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In this article, the authors present evidence from teachers' reflections that this stability was supported by the teachers' intellectual and emotional experiences as learners. Specifically, they argue that engaging in…
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Estimating and monitoring the construct-irrelevant variance (CIV) is of significant importance to validity, especially for constructed response assessments with rich contextualized information. To examine CIV in…
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This comprehensive volume advances a vision of teacher preparation programs focused on core practices supporting ambitious science instruction. The book advocates for collaborative learning and building a community of…
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This paper puts forth a detailed conceptual framework for K-12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision
Given the large…
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Urban Title I schools need teachers who recognize and can help address challenges with broadening participation in science and inequities in access to quality science instruction found in elementary schools. The paper…
Bridging Science Teaching and Learning in Title 1 Schools Poster (2021 NARST Annual International Conference)
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This poster describes the work of the Bridging Science Teaching and Learning in Title 1 Schools project. Historically, the public education community has struggled with providing all children withequitable access to…
Articulating a Transformative Approach for Designing Tasks that Measure Young Learners’ Developing Proficiencies in Integrated Science and Literacy
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This paper introduces an approach for designing NGSS-aligned assessments that measure young learners’ science progress while also attending to the scientific language and literacy practices that are integral parts of the…
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Socially relevant and controversial topics, such as the climate crisis, are subject to differences in the explanations that scientists and the public find plausible. Scaffolds can help students be evaluative of the…
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Science involves changing the scale of objects—particularly scales of size, time, and intensity—from what is experienced in the world. Similar to investigations conducted in science laboratories, classroom investigations…
“Science Theatre Makes You Good at Science”: Affordances of Embodied Performances in Urban Elementary Science Classrooms
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School science continues to alienate students identifying with nondominant, non-western cultures, and learners of color, and considers science as an enterprise where success necessitates divorcing the self and corporeal…
Mathematical and Scientific Argumentation in PreK-12: A Cross-Disciplinary Synthesis of Recent DRK-12 Projects
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This review synthesizes insights from 23 NSF-funded projects, totaling $40 million, that studied mathematical and scientific argumentation in STEM education from prekindergarten (PreK) to Grade 12. The projects reported on…
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This review synthesizes findings from 18 NSF-funded projects, totaling nearly $22 million, that studied scientific modeling in science education from prekindergarten to Grade 12. The projects typically used descriptive…
Teachers’ Pedagogical Content Knowledge in Mathematics and Science A Cross-Disciplinary Synthesis of Recent DRK-12 Projects
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This review synthesized insights from 27 NSF-funded projects, totaling $62 million, that studied pedagogical content knowledge (PCK) in STEM education from prekindergarten (PreK) to Grade 12, split roughly equally across…
Climate Education in Secondary Science: Comparison of Model-based and Non-Model-based Investigations of Earth’s Climate
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In this mixed method study, we analyse the effectiveness of two pedagogical approaches – one model-based and another non-model-based – for developing secondary students’ understanding of the phenomenon of increase in Earth…
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Recent implementation of the Next Generation Science Standards (NGSS) has intensified the focus on teaching and learning of the Earth’s climate and GCC in formal learning environments. Concurrently, the empirical research…
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This article focuses on investigating the phenomenon of increasing surface air temperatures using a global climate modeling approach.
Bhattacharya, D., Chandler, M., Carroll-Steward, K., & Forbes, C…
Museum Leadership for Engaging, Equitable Education: The Transformative Potential of Digitized Collections for Authentic Learning Experiences
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Museums are local-to-global organizations operating in a digitized, distributed, and diverse 21st century world. Museums leaders face significant challenges in achieving broader relevance, meaningful engagement, and…
Informal Learning with Extended Reality Environments: Current Trends in Museums, Heritage, and Tourism
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This chapter discusses the capabilities of extended reality technology in informal learning environments, such as museums and cultural heritage sites. The chapter critically appraises several affordances of extended…
Rethinking Online Science Learning: Creating Virtual Research Experiences using Digitized Museum Specimens
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This article focused on creating virtual research experiences using digitized museum specimens.
Butcher, K. R., Larson, M., Lane, M., & Power, M. (2022). Rethinking Online Science Learning: Creating…
Elementary Preservice Teachers’ Perceptions of Assessment Tasks that Measure Content Knowledge for Teaching about Matter
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This study explores how 79 elementary preservice teachers perceive the relevance and importance of assessment task scenarios designed to elicit information about content knowledge for teaching (CKT) about matter and its…
Participating in the Scientific Publication Process: Exploring How Pre-college Students Perceive Publication within the Scientific Enterprise
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Scientists spend a substantial amount of their time engaging with the primary literature: reading, constructing, reviewing and revising it. Yet, the role of primary literature is generally absent from the development of…
No Science Fair? No Problem. Engaging Students in Science Communication through Peer Review and Publication in a Remote World
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This article describes resources that are freely available to help teachers navigate the peer review and publication processes and guide their students through the successful completion of submission and publication of…
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The process of modeling a complex phenomenon often requires working across representational systems of differing scales, modalities, and purposes. When put into contact, entities across multiple representational systems…
Beyond Assessing Knowledge about Models and Modeling: Moving toward Expansive, Meaningful, and Equitable Modeling Practice
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This article focused on expansive, meaningful, and equitable modeling practice.
Schwarz, C., Ki, L., Salgado, M., & Manz, E. (2022). Beyond assessing knowledge about models and modeling: Moving…
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The construct of active learning permeates undergraduate education in science, technology, engineering, and mathematics (STEM), but despite its prevalence, the construct means different things to different people, groups,…