Cesar Delgado

Generating a framework for gender and sexual diversity-inclusive STEM education

Wright, G. W., & Delgado, C. (2023, February 5). SCIENCE EDUCATION, Vol. 2.

Shrink or grow the kids? Scale cognition in an immersive virtual environment for K-12 summer camp

2023 IEEE CONFERENCE ON VIRTUAL REALITY AND 3D USER INTERFACES ABSTRACTS AND WORKSHOPS, VRW, pp. 721–722.

Interdisciplinary Science Assessment of Carbon Cycling: Construct Validity Evidence Based on Internal Structure

RESEARCH IN SCIENCE EDUCATION, 52(2), 473–492.

Leveraging the epistemic emotion of awe as a pedagogical tool to teach science

Jones, M. G., Nieuwsma, J., Rende, K., Carrier, S., Refvem, E., Delgado, C., … Huff, P. (2022, October 15). INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 10.

A closer look at US schools: What characteristics are associated with scientific literacy? A multivariate multilevel analysis using PISA 2015

SCIENCE EDUCATION, 105(2), 406–437.

A taxonomy of cognitive image functions for science curriculum materials: identifying and creating 'performative' visual displays

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 43(2), 314–343.

Crossing cultural borders: results of an intervention on community college biology students' understanding and acceptance of evolution

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 43(4), 469–496.

Developing a Model of Graduate Teaching Assistant Teacher Efficacy: How Do High and Low Teacher Efficacy Teaching Assistants Compare?

CBE-LIFE SCIENCES EDUCATION, 20(1).

Scale, proportion, and quantity

In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Arlington, VA: NSTA Press.

A hypothetical learning progression for quantifying phenomena in science

Science & Education, 28(9-10), 1181–1208.

Elucidating High School Biology Teachers’ Knowledge of Students’ Conceptions Regarding Natural Selection

International Journal of Science and Mathematics Education, 8.

The integration of cross-cutting concepts in three-dimensional learning

In S. J. Fick, J. Nordine, & K. W. McElhaney (Eds.), Summit for examining the potential for crosscutting concepts to support three-dimensional learning conference proceedings. http://curry.virginia.edu/CCC-Summit.

Toward Interdisciplinary Learning: Development and Validation of an Assessment for Interdisciplinary Understanding of Global Carbon Cycling

Research in Science Education, 51(5), 1197–1221.

An enhanced framework for scale cognition leveraging visual metaphor theory and analogical reasoning theory

In J. Kay & R. Luckin (Eds.), Rethinking learning in the digital age: Making the learning sciences count. 13th International Conference of the Learning Sciences (ICLS) 2018 (Vol. 3, pp. 1607–1608). http://ccl.northwestern.edu/2018/ICLS2018Volume3_proceedings.pdf

The Evolution of a Partnership

Science Scope, 041(08).

Assessing students' disciplinary and interdisciplinary understanding of global carbon cycling

Journal of Research in Science Teaching, 55(3), 377–398.

Scale and the evolutionarily based approximate number system: an exploratory study

INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 39(8), 1008–1024.

Exploring the relationship between secondary science teachers’ subject matter knowledge and knowledge of student conceptions while teaching evolution by natural selection

Journal of Research in Science Teaching, 54(2), 219–246.

A middle school instructional unit for size and scale contextualized in nanotechnology

Nanotechnology Reviews, 4(1).

Scale construction for graphing: An investigation of students' resources

Journal of Research in Science Teaching, 52(5), 633–658.

An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education

Science Education, 98(2), 305–326.

Collective landmarks for deep time: a new tool for evolution education

Journal of Biological Education, 48(3), 133–141.

Navigating Tensions Between Conceptual and Metaconceptual Goals in the Use of Models

Journal of Science Education and Technology, 24(2-3), 132–147.

Students’ resources for the construction of scales for graphing

In J. L. Polman, E. A. Kyza, K. O'Neill, I. Tabak, W. R. Penuel, A. S. Jurow, … L. D'Amico (Eds.), Learning and Becoming in Practice: The International Conference of the Learning Sciences (ICLS) 2014 (Vol. 1, pp. 262–269). https://repository.isls.org//handle/1/1122

Toward an Interdisciplinary Science Curriculum: Analysis of the Connections across Science Learning Progressions

International Journal for Cross-Disciplinary Subjects in Education, 4(Special 1), 1854–1862.

Weaving an interdisciplinary science curriculum: Analysis of the connections across learning progressions

In C. A. Shoniregun & G. A. Akmayeva (Eds.), Canada International Conference on Education Conference Proceedings (pp. 68–71). Basildon, UK: CICE.

Cross-cultural Study of Understanding of Scale and Measurement: Does the everyday use of US customary units disadvantage US students?

International Journal of Science Education, 35(8), 1277–1298.

Navigating Deep Time: Landmarks for Time From the Big Bang to the Present

Journal of Geoscience Education, 61(1), 103–112.

Learning progressions, learning trajectories, and equity

In J. van Aalst, K. Thompson, M. J. Jacobson, & P. Reimann (Eds.), The Future of Learning: Proceedings of the 10th International Conference of the Learning Sciences (ICLS 2012) (Vol. 1, pp. 204–211). https://repository.isls.org//handle/1/2205

Spatial thinking and dimensionality

In Geological Society of America Special Papers (pp. 71–73).

Engaging students in content learning and scientific critique through a nanoscience context

In R. E. Yager (Ed.), Exemplary science for resolving societal challenges. Arlington, VA: NSTA Press.

Technology Supports for Science Learning

In International Encyclopedia of Education (pp. 197–203).

Units of length: A notational system for conceptual understanding of size and scale

In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the 9th International Conference of the Learning Sciences (ICLS) (Vol. 2, pp. 362–363). Chicago: International Society of the Learning Sciences.

Developing a hypothetical multi-dimensional learning progression for the nature of matter

Journal of Research in Science Teaching, 47(6), 687–715.

Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials

Journal of Research in Science Teaching, 46(9), 977–998.

Using Construct-Centered Design to align curriculum, instruction, and assessment development in emerging science

In G. Kanselaar, V. Jonker, P. A. Kirschner, & F. Prins (Eds.), Proceedings from ICLS ’08: International perspectives in the Learning Sciences: Creating a learning world (Vol. 3, pp. 314–321). Utrecht, the Netherlands: International Society of the Learning Sciences.

Developing and validating a learning progression for the nature of matter

Abstracts of Papers of the American Chemical Society, 233, 661.

Identification of the big ideas in nanoscience

Abstracts of Papers of the American Chemical Society, 233, 678.

Secondary students’ interests in nanoscience concepts and phenomena

Abstracts of Papers of the American Chemical Society, 233, 731–761.

Size and scale curricular activities for middle school

Abstracts of Papers of the American Chemical Society, 233, 674–674.

Students’ conceptions of size

Abstracts of Papers of the American Chemical Society, 233, 666.

The nanoworld: Research-driven design process

Abstracts of Papers of the American Chemical Society, 233, 657–657.

Using small-group discussions to assess student learning of nanoscale concepts

Abstracts of Papers of the American Chemical Society, 233, 639–639.

Investigating high school biology texts as educative curriculum materials: Curriculum review process

http://www.umich.edu/~hiceweb/papers/2006/BeyerEtAl2006.pdf

Dinámica de grupos e identificación proyectiva en el contexto escolar (Group dynamics and projective identification in the school context)

Revista Mexicana De Pedagogía, 13(66, 67), 3–9, 19–23.

Los cuentos de hadas en la pedagogía nacional (Fairy tales in Mexican pedagogy)

Revista Mexicana De Pedagogía, 11, 12(55, 56, 57), 26–31, 20–24, 15–21.

Cómo fomentar el pensamiento abstracto en clase de matemáticas (Encouraging abstract thought in mathematics class)

Correo Del Maestro, 3(34), 5–7.

Un ejercicio constructivista en química (A constructivist exercise in chemistry)

Correo Del Maestro, 4(40), 5–9.