A5090125136- Science Education and Pedagogy
- Innovative Teaching and Learning Methods
- Education and Critical Thinking Development
- Educational Strategies and Epistemologies
- Diverse Educational Innovations Studies
- Animal and Plant Science Education
- Educational Assessment and Pedagogy
- Complex Systems and Decision Making
- Teacher Education and Leadership Studies
- Values and Moral Education
- Innovative Education and Learning Practices
- Outdoor and Experiential Education
- Digital literacy in education
- Statistics Education and Methodologies
- Educational Assessment and Improvement
- Genetics, Bioinformatics, and Biomedical Research
- Reflective Practices in Education
- Educational Games and Gamification
- Gender and Technology in Education
- Evaluation of Teaching Practices
- Innovations in Medical Education
- Educational Environments and Student Outcomes
Wheelock College
2019-2023
Boston University
2015-2023
University of Colorado Boulder
2014-2015
University of Colorado System
2014
Vanderbilt University
2012
Abstract The Next Generation Science Standards (NGSS) [Achieve, Inc. [ ]] represent a broad consensus that teaching and learning expectations must change. Rather than memorizing reciting information, students are now expected to engage in science practices develop deep understanding of core ideas. While we want share the optimism about NGSS, standards not silver bullet for transforming classrooms. They are, instead, another reform document designed suggest opportunities actively knowledge...
Science educators increasingly seek to support students’ participation in scientific practices, particularly epistemic that is, those ground authority for knowing the discipline. Argumentation is one practice has received significant attention research literature. However, scholars who take a sociocultural stance suggest current conceptualizations are not sufficient characterizing and supporting important aspects of practice. In this article, I explore how argumentation can be brought into...
Abstract Despite a recent focus on engaging students in epistemic practices, there is relatively little research how learning environments can support the simultaneous, coordinated development of both practice and knowledge that emerges from supports scientific activity. This study reports co‐construction modeling ecological by following one seminal disciplinary concept, plant reproduction, through third graders' yearlong investigation wild backyard area. Representational activity...
Abstract This study addresses how to help elementary science teachers explore the uncertainty inherent in scientific activity and support students engage more complex authentic investigations. We describe a district partnership focused on understanding adapt curricula promote practices. then present close analysis of navigated ideas about during their work exploring tools curriculum. argue that an essential aspect teachers’ was developing nuanced view uncertainty, including precise goals for...
This article addresses how we can develop learning environments that establish a need for scientific practices and provide context developing content knowledge through practice. It argues Pickering's (1995) notion of “The Mangle Practice” informs these efforts by focusing our attention on resistance, or push-back from the world, destabilizes ideas, creating to re-evaluate each in light other. I describe design science instruction an elementary school classroom, showing it built mangle...
Abstract There is now a significant research literature devoted to reconceptualizing scientific activities, such as modeling, explanation, and argumentation, realize vision of science‐as‐practice in classrooms. As yet, however, not all practices have received equal attention. Planning Carrying out Investigations one the eight identified Next Generation Science Standards, there long line from both psychological science education traditions that addresses topics about investigation, generation...
Abstract Science education researchers have highlighted how uncertainty can foster meaningful scientific sense‐making, supporting students to re‐evaluate their understandings of phenomena and pursue deeper causal accounts. However, facilitating whole‐class conversations motivated by is complex challenging, calling for further descriptions the pedagogical work involved teachers. In this study, we consider recurring decision points as a way get handle on teachers orchestrate classroom...
Abstract Many classroom units and lessons are now organized around engaging students in developing claims evidence. An aspect of teachers’ work that is understudied how teachers manage the complexity inherent navigating between empirical data. In other words, what do when not see they “supposed to” or make sense observations unexpected ways? We contend such to scientific endeavor, with it central doing science. Therefore, moves science this context have important consequences for students’...
Abstract Recent consensus documents in science education (e.g., the Next Generation Science Standards) emphasize helping students develop facility with constructing and critiquing both claims evidence that supports them. While typically view as necessary for supporting scientific claims, they tend to objectify evidence, is, see it self‐evident factual, rather than constructed or open interpretation (Driver, Leach, Miller, & Scott, 1996; Sandoval Çam, 2011). In this paper, I introduce a...
Abstract Osborne (2019, this issue) raises several issues in his response to Furtak and Penuel Sci Edu, 103, 167–186). He challenges the primacy of phenomena, argues that commonsense is not productive for science, maintains primary goal science instruction students’ understanding canon. To us, import Osborne's response, what moved us accept editors’ invitation comment, how it reflects ongoing complexity instability views within community scholarship education. We reflect on these tensions.
Abstract Both professional and classroom‐based scientific communities develop test explanatory models of the natural world. For students to take up as tools for sensemaking, practice must be agentive (where use revise specific purposes) conceptually productive make progress on their ideas). In this paper, we explore principles support modeling. One is that can “do work”; is, participate in students' sensemaking by offering resources, making gaps visible, or pushing back modelers'...
This piece describes and illustrates five practices for meaningfully integrating science literacy within project-based units that center children’s identities, interests, ways of knowing.