About the Session:
How do you design STEM education research that can make a
difference in students learning challenging ideas? What makes a good question to explore? What makes a good research design? In this
workshop, Joe and Bob will take you through a process for designing,
implementing and learning from STEM education research. As in disciplinary
based research, asking appropriate and powerful questions that can both help
solve pressing problems but also contribute to the knowledge of the community
in paramount. Asking the “right question” is always a tough component of any
research. They will focus on the importance of building from what is already
known in the literature to find solutions to problems of students learning. Next,
they will explore designs that can help you answer question. They will focus on
a design-based cycle that can help your research on STEM education build from
initial seed ideas through more robust and mature projects. The session will
provide time for you to discuss and plan ideas with your colleagues.
Joe Krajcik is director of the Institute for
Collaborative Research for Educational Assessment and Teaching Environments
(CREATE) for STEM. CREATE is a joint
institute between the College of Natural Science and the College of Education
to improve the teaching and learning of science and mathematics K – 16 through
research. He is also professor of
Science Education in the College of Education and Editor of the Journal of
Research in Science Teaching (JRST), a leading research journal that focuses on
improving the teaching and learning of science K – 21.
Bob Geier is Associate Director and senior research
associate for CREATE and managing assistant editor for JRST.
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look like in the science classroom? The Science Teacher, National Science
Teacher Association March.
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Krajcik, J. (2011). Re-conceptualization
of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching,
S. (2011). Learners Make Sense of Data:
A 21st-Century Capability, Science & Children, National Science Teacher Association, January
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& Sutherland, L.M (2010). Supporting Students in Developing Literacy in
Science. Science, American Association for the Advancement of Science, 328, 456
Quintana, C., Krajcik, J.S. (2010). The
Impact of Designing and Evaluating Molecular Animations on How Well Middle
School Students Understand the Particulate Nature of Matter. Science Education, 94(1),73-94.
Y., Delgado, C. & Krajcik, J.S. (2010). Developing a Hypothetical Multi-Dimensional Learning Progression for
the Nature of Matter. Journal of Research in Science Teaching, 47(6), 687 –
L. & Krajcik, J. (2009). Synergy between teacher practices and curricular
scaffolds to support students in using domain specific and domain general
knowledge in writing arguments to explain phenomena. The Journal of the
Learning Sciences, 18(3), 416-460.
Geier, R., Blumenfeld, P. C., Marx, R. W., Krajcik, J. S., Fishman, B., Soloway, E., & Clay-Chambers, J.
test outcomes for students engaged in inquiry-based science curricula in the
context of urban reform. Journal of Research in Science Teaching,
Journal of Research in Science Teaching, 45, 922–939.