Science, Technology, Engineering, & Mathematics Education - 2023

Schettig, E. J., Kelly, D. P., Ernst, J. V., & Clark, A. C. (2023). Facilitative Teaching Utilizing Active Learning Modules in Engineering Graphics: A
            Model for Promoting Success and Engagement in Technology and Engineering
            Education. Journal of Technology Education, 34(1), 5–26. https://doi.org/10.21061/jte.v34i1.a.3

Jones, T., & Bug, L. (2023, June). Board 159: Developing An Assessment Toolkit for Pre-college Summer Engineering Workshops (Works-in-Progress). https://doi.org/10.18260/1-2--42503

Jones, T., Schettig, E., & Miller, S. (2023, June). Are You Up for the Challenge? A 3D Modeling Bootcamp for Early High School Students (Resource Exchange). https://doi.org/10.18260/1-2--42291

Ma, Y., Celepkolu, M., Boyer, K. E., Wiebe, E., Lynch, C. F., & Israel, M. (2023). How Noisy is Too Noisy? The Impact of Data Noise on Multimodal Recognition of Confusion and Conflict During Collaborative Learning. PROCEEDINGS OF THE 25TH INTERNATIONAL CONFERENCE ON MULTIMODAL INTERACTION, ICMI 2023, pp. 326–335. https://doi.org/10.1145/3577190.3614127

Rachmatullah, A., Vandenberg, J., Shin, S., & Wiebe, E. (2023). Cross-Country Variation in (Binary) Gender Differences in Secondary School Students' CS Attitudes: Re-Validating and Generalizing a CS Attitudes Scale. ACM TRANSACTIONS ON COMPUTING EDUCATION, 23(4). https://doi.org/10.1145/3630014

Zambrano, A. F., Barany, A., Ocumpaugh, J., Nasiar, N., Hutt, S., Goslen, A., … Mott, B. (2023). Cracking the Code of Learning Gains: Using Ordered Network Analysis to Understand the Influence of Prior Knowledge. https://doi.org/10.1007/978-3-031-47014-1_2

Jones, T. R. (2023). Did You Catch That?: How to "Pick Up What Students Put Down" in Science and Engineering. Black History Bulletin, 86(1), 13–19. https://doi.org/10.1353/bhb.2023.0005

Collier, K., & Blanchard, M. R. (2023). Investigating Graduate Students’ Experiences through Structural Equation Modeling (SEM). Trends in Higher Education. https://doi.org/10.3390/higheredu2040042

Sandoval, W. A. (2023). Epistemic cognition. https://doi.org/10.1016/b978-0-12-818630-5.14019-9

Sandoval, W., Kovach, J., Perez, L., Kim-John, L., & Kawasaki, J. (2023). Using Argument to Reason AboutScience Practice. Science and Children, 60(7), 54–57. https://doi.org/10.1080/00368148.2023.12315939

Hunt, J. H., & Martin, K. (2023, November 10). Bob's Productive Task Engagement in Fractional Reasoning: A Case Study. LEARNING DISABILITY QUARTERLY. https://doi.org/10.1177/07319487231209507

Swanson, K. J., Blanchard, M. R., & Gutierrez, K. S. (2023). "We're all like one big family": How teacher-coaches' after-school PLC's influence STEM Club success. LEARNING CULTURE AND SOCIAL INTERACTION, 42. https://doi.org/10.1016/j.lcsi.2023.100739

Himes, M. P., Spires, H. A., Krupa, E. E., Borden, M. L., & Eagle, J. L. (2023). Project-Based Inquiry (PBI) Global during a Pandemic: A New Learning Ecology Perspective. EDUCATION SCIENCES, 13(11). https://doi.org/10.3390/educsci13111099

Gray, K. M., Blanchard, M. R., & LePrevost, C. E. (2023). Educator beliefs and organizational constraints: Factors that influence informal education about fish consumption advisories in a southeastern US state. SUSTAINABLE ENVIRONMENT, 9(1). https://doi.org/10.1080/27658511.2023.2259716

Ward, R. V., Jones, M. G., Nieuwsma, J., Bordewieck, K., & Ideus, K. L. (2023, September 23). Scientists' choice of visual displays in climate change outreach: an exploratory study. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT, Vol. 9. https://doi.org/10.1080/21548455.2023.2261156

Mccance, K. R., Topliceanu, A. M., Echeverria, D., Mcalexander, S. L., Blanchard, M. R., & Venditti, R. A. (2023, September 11). Fluffy, Fluffier, and Fluffiest: Creating and Testing Biodegradable Starch Packing Peanuts. JOURNAL OF CHEMICAL EDUCATION, Vol. 9. https://doi.org/10.1021/acs.jchemed.3c00510

Donaldson, S., Anderson, R. K., Baker, C. K., Troudt, M., & Woods, D. M. (2023). Stuck in Our Whiteness: The Power of Student Feedback for Perspective-Taking within Collaborative Self-Study. Philosophy of Mathematics Education, (40), 1–26. Retrieved from https://education.exeter.ac.uk/research/centres/stem/publications/pmej/pome40/Donaldson%20et%20al.docx

Anderson, R. K., & Williams, M. (2023). Mathematics Teachers’ Participatory Patterns Between Face-to-Face and Virtual Professional Learning Environments. Contemporary Issues in Technology and Teacher Education, 23(1). Retrieved from https://citejournal.org/volume-23/issue-1-23/mathematics/mathematics-teachers-participatory-patterns-between-face-to-face-and-virtual-professional-learning-environments/

Mojica, G. F., Thrasher, E. P., Lee, H. S., Kuhlman, A., & Graham, B. (2023). Engagement in the InSTEP professional learning platform: Developing expertise to teach data and statistics. Proceedings of the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. Presented at the 40th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Reno, NV.

Carman, L. B., & Anderson, R. K. (2023). Between race-evasiveness and the pursuit of racial competence: Secondary mathematics preservice teachers’ understandings of race in an introductory methods course. Social Sciences & Humanities Open, 8(1), 100603. https://doi.org/10.1016/j.ssaho.2023.100603

Jiang, S., Huang, J., & Lee, H. S. (2023, July 28). Visualizing qualitative data: unpacking the complexities and nuances of technology-supported learning processes. ETR&D-EDUCATIONAL TECHNOLOGY RESEARCH AND DEVELOPMENT, Vol. 7. https://doi.org/10.1007/s11423-023-10272-7

Smith, H. E., Cooper, C. B., Busch, K. C., Harper, S., Muslim, A., McKenna, K., & Cavalier, D. (2023, July 14). Facilitator organizations enhance learning and action through citizen science: a case study of Girl Scouts' Think Like a Citizen Scientist journey on SciStarter. ENVIRONMENTAL EDUCATION RESEARCH. https://doi.org/10.1080/13504622.2023.2237705

Lee, H. S., Sanei, H., Famularo, L., Masters, J., Bradshaw, L., & Schellman, M. (2023). Validating a concept inventory for measuring students' probabilistic reasoning: The case of reasoning within the context of a raffle. JOURNAL OF MATHEMATICAL BEHAVIOR, 71. https://doi.org/10.1016/j.jmathb.2023.101081

Blanchard, M. R., Gutierrez, K. S., Swanson, K. J., & Collier, K. M. (2023). Why Do Students Attend STEM Clubs, What Do They Get Out of It, and Where Are They Heading? EDUCATION SCIENCES, 13(5). https://doi.org/10.3390/educsci13050480

Kite, V., & Park, S. (2023, June 17). Context matters: Secondary science teachers' integration of process-based, unplugged computational thinking into science curriculum. JOURNAL OF RESEARCH IN SCIENCE TEACHING, Vol. 6. https://doi.org/10.1002/tea.21883

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

Folger, T. D., Bostic, J., & Krupa, E. E. (2023, June 27). Defining Test-Score Interpretation, Use, and Claims: Delphi Study for the Validity Argument. EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE, Vol. 6. https://doi.org/10.1111/emip.12569

Invigorating Statistics and Data Science Teaching through Professional Learning (InSTEP). (2023, March). Retrieved from Friday Institute at NC State University website: https://instepwithdata.org/public/

Ennes, M., Jones, M. G., Chesnutt, K., Cayton, E., & Childers, G. M. (2023, June 8). Family Science Experiences' Influence on Youths' Achievement Value, Perceived Family Value, and Future Value of Science. RESEARCH IN SCIENCE EDUCATION, Vol. 6. https://doi.org/10.1007/s11165-023-10116-7

Busch, K. C., Chesnut, L., Stevenson, K., Larson, L., Black-Maier, A., Yelton, C., & Stover, D. (2023, May 24). Collaborative capacity-building for collective evaluation: a case study with informal science education centers. INTERNATIONAL JOURNAL OF SCIENCE EDUCATION PART B-COMMUNICATION AND PUBLIC ENGAGEMENT. https://doi.org/10.1080/21548455.2023.2216340

Byun, S., Shah, N., & Reinholz, D. (2023). When Only White Students Talk: EQUIP-ing Prospective Teachers to Notice Inequitable Participation. Mathematics Teacher Educator, 11(3), 155–168. https://doi.org/10.5951/mte.2022-0018

Kite, V., & Park, S. (2023). What's Computational Thinking?: Secondary Science Teachers' Conceptualizations of Computational Thinking (CT) and Perceived Barriers to CT Integration. JOURNAL OF SCIENCE TEACHER EDUCATION, 34(4), 391–414. https://doi.org/10.1080/1046560X.2022.2110068

Collier, K. M., McCance, K., Jackson, S., Topliceanu, A., Blanchard, M. R., & Venditti, R. A. (2023). Observing Microplastics in the Environment through Citizen-Science-Inspired Laboratory Investigations. JOURNAL OF CHEMICAL EDUCATION, 100(5), 2067–2079. https://doi.org/10.1021/acs.jchemed.2c01078

Osibodu, O., Byun, S., Hand, V., & LopezLeiva, C. (2023, May). A Participatory Turn in Mathematics Education Research: Possibilities and Tensions. JOURNAL FOR RESEARCH IN MATHEMATICS EDUCATION, Vol. 54, pp. 225–232. https://doi.org/10.5951/jresematheduc-2021-0147

Carroll, G., & Park, S. (2023). Comparing the Use of Two Different Approaches to Assess Teachers' Knowledge of Models and Modeling in Science Teaching. EDUCATION SCIENCES, 13(4). https://doi.org/10.3390/educsci13040405

Seung, E., Park, S., Kite, V., & Choi, A. (2023). Elementary Preservice Teachers' Understandings and Task Values of the Science Practices Advocated in the NGSS in the US. EDUCATION SCIENCES, 13(4). https://doi.org/10.3390/educsci13040371

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

Hunt, J., Duarte, A., Miller, B., Bentley, B., Albrecht, L., & Kruse, L. (2023). Teacher Beliefs and Perspectives of Practice: Impacts of Online Professional Learning. EDUCATION SCIENCES, 13(1). https://doi.org/10.3390/educsci13010068

McCance, K. R., Teeter, S. D., Blanchard, M. R., & Venditti, R. A. (2023, February 10). Using Activity Theory to understand the interactions of a university interdisciplinary team of scientists and science educators. STUDIES IN HIGHER EDUCATION, Vol. 2. https://doi.org/10.1080/03075079.2023.2172564

Lovett, J., McCulloch, A., Cayton, C., Dick, L., Hollebrands, K., & Lee, H. (2023). Preparing Secondary Prospective Teachers to Teach Mathematics with Technology. In B. Benken (Ed.), Reflecting on the Past, Present, and Future: Paving the Way for the Future of Mathematics Teacher Education (Vol. 5). Association of Mathematics Teacher Educators.

Munakata, M., Monahan, C., Krupa, E., & Vaidya, A. (2023). Non-traditional assessments to match creative instruction in undergraduate mathematics courses. International Journal of Mathematical Education in Science and Technology. https://doi.org/10.1080/0020739X.2022.2128452

Rachmatullah, A., Hinckle, M., & Wiebe, E. N. (2023). The Role of Teachers’ Self-efficacy Beliefs and Habits in Differentiating Types of K–12 Science Teachers. Research in Science Education. https://doi.org/10.1007/s11165-022-10060-y

Anderson, R. K., West, H., & Kates, A. (2023). Learning to subvert: How online learning communities can promote acts of creative insubordination. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-022-09543-6

Rachmatullah, A., & Wiebe, E. N. (2023). Changes and Sources of Changes of Middle School Teachers’ Self-efficacy for Teaching Science in A Computationally Rich Environment: A Mixed-Methods Study. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2022.2035990

Vandenberg, J., Lynch, C., Boyer, K. E., & Wiebe, E. (2023). “I remember how to do it”: exploring upper elementary students’ collaborative regulation while pair programming using epistemic network analysis. Computer Science Education. https://doi.org/10.1080/08993408.2022.2044672

Byun, S. (2023). Interactional production of deficit talk in a professional development for mathematics teachers. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-021-09519-y