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Understanding the Effect of Differences in Prior Knowledge on Middle School Students’ Collaborative Interactions and Learning
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We investigated how the level of variance in students’ prior knowledge may have influenced their collaborative interactions and science learning in small groups. We examined learning outcomes from 102 groups from seven…
Can Generative AI and ChatGPT Outperform Humans on Cognitive-Demanding Problem-Solving Tasks in Science?
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This study aimed to examine an assumption regarding whether generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We examine the performance of…
Elementary Teachers’ Knowledge of Using Language as an Epistemic Tool in Science Classrooms: A Case Study
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Language is a fundamental tool for learning science. This study highlights the importance of teacher knowledge in utilising language as a tool for knowledge generation in the classrooms. This case study examines elementary…
Embodied, Dramatizing Performances in Science Class: Multimodal Spaces and Places of Knowledge and Identity Construction
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We explored the semiotic choices children in grades 1–6 made that nurtured embodied, dramatizing performances in science classes at urban public schools, serving predominantly students of color in a large US city. We…
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In this paper, we describe three challenges (conflict between multiple dimensions of science proficiency, authentic data, and grade-appropriate graphing tools) that we faced when designing for a specific Next Generation…
Reasoning About Data in Elementary School: Student Strategies and Strengths when Reasoning with Multiple Variables
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The need for data literacy is an increasingly pressing priority in society, but most of the work in data-centred education has focused on developing skills at the middle school, secondary, and post-secondary levels, with…
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The authors are developing a model for rural science teacher professional development, building teacher expertise and collaboration and creating high-quality science lessons: technology-mediated lesson study (TMLS…
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This study applied the many-facet Rasch measurement (MFRM) to assess students’ knowledge-in-use in middle school physical science.
This study applied the many-facet Rasch measurement (MFRM) to assess…
Elementary Science Teacher Educators Learning Together: Catalyzing Change With Educative Curriculum Materials and Vignette Writing
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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.
In this…
Related Paper Set: Designing, Supporting, and Enacting Elementary Science Units for Teacher Phenomenon Adaptation
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Paper set on designing, supporting, and enacting elementary science units for teacher phenomenon adaptation from 2023 NARST conference.
Cook Whitt, K., Harris, E., Kenyon, L., Kenyon, F. L., Hanson, A…
How It All Happened: Cause and Effect as a Lens and Thinking Tool to Observe and Make Sense of Two Puzzling Phenomena
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This article uses cause and effect as a lens and thinking tool to observe and make sense of phenomena in elementary science.
Mohan, L., Harris, E., & Guy-Gaytan, C. (2023). How it all happened:…
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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…
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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…
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Practical research article from Science Scope.
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).…
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Research on socio-scientific issues (SSI) has revealed that it is critical for learners to develop a systematic understanding of the underlying issue. In this paper, we explore how modeling can facilitate students’ systems…
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Justice-centred science pedagogy has been suggested as an effective framework for supporting teachers in bringing in culturally relevant pedagogy to their science classrooms; however, limited instructional tools exist that…
Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions
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Research on teacher educators’ professional learning has gained increasing interest within science education. Curriculum materials have been suggested as a means of supporting teacher learning for several decades but have…
Developing and Using a Scalable Assessment to Measure Preservice Elementary Teachers' Content Knowledge for Teaching About Matter
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There is strong agreement in science teacher education of the importance of teachers' content knowledge for teaching (CKT), which includes their subject matter knowledge and their pedagogical content knowledge. However,…
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Educating students about real-world, issues such as local invasive species aims to encourage wider engagement with STEM.
Educating students about real-world, issues such as local invasive species aims…
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Nancy Butler Songer, Associate Provost of STEM Education at the University of Utah, discusses the importance of supporting and including young people as part of environmental decision-making teams and key problem-solvers…
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The authors designed a science and engineering curricular program that includes design features that promote student interest and motivation and examined teachers' and students' views on meaningfulness, motivation and…
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Nancy Butler Songer, from the University of Utah, makes a call for collective action to create a new curriculum focused on the design of solutions.
Nancy Butler Songer, from the University of Utah,…
Elementary Preservice Teachers' Responsiveness While Eliciting Students' Initial Arguments and Encouraging Critique in Online Simulated Argumentation Discussions
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Limited research has explored elementary preservice teachers' responsiveness while navigating an argumentation-focused discussion, particularly in an online simulated teaching experience. The purpose of this study was…
Preservice Teachers Noticing and Positioning Students as “Knowers” in Equitable Scientific Argumentation-based Discussions
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This study investigated how preservice elementary teachers' (PSTs) noticed the discourse practices they used to position students and their scientific thinking as they engaged a group of student avatars in argumentation-…
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TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
TU professor studies avatar-based classroom simulations in three-year, $3 million NSF grant.
Kirkman, R. (…