03/12 - SOTL

Designing, Implementing and Learning from

Research on STEM Education

Profs. Joe Krajcik and Robert Geier

CREATE for STEMInstitute

Monday, Mar. 12, in Biological/Physical Sciences (BPS) 1400

11:30am - 1:30pm

(Lunch Provided)

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.

Recent publications:

Krajcik, J., Merritt, J. (2012) Engaging Students in Scientific Practices: What does constructing and revising models look like in the science classroom? The Science Teacher, National Science Teacher Association March.

Choi, K., Lee, H., Shin, N., Kim, S. & Krajcik, J. (2011). Re-conceptualization of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, 48(6), 670–697.

Krajcik, J. S. (2011). Learners Make Sense of Data: A 21st-Century Capability, Science & Children, National Science Teacher Association, January pgs. 8 & 9.

Krajcik J.S. & Sutherland, L.M (2010). Supporting Students in Developing Literacy in Science. Science, American Association for the Advancement of Science, 328, 456 – 459.

Chang, H., 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.

Stevens, S. 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 – 715.

McNeill, K. 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. (2008). Standardized 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.