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Eliciting and interpreting students’ ideas are essential skills in teaching, yet pre-service teachers (PSTs) rarely have adequate opportunities to develop these skills. In this study, we examine PSTs’ patterns of discourse…
Exploring the Potential of an Online Suite of Practice-Based Activities for Supporting Preservice Elementary Teachers in Learning How to Facilitate Argumentation-Focused Discussions in Mathematics and Science
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This study explored the use of a three-part suite of practice-based activities -- one- and two-player online simulations, an avatar-based simulation, and a virtual teaching simulator—for supporting preservice teachers in…
MoDa: Designing a Tool to Interweave Computational Modeling with Real-world Data Analysis for Science Learning in Middle School
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Coordinating modeling and real-world data is central to building scientific theories. This paper examines how a complementary focus on modeling and data contributed to 8th grade students’ learning of mechanisms underlying…
Infect, Attach or Bounce off?: Linking Real Data and Computational Models to Make Sense of the Mechanisms of Diffusion
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This study explores how the interplay between data and model design shifts 6th graders’ students' ideas about diffusion as they build a range of models (“paper and pencil” and computational models). We present a new web-…
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Big ideas in science education are meant to be interpretive frameworks that empower student learning. Unfortunately, outside of the broad conception of scientific evaluation, there are few theoretical explanations of how…
Socio-Scientific Learning During the COVID-19 Pandemic: Comparing In-person and Virtual Science Learning Using Model-Evidence Link Diagrams
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Science learning is an important part of the K-12 educational experience, as well as in the lives of students. This study considered students’ science learning as they engaged in the instruction of scientific issues with…
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This webinar provided early career data science education researchers with information on the state of the field; tools, curricula, and other resources for researchers; and insight into funding opportunities and proposal…
A Remote View into the Classroom: Analyzing Teacher Use of Digitally Enhanced Educative Curriculum Materials in Support of Student Learning
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When integrated into online curriculum modules for students, educative curriculum materials (ECMs) can enhance teachers’ enactment of these modules. This study investigated (1) the use of digitally enhanced ECMs built into…
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Explaining phenomena associated with a system involves describing a system’s structure and articulating the process through which the system’s structure changes over time. This paper defines geo-sequential reasoning in the…
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This report takes stock of what we currently know as well as what we need to know to make classroom assessment maximally beneficial for the teaching and learning of STEM subject matter in K–12 classrooms…
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A 10-week, energy literacy curriculum unit for 6th grade students. Students will study energy use and transfer in their own school buildings. They will explore how Earth systems supply renewable and nonrenewable energy,…
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Teachers must know how to use language to support students in knowledge generation environments that align to the Next Generation Science Standards. To measure this knowledge, this study refines a survey on teachers’…
‘If You Wanted to Take this Model and Throw Nitrogen at It, It Would Fit’: Synthesis Approach to Modelling to Learn About Biogeochemical Cycles
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This qualitative study examines how a group of undergraduate and graduate students in an upper-level ecosystem ecology course at a research university in the southeastern part of the United States engage in a task that…
‘Me Hizo Sentir Como Científica’: The Expressed Science Identities of Multilingual Learners in High School Biology Classrooms
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Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple…
Student Outcomes of Teaching About Socio-scientific Issues in Secondary Science Classrooms: Applications of EzGCM
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Science education literature has highlighted socio-scientific issues (SSI) as an effective pedagogy for teaching science in a social and political context. SSI links science education and real-world problems to engage…
Supporting Secondary Students’ Understanding of Earth’s Climate System and Global Climate Change Using EzGCM: A Cross-Sectional Study
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Global climate change (GCC) is one of the greatest challenges of our age and a highly significant socio-scientific issue (SSI). Developing secondary students’ understanding about the Earth’s climate and GCC is critical for…
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Educational policies exist as part of complex systems of many policies, all of which science teachers must make sense before using in practice. Using Actor-Network Theory to view policy translation in assemblages, we…
Intersections of Teacher Noticing and Culturally Sustaining Pedagogy: A Conceptual Framework to Inform the Design of Teacher Learning
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Teacher noticing scholars are just beginning to explore how to support noticing that is responsive to students' cultural resources. The theoretical basis of the teacher noticing literature affords scholars a range of paths…
Evaluating the Effectiveness of an Online Professional Development for Rural Middle-School Science Teachers
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In rural, geographically dispersed school districts, access to high-quality face-to-face professional development (PD) is challenging. Our study developed and compared the effectiveness of an online PD for middle-school…
Exploring the Noticing of Science Teachers: What Teachers' Notice and Using Video to Capture Teacher Knowledge
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Knowing how science teachers develop their professional knowledge has been a challenge. One potential way to determine the professional knowledge of teachers is through videos. In the study described here, the authors…
Why Does Teacher Learning Vary in Professional Development? Accounting for Organisational Conditions
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Professional development providers often struggle with how some teachers take up and internalise new instructional practices while others have difficulty implementing new ideas and strategies. Teacher personal…
Why Do Teachers Vary in Their Instructional Change During Science PD? The Role of Noticing Students in an Iterative Change Process
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This qualitative study uses a nonlinear, iterative model of teacher learning (Interconnected Model of Professional Growth; Clarke & Hollingsworth, 2002) alongside professional noticing to help understand why elementary…
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Our research explores possibilities for cultivating new spaces for preservice secondary science teachers to engage in science. In a content-focused education course, we designed for and studied preservice teachers'…
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Reform efforts in science and mathematics education highlight students’ experiences and sensemaking repertoires as valuable resources for instruction. Yet, there is much to learn about how to cultivate teachers’ capacity…
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Foregrounding climate education in formal science learning environments provides students with opportunities to develop critical climate-related knowledge and skills. However, research has shown many challenges to teaching…