DRK-12 Research and Products

2011 DR K-12 Program Webinar
Agreeing to Disagree: Challenges with Ambiguity in Visual Evidence
Can Generating Representations Enhance Learning With Dynamic Visualizations?
Using Interactive Technology to Support Students’ Understanding of the Greenhouse Effect and Global Warming
Enhancing the Authenticity of a Web-Based Module for Teaching Simple Inheritance
A Design-based Approach to Fostering Understanding of Global Climate Change
A Technology-Enhanced Unit of Modeling Static Electricity: Integrating scientific explanations and everyday observations
Collaboration as Scaffolding to Learn from Dynamic, Interactive Scientific Visualizations
School Principals’ Influence on Science Teachers’ Technology Implementation: A Retrospective Analysis
Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters
Measuring Knowledge Integration: Validation of Four-Year Assessments
An Investigation of Explanation Multiple-Choice Items in Science Assessment
Combining Learning and Assessment to Improve Science Education
Publication | High-stakes tests take time away from valuable learning activities, narrow the focus of instruction, and imply that science involves memorizing details rather than understanding the natural world. Current tests lead precollege instructors to…
College Students’ Temporal-Magnitude Recognition Ability Associated With Durations of Scientific Changes
Teaching to design educational technologies
Bridging Multiple Expertise in Collaborative Design for Technology-Enhanced Learning
Researching design practices and design cognition: contexts, experiences and pedagogical knowledge-in-pieces.
Professional Development for Technology- Enhanced Inquiry Science
Taking Educational Games to the Afterschool: Teens and Researchers on a Quest in Collaborative Design-Based Research
Knowledge Integration and WISE Engineering
Randomized Control Trials on the Dynamic Geometry Approach
Connecting Class Talk with Individual Student Writing
The Role of Language in the Teaching of Energy: The Case of ‘Heat Energy’
Promoting Proximal Formative Assessment with Relational Discourse
Intuitive Ontologies for Energy in Physics