge
Deniz, H., Kaya, E., & Yesilyurt, E. (2018). The soda can crusher. Science & Children. 74-78.
Deniz, H., Kaya, E., & Yesilyurt, E. (2018). The soda can crusher. Science & Children. 74-78.
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Resource | The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs
Deniz, H., Yesilyurt, E., & Kaya, E. (2018, March). The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs. Paper presented at the annual meeting of National Association for Research in Science Teaching, Atlanta, GA.
Deniz, H., Yesilyurt, E., & Kaya, E. (2018, March). The Differential Impact of Two Engineering Professional Development Programs on Elementary Teachers’ Engineering Teaching Efficacy Beliefs. Paper presented at the annual meeting of National Association for Research in Science Teaching, Atlanta, GA.
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Resource | Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in‐depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch‐up and prototyping—…
This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in‐depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools for defining problems, and (b) integrating perspectives in design specification and optimization through iterative design sketch‐up and prototyping—…
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Resource | Designing for Rightful Presence in STEM: The Role of Making Present Practices
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational…
Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed “making present” practices that give rise to moments of rightful presence, is 1 way to consider how to make sense of the historicized and relational…
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Resource | Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
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Resource | Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
This paper describes HASbot, an automated text scoring and real‐time feedback system designed to support student revision of scientific arguments. Students submit open‐ended text responses to explain how their data support claims and how the limitations of their data affect the uncertainty of their explanations. HASbot automatically scores these text responses and returns the scores with feedback…
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Resource | Addressing Misconceptions in Secondary Geometry Proof
Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).
Cirillo, M. & Hummer, J. (2019). Addressing misconceptions in secondary geometry proof. Mathematics Teacher, 112(6).
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Early Career News | Toward a more humane genetics education: Learning about the social and quantitative complexities of human genetic variation research could reduce racial bias in adolescent and adult populations
K. C. Busch (2013-14 CADRE Fellow) co-authored this Science Education article with Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, and Brae Salazar.
K. C. Busch (2013-14 CADRE Fellow) co-authored this Science Education article with Brian M. Donovan, Rob Semmens, Phillip Keck, Elizabeth Brimhall, Monica Weindling, Alex Duncan, Molly Stuhlsatz, Zoë Buck Bracey, Mark Bloom, Susan Kowalski, and Brae Salazar.
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Early Career News | Exploring the utility of social network analysis for visualizing interactions during argumentation discussions
María González‐Howard (2015-16 CADRE Fellow) published this article in Science Education.
María González‐Howard (2015-16 CADRE Fellow) published this article in Science Education.
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Early Career News | Kindling the fire: Fueling preservice science teachers' interest to teach in high‐needs schools
Meredith W. Kier and Jason A. Chen (2011-12 CADRE Fellow) published this article in Science Education.
Meredith W. Kier and Jason A. Chen (2011-12 CADRE Fellow) published this article in Science Education.
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Early Career News | Impact of model‐based science curriculum and instruction on elementary students' explanations for the hydrosphere
Ben Baumfalk, Devarati Bhattacharya, Tina Vo (2016-17 CADRE Fellow), Cory Forbes, Laura Zangori, and Christina Schwarz co-authored this article for the Journal of Research in Science Teaching.
Ben Baumfalk, Devarati Bhattacharya, Tina Vo (2016-17 CADRE Fellow), Cory Forbes, Laura Zangori, and Christina Schwarz co-authored this article for the Journal of Research in Science Teaching.
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Early Career News | Impossibility and Certainty
Carlos A. Mejía Colindres (2013-14 CADRE Fellow) published this article in the April 2019 issue of Mathematics Teacher with co-author Stephanie Peters.
Carlos A. Mejía Colindres (2013-14 CADRE Fellow) published this article in the April 2019 issue of Mathematics Teacher with co-author Stephanie Peters.
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Early Career News | Addressing Misconceptions in Secondary Geometry Proof
Michelle Cirillo (CAREER awardee) and Jenifer Hummer (2017-18 CADRE Fellow) co-authroed this article for the April 2019 issue of Mathematics Teacher.
Michelle Cirillo (CAREER awardee) and Jenifer Hummer (2017-18 CADRE Fellow) co-authroed this article for the April 2019 issue of Mathematics Teacher.
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Event | EHR Core Research: Production Engineering Education and Research (ECR: PEER) Full Proposal Deadline
To learn more, visit https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505647&WT.mc_id=USNSF_….
To learn more, visit https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=505647&WT.mc_id=USNSF_….
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Event | 2019 STEM for All Video Showcase
Join us May 13-20 for the 2019 STEM for All Video Showcase, a free, interactive, week-long video showcase event that will feature over 200 federally funded projects. https://stemforall2019.videohall.com/
Join us May 13-20 for the 2019 STEM for All Video Showcase, a free, interactive, week-long video showcase event that will feature over 200 federally funded projects. https://stemforall2019.videohall.com/
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Event | Charting the Future of Making in STEM Education: Partnerships
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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Event | Charting the Future of Making in STEM Education: Broadening Participation
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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Event | Charting the Future of Making in STEM Education: Research & Evaluation
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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Event | Charting the Future of Making in STEM Education: Process and Pedagogy
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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Event | Charting the Future of Making in STEM Education: Workforce Development
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
In December the National Science Foundation convened nearly 60 Principal Investigators from projects funded through the Dear Colleague Letter (NSF-086) “Enabling the Future of Making to Catalyze New Approaches in STEM Learning and Innovation.” The NSF EAGER Maker Summit: Charting the Future of Making in STEM Education tasked these projects with exploring topics of interest to NSF and the Maker…
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Resource | What Matters for Urban Adolescents’ Engagement and Disengagement in School: A Mixed-Methods Study
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a…
This study uses a mixed-method sequential exploratory design to examine influences on urban adolescents’ engagement and disengagement in school. First, we interviewed 22 middle and high school students who varied in their level of engagement and disengagement. Support from adults and peers, opportunities to make choices, and external incentives aligned with greater engagement. In contrast, a…
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Resource | Student learning emotions in middle school mathematics classrooms: investigating associations with dialogic instructional practices
Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations…
Emotions are central to how students experience mathematics, yet we know little about how specific instructional practices relate to students’ emotions in mathematics learning. We examined how dialogic instruction, a socially dynamic form of instruction, was associated with four learning emotions in mathematics: enjoyment, pride, anger, and boredom. We also examined whether these associations…
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Resource | Does student-centered instruction engage students differently? The moderation effect of student ethnicity
Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied. This study examined the…
Student-centered instruction is featured in reforms that aim to improve excellence and equity in mathematics education. Although research on stereotype threat suggests that student-centered instruction may have differential effects on racial minority students, the relationship between student-centered mathematics instruction and student engagement remains understudied. This study examined the…
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Resource | Beyond Classroom Academics: A School-Wide and Multi-Contextual Perspective on Student Engagement in School
School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-…
School engagement researchers have historically focused on academic engagement or academic-related activities. Although academic engagement is vital to adolescents’ educational success, school is a complex developmental context in which adolescents also engage in social interactions while exploring their interests and developing competencies. In this article, school engagement is re-…
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Announcement | New NSF Job Opportunity Posted
NSF is currently seeking a full-time, permanent Division Director, Division of Human Resource Development, EHR. Learn more.
NSF is currently seeking a full-time, permanent Division Director, Division of Human Resource Development, EHR. Learn more.
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