Science, Technology, Engineering, & Mathematics Education - 2021

Guertault, L., Jones, T., Hall, E., & Kolar, P. (2021, July). Investigating Impact of Disruption to Biological and Agricultural Engineering Senior Design Capstone Courses Due to Covid-19. https://doi.org/10.18260/1-2--37395

Kim-John, L., Sandoval, W. A., Kawasaki, J., Perez, L., Kovach, J., & Clark, H. F. (2021). Equity-oriented science professional development. In A. Francois & K. H. Quartz (Eds.), Preparing and sustaining social justice educators (pp. 105–124). Cambridge, MA: Harvard Education Press.

Modrek, A. S., Hass, R., Kwako, A., & Sandoval, W. A. (2021). Do adolescents want more autonomy? Testing gender differences in autonomy across STEM. Journal of Adolescence, 92(1), 237–246. https://doi.org/10.1016/j.adolescence.2021.09.003

Sandoval, W. A., Kawasaki, J., & Clark, H. F. (2021). Characterizing Science Classroom Discourse Across Scales. Research in Science Education, 51(1), 35–49. https://doi.org/10.1007/s11165-020-09953-7

Carman, L., & Anderson, R. K. (2021). Developing an antiracist stance amongst pre-service secondary math teachers: What course resources impacted perceptions of mathematics learning? North American Chapter of the International Group for the Psychology of Mathematics Education. Presented at the North American Chapter of the International Group for the Psychology of Mathematics Education, Philadelphia, PA.

Anderson, R. K., Ruef, J., Reigh, E., Chavez, R., Williamson, P., & Villa, A. M., III. (2021). "Math is so much more.”: The design, implementation, and outcomes of an elective mathematics methods course. Teacher Education Quarterly, 48(4), 28–51.

Hollebrands, K., West, H., Faulkner, V., & Elrod, E. (2021). From Dissertation to Publication in Mathematics Teacher Educator. Mathematics Teacher Educator, 10(1), 3–8. https://doi.org/10.5951/mte.2021-0029

Faulkner, V., Hollebrands, K., Elrod, E., & West, H. (2021). Equity, Identity, and Power: Disrupting Neutrality Myths. Mathematics Teacher Educator, 9(3), 163–167. https://doi.org/10.5951/mte.2021.0011

Mojica, G. M., Barker, H., Azmy, C., & Lee, H. S. (2021). Learning to make sense of data in a CODAP-enabled learning environment: Interactions matter. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the 43rd annual meeting of the Psychology of Mathematics Education-North American Chapter. Philadelphia, PA.

Lee, H. S., Hudson, R., Casey, S., Mojica, G., & Harrison, T. (2021). Online Curriculum Modules for Preparing Teachers to Teach Statistics: Design, Implementation, and Results. https://doi.org/10.1007/978-3-030-80230-1_4

Kite, V., & Park, S. (2021). Computational Thinking Unplugged for Science: Unplugged CT Professional Development for Inservice Science Teachers. Proceedings of the Annual Meeting of the International Society of Learning Sciences (ISLS). Presented at the 1st Annual Meeting of the  International Society of the Learning Sciences (ISLS), and 15th International Conference of the Learning Sciences (ICLS) 2021, Bochum, Germany.

Ma, Y., Wiggins, J. B., Celepkolu, M., Boyer, K. E., Lynch, C., & Wiebe, E. (2021). The Challenge of Noisy Classrooms: Speaker Detection During Elementary Students' Collaborative Dialogue. ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT I, Vol. 12748, pp. 268–281. https://doi.org/10.1007/978-3-030-78292-4_22

Tian, X., Wiggins, J. B., Fahid, F. M., Emerson, A., Bounajim, D., Smith, A., … Lester, J. (2021). Modeling Frustration Trajectories and Problem-Solving Behaviors in Adaptive Learning Environments for Introductory Computer Science. ARTIFICIAL INTELLIGENCE IN EDUCATION (AIED 2021), PT II, Vol. 12749, pp. 355–360. https://doi.org/10.1007/978-3-030-78270-2_63

Hollebrands, K., Anderson, R., & Oliver, K. (Eds.). (2021). Online Learning in Mathematics Education. https://doi.org/10.1007/978-3-030-80230-1

Ennes, M., Lawson, D., Stevenson, K., Peterson, N., & Jones, M. G. (2021). It’s about time: perceived barriers to in-service teacher climate change professional development. Environmental Education Research, 27(5), 762–778. https://doi.org/10.1080/13504622.2021.1909708

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.

Kite, V., Park, S., & Wiebe, E. (2021). The Code-Centric Nature of Computational Thinking Education: A Review of Trends and Issues in Computational Thinking Education Research. SAGE Open, 11(2), 215824402110164. https://doi.org/10.1177/21582440211016418

Park, S., Kite, V., Suh, J. K., Jung, J., & Rachmatullah, A. (2021). Investigation of the relationships among science teachers' epistemic orientations, epistemic understanding, and implementation of Next Generation Science Standards science practices. Journal of Research in Science Teaching, 59(4), 561–584. https://doi.org/10.1002/tea.21737

Rachmatullah, A., & Wiebe, E. N. (2021, November 30). Building a computational model of food webs: Impacts on middle school students' computational and systems thinking skills. JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 11. https://doi.org/10.1002/tea.21738

Byun, S. (2021, October 25). Interactional production of deficit talk in a professional development for mathematics teachers. JOURNAL OF MATHEMATICS TEACHER EDUCATION, Vol. 10. https://doi.org/10.1007/s10857-021-09519-y

Tensions and Failures in an Analysis of Whiteness among a Racially and Socially Diverse Group of Mathematics Teacher Educators. (2021). In Applying Critical Mathematics Education (pp. 123–143). https://doi.org/10.1163/9789004465800_006

Byun, S. (2021). Interactional Work of Advanced Placement Mathematics Teachers: Toward Productive and Equitable Mathematics Discussions. Retrieved from https://www.proquest.com/pqdtglobal/docview/2567949693

Jones, M. G., Ennes, M., Weedfall, D., Chesnutt, K., & Cayton, E. (2021, October 21). The Development and Validation of a Measure of Science Capital, Habitus, and Future Science Interests (Jan, 10.1007/s11165-020-09916-y, 2021). RESEARCH IN SCIENCE EDUCATION, Vol. 10. https://doi.org/10.1007/s11165-021-10016-8

You, H. S., Marshall, J. A., & Delgado, C. (2021). 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

Confrey, J., Shah, M., & Toutkoushian, E. (2021). Validation of a Learning Trajectory-Based Diagnostic Mathematics Assessment System as a Trading Zone. FRONTIERS IN EDUCATION, 6. https://doi.org/10.3389/feduc.2021.654353

Lee, H. S., & Harrison, T. (2021). Trends in Teaching Advanced Placement Statistics: Results from a National Survey. Journal of Statistics and Data Science Education, 29(3), 317–327. https://doi.org/10.1080/26939169.2021.1965509

Busch, K. C. (2021, July 27). Textbooks of doubt, tested: the effect of a denialist framing on adolescents' certainty about climate change. ENVIRONMENTAL EDUCATION RESEARCH. https://doi.org/10.1080/13504622.2021.1960954

Hartley, J. M., Stevenson, K. T., Peterson, M. N., Busch, K. C., Carrier, S. J., DeMattia, E. A., … Strnad, R. L. (2021). Intergenerational learning: A recommendation for engaging youth to address marine debris challenges. MARINE POLLUTION BULLETIN, 170. https://doi.org/10.1016/j.marpolbul.2021.112648

Wiedbusch, M. D., Kite, V., Yang, X., Park, S., Chi, M., Taub, M., & Azevedo, R. (2021). A Theoretical and Evidence-Based Conceptual Design of MetaDash: An Intelligent Teacher Dashboard to Support Teachers' Decision Making and Students’ Self-Regulated Learning. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.570229

Vandenberg, J., Zakaria, Z., Tsan, J., Iwanski, A., Lynch, C., Boyer, K. E., & Wiebe, E. (2021, August 7). Prompting collaborative and exploratory discourse: An epistemic network analysis study. INTERNATIONAL JOURNAL OF COMPUTER-SUPPORTED COLLABORATIVE LEARNING, Vol. 8. https://doi.org/10.1007/s11412-021-09349-3

Hunt, J. H., Martin, K., Patterson, B., & Khounmeuang, A. (2021, July 9). Special educators' knowledge of student mathematical thinking. JOURNAL OF MATHEMATICS TEACHER EDUCATION. https://doi.org/10.1007/s10857-021-09508-1

Rachmatullah, A., Park, S., & Ha, M. (2021). Crossing borders between science and religion: Muslim Indonesian biology teachers’ perceptions of teaching the theory of evolution. Cultural Studies of Science Education, 17(2), 589–624. https://doi.org/10.1007/s11422-021-10066-4

Refvem, E., Jones, M. G., Rende, K., Carrier, S., & Ennes, M. (2021, June 13). The Next Generation of Science Educators: Museum Volunteers. JOURNAL OF SCIENCE TEACHER EDUCATION, Vol. 6. https://doi.org/10.1080/1046560X.2021.1929713

Wright, G. W., & Park, S. (2021). The effects of flipped classrooms on K-16 students’ science and math achievement: a systematic review. Studies in Science Education, 58(1), 95–136. https://doi.org/10.1080/03057267.2021.1933354

Mutch-Jones, K., Boulden, D. C., Gasca, S., Lord, T., Wiebe, E., & Reichsman, F. (2021, May 24). Co-teaching with an immersive digital game: supporting teacher-game instructional partnerships. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, Vol. 5. https://doi.org/10.1007/s11423-021-10000-z

McCance, K. R., Suarez, A., McAlexander, S. L., Davis, G., Blanchard, M. R., & Venditti, R. A. (2021). Modeling a Biorefinery: Converting Pineapple Waste to Bioproducts and Biofuel. JOURNAL OF CHEMICAL EDUCATION, 98(6), 2047–2054. https://doi.org/10.1021/acs.jchemed.1c00020

Confrey, J., & Shah, M. (2021). Examining instructional change at scale using data from diagnostic assessments built on learning trajectories. ZDM-MATHEMATICS EDUCATION, 53(6), 1265–1283. https://doi.org/10.1007/s11858-021-01259-w

Jones, M. G., Chesnutt, K., Ennes, M., Mulvey, K. L., & Cayton, E. (2021). Understanding science career aspirations: Factors predicting future science task value. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 58(7), 937–955. https://doi.org/10.1002/tea.21687

Gilchrist, P. O., Alexander, A. B., Green, A. J., Sanders, F. E., Hooker, A. Q., & Reif, D. M. (2021). Development of a Pandemic Awareness STEM Outreach Curriculum: Utilizing a Computational Thinking Taxonomy Framework. EDUCATION SCIENCES, 11(3). https://doi.org/10.3390/educsci11030109

Rachmatullah, A., Mayhorn, C. B., & Wiebe, E. N. (2021). The effects of prior experience and gender on middle school students? computer science learning and monitoring accuracy in the Use-Modify-Create progression. LEARNING AND INDIVIDUAL DIFFERENCES, 86. https://doi.org/10.1016/j.lindif.2021.101983

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

Kite, V., Park, S., McCance, K., & Seung, E. (2021). Secondary Science Teachers’ Understandings of the Epistemic Nature of Science Practices. Journal of Science Teacher Education, 9, 1–22. https://doi.org/10.1080/1046560X.2020.1808757

Hollebrands, K., McCulloch, A. W., & Okumus, S. (2021). Correction to: High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations. Digital Experiences in Mathematics Education, 7(2), 337–337. https://doi.org/10.1007/s40751-021-00089-5

Norville, K., & Park, S. (2021). The Impact of the Cooperating Teacher on Master of Arts in Teaching Preservice Science Teachers’ Pedagogical Content Knowledge. Journal of Science Teacher Education, 32(4), 444–468. https://doi.org/10.1080/1046560X.2020.1850614

Boulden, D. C., Rachmatullah, A., Oliver, K. M., & Wiebe, E. (2021). Measuring in-service teacher self-efficacy for teaching computational thinking: development and validation of the T-STEM CT. EDUCATION AND INFORMATION TECHNOLOGIES, 26(4), 4663–4689. https://doi.org/10.1007/s10639-021-10487-2

Hollebrands, K., McCulloch, A. W., & Okumus, S. (2021). High School Students’ Use of Technology to Make Sense of Functions Within the Context of Geometric Transformations. Digital Experiences in Mathematics Education. https://doi.org/10.1007/s40751-021-00085-9

Zakaria, Z., Vandenberg, J., Tsan, J., Boulden, D., Lynch, C. F., Boyer, K. E., & Wiebe, E. (2021). Two-Computer Pair Programming: Exploring a Feedback Intervention to improve Collaborative Talk in Elementary Students. COMPUTER SCIENCE EDUCATION. https://doi.org/10.1080/08993408.2021.1877987

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

Blanchard, M. R., Venditti, R. A., McAlexander, S. L., McCance, K. R., & Collier, K. M. (2021). An Interdisciplinary Model to Diversify STEM Participation. In Enhancing Learning Opportunities Through Student, Scientist, and Teacher Partnerships (pp. 95–132). https://doi.org/10.4018/978-1-7998-4966-7.ch007

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

Hollebrands, K., West, H., Elrod, E., & Faulkner, V. (2021). Considering Connections Across Research Questions, Data, Methods, and Claims. Mathematics Teacher Educator, 9(2), 91–93. https://doi.org/10.5951/mte.2020.0084

Rachmatullah, A., Reichsman, F., Lord, T., Dorsey, C., Mott, B., Lester, J., & Wiebe, E. (2021). Modeling Secondary Students' Genetics Learning in a Game-Based Environment: Integrating the Expectancy-Value Theory of Achievement Motivation and Flow Theory. JOURNAL OF SCIENCE EDUCATION AND TECHNOLOGY, 30(4), 511–528. https://doi.org/10.1007/s10956-020-09896-8

Johnson, C. C. (2021, January). New Direction for SSM Journal. SCHOOL SCIENCE AND MATHEMATICS, Vol. 121, pp. 1–1. https://doi.org/10.1111/ssm.12446

Kier, M. W., & Blanchard, M. R. (2021). Eliciting Students' Voices Through STEM Career Explorations. INTERNATIONAL JOURNAL OF SCIENCE AND MATHEMATICS EDUCATION, 19(1), 151–169. https://doi.org/10.1007/s10763-019-10042-z

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

Reynolds, W. M., & Park, S. (2021). Examining the relationship between the Educative Teacher Performance Assessment and preservice teachers' pedagogical content knowledge. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 58(5), 721–748. https://doi.org/10.1002/tea.21676

Woodard, V., & Lee, H. (2021). How Students Use Statistical Computing in Problem Solving. Journal of Statistics and Data Science Education, 29(sup1), S145–S156. https://doi.org/10.1080/10691898.2020.1847007

Zummo, L., Donovan, B., & Busch, K. C. (2021). Complex influences of mechanistic knowledge, worldview, and quantitative reasoning on climate change discourse: Evidence for ideologically motivated reasoning among youth. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 58(1), 95–127. https://doi.org/10.1002/tea.21648