Cesar Delgado

Wright, G. W., & Delgado, C. (2023, February 5). Generating a framework for gender and sexual diversity-inclusive STEM education. SCIENCE EDUCATION, Vol. 2. https://doi.org/10.1002/sce.21786

Wu, L., Chen, K. B., Sekelsky, B., Peterson, M., Harper-Gampp, T., & Delgado, C. (2023). 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. https://doi.org/10.1109/VRW58643.2023.00203

You, H. S., Park, S., Marshall, J. A., & Delgado, C. (2022). Interdisciplinary Science Assessment of Carbon Cycling: Construct Validity Evidence Based on Internal Structure. RESEARCH IN SCIENCE EDUCATION, 52(2), 473–492. https://doi.org/10.1007/s11165-020-09943-9

Jones, M. G., Nieuwsma, J., Rende, K., Carrier, S., Refvem, E., Delgado, C., … Huff, P. (2022, October 15). Leveraging the epistemic emotion of awe as a pedagogical tool to teach science. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1080/09500693.2022.2133557

You, H. S., Park, S., & Delgado, C. (2021). 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. https://doi.org/10.1002/sce.21609

Peterson, M., Delgado, C., Tang, K.-S., Bordas, C., & Norville, K. (2021). 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. https://doi.org/10.1080/09500693.2020.1868609

Green, K., & Delgado, C. (2021). 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. https://doi.org/10.1080/09500693.2020.1869854

Smith, C. R., & Delgado, C. (2021). 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). https://doi.org/10.1187/cbe.20-05-0096

Delgado, C., Jones, M. G., & Parker, D. (2021). Scale, proportion, and quantity. In J. Nordine & O. Lee (Eds.), Crosscutting Concepts: Strengthening Science and Engineering Learning. Arlington, VA: NSTA Press.

JIn, H., Delgado, C., Bauer, M., Wylie, E. C., Cisterna, D., & Llort, K. (2019). A hypothetical learning progression for quantifying phenomena in science. Science & Education, 28(9-10), 1181–1208. https://doi.org/10.1007/s11191-019-00076-8

Lucero, M. M., Delgado, C., & Green, K. (2019). Elucidating High School Biology Teachers’ Knowledge of Students’ Conceptions Regarding Natural Selection. International Journal of Science and Mathematics Education, 8. https://doi.org/10.1007/s10763-019-10008-1

Yoon, S., Delgado, C., McKenna, T. J., Krajcik, J. S., Levites, L., & Sussman, A. (2019). 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. Retrieved from http://curry.virginia.edu/CCC-Summit.

You, H. S., Marshall, J. A., & Delgado, C. (2019). Toward Interdisciplinary Learning: Development and Validation of an Assessment for Interdisciplinary Understanding of Global Carbon Cycling. Research in Science Education, 51(5), 1197–1221. https://doi.org/10.1007/s11165-019-9836-x

Delgado, C., & Peterson, M. (2018). 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). Retrieved from http://ccl.northwestern.edu/2018/ICLS2018Volume3_proceedings.pdf

Green, K., Langerhans, B., Dempsey, M., & Delgado, C. (2018). The Evolution of a Partnership. Science Scope, 041(08). https://doi.org/10.2505/4/ss18_041_08_41

You, H. S., Marshall, J. A., & Delgado, C. (2017). Assessing students' disciplinary and interdisciplinary understanding of global carbon cycling. Journal of Research in Science Teaching, 55(3), 377–398. https://doi.org/10.1002/tea.21423

Delgado, C., Jones, M. G., You, H. S., Robertson, L., Chesnutt, K., & Halberda, J. (2017). Scale and the evolutionarily based approximate number system: an exploratory study. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION, 39(8), 1008–1024. https://doi.org/10.1080/09500693.2017.1312626

Lucero, M. M., Petrosino, A. J., & Delgado, C. (2016). 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. https://doi.org/10.1002/tea.21344

Delgado, C., Stevens, S. Y., Shin, N., & Krajcik, J. (2015). A middle school instructional unit for size and scale contextualized in nanotechnology. Nanotechnology Reviews, 4(1). https://doi.org/10.1515/ntrev-2014-0023

Delgado, C., & Lucero, M. M. (2015). Scale construction for graphing: An investigation of students' resources. Journal of Research in Science Teaching, 52(5), 633–658. https://doi.org/10.1002/tea.21205

Tang, K. S., Delgado, C., & Moje, E. B. (2014). An Integrative Framework for the Analysis of Multiple and Multimodal Representations for Meaning-Making in Science Education. Science Education, 98(2), 305–326. https://doi.org/10.1002/sce.21099

Delgado, C. (2014). Collective landmarks for deep time: a new tool for evolution education. Journal of Biological Education, 48(3), 133–141. https://doi.org/10.1080/00219266.2013.849280

Delgado, C. (2014). Navigating Tensions Between Conceptual and Metaconceptual Goals in the Use of Models. Journal of Science Education and Technology, 24(2-3), 132–147. https://doi.org/10.1007/s10956-014-9495-7

Delgado, C., & Lucero, M. (2014). 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). Retrieved from https://repository.isls.org//handle/1/1122

Sun You, H., & Delgado, C. (2014). 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. https://doi.org/10.20533/ijcdse.2042.6364.2014.0258

You, H. S., & Delgado, C. (2014). 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.

Delgado, C. (2013). 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. https://doi.org/10.1080/09500693.2013.779761

Delgado, C. (2013). Navigating Deep Time: Landmarks for Time From the Big Bang to the Present. Journal of Geoscience Education, 61(1), 103–112. https://doi.org/10.5408/12-300.1

Delgado, C., & Morton, K. (2012). 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). Retrieved from https://repository.isls.org//handle/1/2205

Delgado, C. (2012). Spatial thinking and dimensionality. In Geological Society of America Special Papers (pp. 71–73). https://doi.org/10.1130/2012.2486(11)

Cahill, C., Delgado, C., & Song, M. (2010). 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.

Delgado, C., & Krajcik, J. (2010). Technology Supports for Science Learning. In International Encyclopedia of Education (pp. 197–203). https://doi.org/10.1016/B978-0-08-044894-7.00729-6

Delgado, C. (2010). 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.

Stevens, S. Y., Delgado, C., & Krajcik, J. S. (2009). Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching, 47(6), 687–715. https://doi.org/10.1002/tea.20324

Beyer, C. J., Delgado, C., Davis, E. A., & Krajcik, J. (2009). 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. https://doi.org/10.1002/tea.20293

Pellegrino, J., Krajcik, J., Stevens, S., Swarat, S., Shin, N., & Delgado, C. (2008). 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.

Stevens, S., Delgado, C., Shin, N., & Krajcik, J. (2007). Developing and validating a learning progression for the nature of matter. Abstracts of Papers of the American Chemical Society, 233, 661.

Stevens, S., Krajcik, J., Delgado, C., Elgammal, R., Quintana, C., Rosenquist, A., & Yunker, M. (2007). Identification of the big ideas in nanoscience. Abstracts of Papers of the American Chemical Society, 233, 678.

Hutchinson, K., Stevens, S., Shin, N., Delgado, C., Yunker, M., Bodner, G., … Krajcik, J. (2007). Secondary students’ interests in nanoscience concepts and phenomena. Abstracts of Papers of the American Chemical Society, 233, 731–761.

Delgado, C., Stevens, S., & Krajcik, J. (2007). Size and scale curricular activities for middle school. Abstracts of Papers of the American Chemical Society, 233, 674–674.

Delgado, C., Stevens, S., & Krajcik, J. (2007). Students’ conceptions of size. Abstracts of Papers of the American Chemical Society, 233, 666.

Shin, N., Quintana, C., Delgado, C., Stevens, S., & Krajcik, J. (2007). The nanoworld: Research-driven design process. Abstracts of Papers of the American Chemical Society, 233, 657–657.

Cahill, C., Stevens, S., Shin, N., Delgado, C., Krajcik, J., & Yunker, M. (2007). Using small-group discussions to assess student learning of nanoscale concepts. Abstracts of Papers of the American Chemical Society, 233, 639–639.

Beyer, C., Delgado, C., Davis, E. A., & Krajcik, J. S. (2006). Investigating high school biology texts as educative curriculum materials: Curriculum review process. Retrieved from University of Michigan website: http://www.umich.edu/~hiceweb/papers/2006/BeyerEtAl2006.pdf

Delgado, C. (2002). 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.

Castro, M., Delgado, C., & Signoret, A. (2000). 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.

Delgado, C. (1999). Cómo fomentar el pensamiento abstracto en clase de matemáticas (Encouraging abstract thought in mathematics class). Correo Del Maestro, 3(34), 5–7.

Delgado, C. (1999). Un ejercicio constructivista en química (A constructivist exercise in chemistry). Correo Del Maestro, 4(40), 5–9.