A5089643014- Science Education and Pedagogy
- Education and Critical Thinking Development
- Educational Strategies and Epistemologies
- Innovative Teaching and Learning Methods
- Topic Modeling
- Explainable Artificial Intelligence (XAI)
- Computational and Text Analysis Methods
- Service-Learning and Community Engagement
- Teacher Education and Leadership Studies
- Neural Networks and Applications
- Teaching and Learning Programming
- Diverse Educational Innovations Studies
- Advanced Text Analysis Techniques
- Online Learning and Analytics
- Mathematics Education and Teaching Techniques
- Video Analysis and Summarization
- Statistics Education and Methodologies
- Digital Storytelling and Education
- Educational Assessment and Pedagogy
- Natural Language Processing Techniques
- Machine Learning and Data Classification
- Innovative Teaching Methods
- Innovative Human-Technology Interaction
- Innovative Education and Learning Practices
- Higher Education Practises and Engagement
University of Illinois Urbana-Champaign
2018-2024
University of Massachusetts Amherst
2023
Northwestern University
2015
Abstract Recent research and policy documents call for engaging students teachers in scientific practices such that the goal of science education shifts from knowing epistemic ideas, to developing using these understandings as tools make sense world. This perspective pushes move beyond rote performance actions or processes engage instead purposeful knowledge construction work. raises parallel questions about how go characterizing student process understand their engagement a goal‐directed...
Mechanistic reasoning, or reasoning systematically through underlying factors and relationships that give rise to phenomena, is a powerful thinking strategy allows one explain make predictions about phenomena. This article synthesizes builds on existing frameworks identify essential characteristics of students' mechanistic across scientific content areas. We argue these can be represented as epistemic heuristics, ideas how direct one's intellectual work, implicitly guide reasoning. use this...
A number of efforts have focused on preparing teachers to integrate CT within secondary disciplinary subject areas; however, there is little research how ideas could be embedded elementary subjects. We designed a professional development activity for embed science and examined their understanding emerged over the course PD. This paper reports results from qualitative analysis teacher responses vignettes open-ended questions, which presented teaching scenarios related CT. found that allow us...
Abstract This study proposes a strategic framework to guide teachers’ curriculum adaptation, planning, and enactment as lever for redistributing epistemic agency. intends position teachers decision‐makers around when how open up aspects of their curriculum. We argue that seeing the Next Generation Science Standards‐aligned curricula—the methods investigation, anchoring phenomena, explanatory models students construct—as entry points agency may help make inroads shifting classroom practice...
Abstract Machine learning (ML) has become commonplace in educational research and science education research, especially to support assessment efforts. Such applications of machine have shown their promise replicating scaling human‐driven codes students' work. Despite this promise, we other scholars argue that not yet achieved its transformational potential. We is because our field currently lacking frameworks for supporting creative, principled, critical endeavors use research. To offer...
In response to Li et al.'s (2023) and Zhai Nehm's commentaries on
ABSTRACTCalls to immerse students in the sensemaking practices of science recommend that propose ideas and work together construct explanations as well drive evaluation decision-making around classroom knowledge-building. In other words, they should be participating with epistemic agency. Part teaching supporting student sensemaking, therefore, is intentionally open up space for contributions negotiations during sensemaking. The type opened students' highly dependent on teachers' choices...
Abstract Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as illustrative in order provide rich description this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions make space or close down while facilitating whole‐class discussions. We analyzed...