NARST 94TH ANNUAL INTERNATIONAL CONFERENCE Science Education, a Public Good for the Good of the Public? Research to Empower, Evoke, and Revolutionize

y t t y i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability April 7–10, 2021 A Virtual Conference INCLUSIVE ACTION BREAKTHROUGH TOOL KIT

Version 1.0 (September 2020) NARST 94TH ANNUAL INTERNATIONAL CONFERENCE Science Education, a Public Good for the Good of the Public? Research to Empower, Evoke, and Revolutionize

Acknowledgments

The following helped to prepare and to edit the 2021 NARST Annual International Conference Program Book:

Program Committee Personnel Eileen Carlton Parsons Helen Schneider Lemay President and Co-Chair Executive Director Reneé Schwartz Paul Kemp President-Elect and Co-Chair Conference Program and Denise Bressler Data Coordinator Conference Program Review Julie Utano Working Group Virtual, Inc. Nidaa Makki Association Manager Conference Program Review Working Group Julia Plummer Conference Program Review Working Group y t t y i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability April 7–10, 2021 A Virtual Conference NARST 94TH ANNUAL INTERNATIONAL CONFERENCE Table of Contents

5 General Information 5 Information about NARST and NARST Mission Statement 5 Member Benefits 5 Code of Ethical Conduct 7 Explanation of Paper Session Types 8 Explanation of Program Session Formats 8 Guidelines for Real-Time/Live Meeting Presenters 8 Guidelines for Pre-recorded Meeting Presenters 8 Guidelines for Poster Meeting Presenters 9 Guidelines for Presiders and Discussants 9 Networking Concurrent Sessions 11 Research Interest Groups (RIGs) Information 12 Strand Key 12 NARST Leadership Team 13 Strand Coordinators 14 Program Proposal Reviewers 17 NARST Presidents 18 NARST Executive Directors 18 JRST Editors 18 NARST Emeritus Members 19 NARST Awards 19 Distinguished Contributions to Science Education through Research 20 Outstanding Doctoral Research Award 20 Early Career Research Award 21 JRST Award 22 The NARST Outstanding Paper Award 23 Outstanding Master’s Thesis Award 23 Classroom Applications Award 24 NARST Leadership Team and Committees 27 NARST Sessions at NSTA Engage ’21 28 Future Meeting Dates Please note that this 28 Sponsors program is subject to change. Check the addendum posted 29 2022 NARST Annual International Conference at the meeting and on the 30 Schedule at-a-Glance website for updates. 36 Annual Meeting Program by Date and Time 121 Author Index NARST 94TH ANNUAL INTERNATIONAL CONFERENCE General Information

Information about NARST Member Benefits NARST is a worldwide organization for improving science Ten issues of the Journal of Research in Science teaching and learning through research. Since its incep- Teaching (JRST) are published each volume year. JRST tion in 1928, NARST has promoted research in science has been ranked as one of the highest quality educa- education and the communication of knowledge gener- tional journals according to studies published by War, ated by the research. The ultimate goal of NARST is to Holland and Schramm (American Educational Research help all learners achieve science literacy. Journal) and Guba and Clark (Educational Researcher) The Association is incorporated as a non-profit corpora- for the American Educational Research Association tion in the State of Minnesota. The official publication (AERA). These authors identified JRST as clearly the top is the Journal of Research in Science Teaching (JRST). research journal in science education. NARST encourages presentations of a wide variety Members have access to the JRST online through Wiley of investigations in all aspects of science education, InterScience. Members also have access to a listserv, an including action, historical, philosophical, ethnographic, opportunity to connect with members from 40 different experimental, and evaluative research studies. Reports countries, and access to various initiatives. Visit narst.org of empirical research, critical reviews, and theoretical for more information. works are encouraged. In October 2010, to reflect the Association’s growing international focus and member- Code of Ethical Conduct ship, the Board approved referring to the Association by its acronym only. At the April 2011 Board Meeting, the The purpose of the National Association of Research tagline for the Association was approved by the Board. in Science Teaching (NARST) Code of Ethical Conduct Thus, the Association’s name and tagline is: is to articulate a set of aspirational principles to guide and support members as they engage in professional NARST—A global organization for improving science activities—research, teaching, and service. NARST mem- education through research. bers are science education professionals who include Research areas of interest to NARST members include, researchers, practitioners, and graduate students from but are not limited to, curriculum and assessment, science various cultures worldwide. These aspirational principles learning in different contexts, teacher education, policy align with and support the mission of the organization to and reform, technology, equity studies, and methods help all members achieve, develop, and contribute mean- of teaching. ingfully to the improvement of science teaching and learning through research. NARST expects its members NARST Mission Statement to adhere to the highest ethical standards. The Code of Ethical Conduct serves as a guide to the everyday profes- NARST is a worldwide organization of professionals sional conduct of science educators. committed to the improvement of science teaching and learning through research. Since its inception in 1928, Unfamiliarity with NARST’s Code of Ethical Conduct is NARST has promoted research in science education and not a valid defense for engaging in or failing to challenge the communication of knowledge generated by observed unethical behavior. We accomplish this through the research. our Code of Ethical Conduct where there is: The ultimate goal of NARST is to help all learners A. Professional Competence achieve science literacy. NARST promotes this goal by: Science education professionals strive to maintain 1) encouraging and supporting the application of diverse the highest levels of competence in their work; they research methods and theoretical perspectives from recognize the limitations of their expertise; and they multiple disciplines to the investigation of teaching and undertake only those tasks for which they are qualified learning in science; 2) communicating science educa- by education, training, or experience. They recognize the tion research findings to researchers, practitioners, and policy makers; and 3) cooperating with other educational and scientific societies to influence educational policies.

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE, April 7-10, 2021 5 General Information need for ongoing education in order to remain profes- education professionals should regard the tutelage of sionally competent; and they utilize the appropriate graduate students and early career faculty as a trust scientific, scholarly, professional, technical, and adminis- conferred by the organization for which they work, as trative resources needed to ensure honesty and integrity. well as NARST, for the promotion of these individuals’ Science education professionals conduct research, teach, learning and professional development. practice, and provide service only within the boundaries Science education professionals understand that they of their competence, based on their education, train- form a community and show respect for other science ing, supervised experience, or appropriate professional education professionals even when they disagree on experience. They consult with other professionals when theoretical, methodological, or personal approaches to necessary for the benefit of their students, research professional activities. In activities involving marginal- participants, and clients. They maintain awareness of ized populations, it is essential that responsible science current scientific, scholarly, and professional informa- education professionals seek out the voices and experi- tion in their fields of activity and undertake continuing ences of members of these groups and treat them as efforts to maintain competence in the skills they use. critical to their scholarship. While always endeavoring Importantly, professional competence must also include to be collegial, science education professionals must a willingness to accept and integrate new information never let the desire to be collegial outweigh their shared and experiences, regardless of the effect that process responsibility for ethical behavior. When appropriate, has on research outcomes. they consult with colleagues, NARST’s Equity and Ethics B. Integrity Committee, or organizational entities such as their It is the social responsibility of science education profes- institutional review board in order to prevent, avoid, or sionals to maintain integrity in all conduct, publications, challenge unethical conduct. and forums, and give due credit to the contributions of D. Respect for People’s Rights, Dignity, and Diversity others. Adhering to this standard means science educa- tion professionals do not fabricate, falsify, or plagiarize. Science education professionals respect the rights, Public comments on matters of importance that are dignity, and worth of all people in their professional relevant to science education must be made with care activities. They treat other professionals, students, and accuracy. Adhering to this standard means science research participants, and members of the organization education professionals do not use deficit language, fairly, respectfully, and without exploitation or harass- deceptive statements concerning research data, or ment. Science education professionals acknowledge the otherwise knowingly make false, misleading or decep- rights of others to hold values, attitudes, and opinions tive statements in practicing and presenting research. that differ from their own and take reasonable steps to Comment and debate within the bounds of collegiality avoid harm to others in the conduct of their work. They and professionalism that keep the organization moving learn with others, share ideas honestly, give credit for forward and current with emergent issues and perspec- others’ contributions, and encourage others to con- tives are encouraged. Adhering to this standard means tribute their unique skills, knowledge, and interests in science education professionals do not use dismissive professional environments. Science education profes- remarks or gestures, restrict multiple voices, or use sionals are sensitive to cultural, individual, and role derogatory language. In short, science education profes- differences in teaching, studying, and providing service sionals conduct their professional activities in ways that to groups of people with distinctive characteristics, as engender trust and confidence. well as the power differential that might result from such differences. C. Professional and Scholarly Responsibility in Science Teaching, Learning, and Research Science education professionals carefully avoid discrimi- nation and bias toward individuals and groups based on Science education professionals have a responsibility race, gender, age, religion, ethnicity, nationality, sexual to use research practice and policy to advance NARST orientation, gender expression, gender identity, presence members’ understanding of the teaching and learning of disabilities, educational background, socioeconomic of science in all learning contexts— formal, informal, status, or other personal attributes. They refrain from local, and global—through research, practice, and policy. making biased assumptions about others and perpetu- They adhere to the highest scholarly and professional ating demeaning attitudes and stereotypes. Science standards within their field of expertise and accept education professionals do not accept any forms of responsibility for adherence to those standards. Science discrimination and actively challenge implicit and explicit forms of discrimination.

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E. Social Responsibility professionals should reasonably expect of themselves Science education professionals are aware of their scien- and others to be guided by a code of ethics that supports tific and professional responsibility to the communities efforts to resolve ethical dilemmas. and societies in which they live. This awareness extends to their involvement and service to an increasingly References diverse and international NARST community. NARST members are guided by the values and standards that AERA Council. (2011). Code of ethics: American Educational Research Association. Educational Researcher, 40(3), 145-146. reflect the professional literature. They strive to promote equity and the public good by advancing scientific and American Sociological Association. (1999). Code of scholarly knowledge. Science education professionals ethics and policies and procedures of the ASA committee on are aware of the differences in society and culture that professional ethics. Retrieved from: http://www.asanet.org/membership/code-ethics impact scholarly knowledge and academic work. They value and embrace the public trust in research and American Psychological Association. (2017). Ethical teaching and are concerned about their ethical behavior principles of psychologists and code of conduct. and the behavior of other science education profession- Retrieved from: als that might compromise that trust. Science education http://www.apa.org/ethics/code/

Explanation of Paper Session Types

Type Description Paper Sessions Organized Stand-alone papers grouped by strand coordinators comprise this session. The ses- by the Program Committee: sion title in the conference program features a common thread among the grouped papers. In this session, a real-time/live presentation of no more than 15 minutes is provided for each paper with approximately 5 additional minutes used for Q&A. Symposium This paper session type emphasizes a theme or issue identified by the proposers. The symposium does not usually offer a slate of individual presentations; consequently, individual papers are not listed in the conference program and presenters are listed as a group. The proposer(s) of the symposium decide what transpires during the session. Related Paper Sets This paper session type features several related research papers reporting studies that originate from a common base of research. This session type allows for com- mon elements of design or approach to be presented once rather than repetitively. The proposer(s) of the related papers sets decide what transpires during the session. Because these sessions are indistinguishable from the paper sessions organized by the Program Committee, these sessions are labeled “related paper set” in the PDF version of the 2021 conference program. Posters This paper session type visually showcases the presenters’ work in a standard poster format.

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Explanation of Program Session Formats  For the symposium, the proposer(s) manage what tran- spires in the session, with the assistance of a presider Session Description or discussant if the proposer(s) designated a person to Pre-Conference Interactive working group sessions serve in these roles at the time of the proposal submis- Workshops before the official Conference sion. Presiders or discussants are inconsistently listed Graduate Student Synchronous opportunity for graduate in the program for this session type. Forum students to interact and learn.  Presenter(s) should become familiar with the Zoom Mentor-Mentee Synchronous opportunity for first platform and practice using it, especially with the func- Session attendees to conference and early- tions they may employ (e.g., screen share, breakout, career individuals to interact with more mute/unmute, camera on/off). seasoned NARST members. Poster Sessions Traditional poster display activated for Guidelines for Pre-recorded a 23-hour window with asynchronous Meeting Presenters interaction by way of chat during the  Advanced Pre-recording Viewing & Live Q&A presenta- 23 hours. tions are referred to as “On-Demand Playback + Live Q Author-Scheduled These slots are scheduled by & A” in other materials; they are the same. Attendees Presentations necessity. Authors prerecord and post are expected to view pre-recorded presentations in (all Strands) presentations. In addition, authors advance of the scheduled session. At the scheduled ses- schedule a 30-minute Q&A (analogous to sion held real-time/live, presenters will provide a verbal “office hours”) with author-designated summary (no more than 5 minutes) of the research time and appropriate link posted in the and engage attendees in Q&A and discussion. As in the conference program. Participants view case at an in-person conference, the exact proceedings the pre-recorded presentation in advance of the 60-minute live session will be determined by of the “office hours.” the speakers and the presider of the session (e.g., Q&A Networking/ Synchronous opportunities to interact after each presenter summary or Q&A after all pre- Social Concurrent with participants around a theme/topic/ senter summaries). Sessions activity.  Presenters join live sessions 10 minutes in advance Concurrent Two session types: of the session start time. Sessions Synchronous sessions in which multiple  Presenters will be co-host upon joining the Zoom meet- papers are presented and discussed. ing room. Presentations are pre-recorded and  Presenter(s) should become familiar with the Zoom viewed in advance by attendees with platform and practice using it (e.g., mute/unmute, cam- only a synopsis and Q&A conducted era on/off). in real-time. Guidelines for Poster Meeting Presenters Guidelines for Real-Time/Live  This paper session type visually showcases the Meeting Presenters presenters’ work in a standard poster format.  Presenters join live sessions 10 minutes in advance  The eposter is presented in the template provided by of the session start time. NARST. Because many posters will be displayed for attendees to peruse and read, a standardized template  Presenters will be co-host upon joining the Zoom will enable attendees to focus more quickly on the con- meeting room. tent in lieu of navigating an array of formats—a tax on  In paper sessions organized by the Program cognitive processing. Committee, all papers are allotted 15 minutes for  The eposter template is standardized in terms of its presentation followed by 5 minutes of Q&A. Presiders size. Please do not change the overall size or increase along with the presenters will determine if the Q&A the number of boxes/sections. Please feel free to occurs after each presentation or after all presenta- change the color scheme, the header/title for boxes/ tions have concluded. sections, decrease the number of boxes/sections, and add any information (text, pictures, and graphs, etc.) you deem pertinent to your work.

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Guidelines for Presiders and Discussants  At the conclusion of the session, remind the audience to leave the virtual space and remind them of the time Presiders or discussants are listed for some, but not all, of the next session. sessions in the conference program. For sessions without presiders or discussants, it is necessary for presenters The role of the discussant primarily focuses on to assume the essential duties and set aside time for dis- papers. Guidance is as follows: cussion so that the audience participants can contribute to a discussion of the papers.  Read papers, provided by presenters, before the session. The role of the presider involves several functions. Guidance on fulfilling the role is as follows:  If a presider is not present, then perform presider duties as detailed in the guidance for presiders.  Become familiar with the Zoom platform before the conference.  After the presentation, make brief and cogent remarks on each paper with suggestions for future research.  Arrive 10 minutes prior to the start of the session.  Check pronunciations of the names of the presenters and their institutions. Networking Concurrent Sessions:  For the sessions for which it is appropriate (e.g., paper Together around the Globe sessions organized by the Program Committee), meet with presenters, and make a time plan, retaining the April 8th at 3:30 – 5:30 pm order of presenters in the program. Aikido—(and Physics!) Inspired Breathing,  It may be helpful to develop a power point title slide Balance, Stretching, and Movement and “share screen” so attendees can see the session (duration: 30 min) title as they enter the space. We will spend our time together learning and practicing  Enable Live Transcription/Caption a series of movements we can use to help our bodies and  Start session promptly. minds prepare for or unwind from too much computer time. Combining movements from Aikido (a Japanese  Announce the session title to ensure attendees are in Martial Art), understandings from physics, and some the space they intended. ideas from Tai Chi, we will focus on necks, shoulders,  Remind the audience to mute their microphones by backs, and wrists in particular, but we will also do whole directing them to the microphone icon (usually located body movements to reconnect with our bodies and help at the bottom, top, or side of the Zoom window). us move more comfortably. We will also do some focused  Remind the audience of the chat function for their use breathing. No experience, ability, or equipment neces- by directing them to the comment icon (usually located sary—all are welcome. Looking forward to seeing you on at the bottom, top, or side of the Zoom window). the (virtual) mat!  Introduce presenters and serve as timekeeper. CADASE Graduate Student Fireside Chat: Navigating Academe with Success  For the sessions for which it is appropriate (e.g., paper (duration: 60 min) sessions organized by the Program Committee), signal when presenters have 5, 3, and 1 minute remaining of The goal of this session is to support doctoral candidates a 15-minute presentation and 1 minute remaining of a and newly minted graduates with securing careers in 5-minute summary. It is important to end each pre- the academy. Panelists include early career scholars who sentation within the agreed allocated time to ensure will discuss their experiences navigating the academic fairness to all presenters and to end the session on job market. time. One suggestion that may be followed: if someone The CADASE Social: Intriguing Scenes from begins to exceed the presentation’s allotted time, then Movies and TV Shows politely interrupt and announce to the audience that (duration: 45 min) further discussion directly with the author(s) is encour- The CADASE Steering Committee will feature members aged offline at the conclusion of the entire session. of the CADASE RIG to facilitate the engagement of  Facilitate discussion and manage Q&A, assuring informal conversations around movies and TV shows equitable involvement of audience members. that have entertained and intrigued us throughout the COVID-19 pandemic.

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Knitting Circle—All Levels Welcome NARST Fellows Award Program (duration: 60 min) (duration: 45 min) Wouldn’t it be great to just sit and knit? Bring your own This session will introduce and celebrate NARST’s first yarn and needles—this session will gather knitters new and named Fellow(s). The Fellow(s) will have an opportunity experienced to create the community that is built when to briefly share their work and engage with a vision for we learn and create together. New knitters can pick up developing the NARST Fellows Community. In addition, some tips on casting on, and simple stockinette stitches, this session will also provide a forum for the NARST while experienced knitters can swap ideas and techniques. community to learn more about the award program. Learning Science in the Schoolyard—Centering Equity NARST Has Talent: An April FARSE (duration: 60 min) (duration: 45 min) Come gather with other researchers and practitioners A digital reincarnation of FARSE, this year’s “Talent” interested in outdoor learning at school. Hear about oth- show will feature a competition of creative 3-minute ers’ work and share ways in which we can work towards video products competing for “likes” to make it into the more equitable experiences in the schoolyard. Topics final online showcase sent out via the NARST listserv. include place-based instruction, building educator capac- A farcical look at academic life through the eyes of our ity, and the impact of remote learning in the pandemic. members in the context of COVID-19, pets, children, Bring some tea or coffee and meet new colleagues! backyard activities, new hobbies, exercise, musical Let’s Escape Together! ventures, and academic pursuits. (duration: 60 min) “PeTagogy”: Meeting Pets of NARST Members Need to escape from your reality for a little while? We (duration 30 min) will divide up in pairs to try a virtual escape style experi- PeTagogy is an informal 30-minute session for NARST ence. It’s freely available online and partners can simply members to introduce their pets. Pets include loving dogs, call each other to communicate. If you escape with time grumpy cats, chickens, horses, lizards, and all the exotic to spare, we can chat about the value of escape experi- pets one can have! Live pet introductions are encouraged, ences for STEM education or we can just celebrate your but pictures and short videos are accepted to show during epic escapes! this live session. NSF Funding Programs and More (duration: 120 min) April 9th at 8:30 – 9:30 am In this session, NSF program officers will describe various Art-based Social Meet-up funding opportunities in formal and informal STEM educa- (duration: 30 min) tion, undergraduate and graduate STEM education, as well This is a short informal session where we can get to know as CAREER for junior faculty. They will also describe the each other in a different way. In the session I will give a standard proposal review process and the merit review brief introduction of art-based-methods and we will then criteria. Much time will be for Q&A on various topics rang- engage in an exercise. The idea is to use art-based meth- ing from writing competitive proposals, to volunteering ods to experiment with getting to know each other in a to be a proposal reviewer, managing funded programs, fun way despite the distance. and working at NSF as a rotating and permanent program officer. The session will consist of both formal presenta- Drop Your Research/Theory/Test tube like it’s Hot tions and informal discussion. Pending the interests of (duration: 60 min) attendees and technology, breakout sessions may also This session will provide a space for informal community take place. building. It will involve a jam session that will feature an eclectic musical lineup from all over the world. The goal here is to provide a space to connect with other NARST members, decompress, and dance the time away. Since the act of dancing is related to spatial awareness, raises the heart rate, and results in the release of endorphins, we hypothesize that dancing in community will inform positive vibes for NARST’ers.

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April 9th at 3:15 – 5:30 pm Research Interest Groups (RIGs) Information Among Us Scholars The Continental and Diasporic Africa in Science (duration: 60 min) Education RIG (CADASE) Participants for this session will play the video game The mission of CADASE is to support research in science “Among us”. education that will have a positive impact on the lives Enjoying or Enduring the Process of Tenure during the of people of African ancestry. This is accomplished by COVID-19 Pandemic (a) encouraging science educators to engage in research (duration: 60 min) aimed at meeting the needs of people of African ancestry; and (b) providing intellectual, professional, and personal This general session is open to all non-tenure, tenure-track space for science educators engaged in such research. professors and postdoctoral fellows. The goals are 1) to socialize and get to know others who are in the tenure Latino/a RIG (LARIG) process, 2) to use discourse to ease our pent-up stress The Latino/a research interest group supports social net- and emotions, and 3) to amuse, uplift, share, and guide works that further research agendas regarding Latino/a each other on ways to fulfill this self-enamored milestone, science learners. LARIG also serves as a support and which we all hope to achieve. Lastly, it will provide a net- mentoring alcoba (space) for Latin@s/Latino science edu- working opportunity for collaborative work for those with cators and others interested in Latin@ science education. similar interests. Contemporary Methods for Science Education Informal Music Sharing/Jamming Networking Research (duration: 60 min) The broad purpose of this RIG is to advance the mission of NARST by maintaining the rigor of science educa- The session will start by networking fellow musicians tion studies, as well as promoting more standardized within the NARST community. We will discuss common research practices across the organization such that musical interests and any instruments we play (including we are better able to learn from and synthesize each vocals). This could lead to collaborations between annual other’s work. The intent is that these outcomes will, in meetings that could lead to fun live performances and or/ turn, allow us to keep advancing the field and maintain sing-a-longs at annual meetings. At the session, if time the relevance of our research to improving science permits, we might even jam a little. teaching and learning. Mindfulness Practices for Stress Relief and Self Care Engineering Education RIG (ENE-RIG) in the Time of COVID The purpose of the RIG in Engineering Education is to (duration: 90 mins) synergize research in science and engineering education, Organizer: promote rigorous research in engineering education, and Paula Huffman, University of North Carolina at Chapel provide a collaboration and discussion space supporting Hill, UNC Program on Integrative Medicine intellectual and professional exchange and networking. Indigenous Science Knowledge RIG (ISK-RIG) This Mindfulness workshop will: The purposes of ISK RIG is to bring together scholars,  Develop strategies for using Mindfulness Techniques practitioners, policy makers, and community members that can be practiced anywhere, anytime. who are interested and involved in Indigenous science  Practice techniques that help to cultivate the ability to education. The mission is to bring likeminded and eager respond from a calmer baseline to daily life events. science educators who are committed to providing sci- ence opportunities to better the lives of all Indigenous  Learn ways to slow the ruminating mind, thereby Tribes and peoples of the world. decreasing catastrophic thinking and its effect on our overall well-being.  Enhance stress resiliency as we develop techniques for intentionally focusing on positive and pleasurable life events.

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Strand Key

Strand 1: Science Learning—Development Strand 7: Pre-service Science Teacher Education of Student Understanding Strand 8: In-service Science Teacher Education Strand 2: Science Learning: Contexts, Strand 9: Discontinued Characteristics, and Interactions Strand 10: Curriculum and Assessment Strand 3: Science Teaching—Primary School Characteristics and Strategies Strand 11: Cultural, Social, and Gender Issues (Grades PreK-6) Strand 12: Technology for Teaching, Learning, Strand 4: Science Teaching—Middle and High School and Research Characteristics and Strategies Strand 13: History, Philosophy, Sociology, and (Grades 5-12) Nature of Science Strand 5: College Science Teaching and Learning Strand 14: Environmental Education and (Grades 13-20) Sustainability Strand 6: Science Learning in Informal Contexts Strand 15: Policy, Reform and Program Evaluation

2020–2021 NARST Leadership Team

Officers and Board of Directors: Executive Board: President (21) Jennifer D. Adams, University of Calgary Eileen Carlton Parsons, University of North Carolina (21) Alejandro J. Gallard, Georgia Southern University at Chapel Hill (21) Senay Purzer, Purdue University President-Elect Reneé Schwartz, Georgia State University (21) Christa Haverly (Graduate Student Coordinator), Northwestern University Secretary-Treasurer Jerome Shaw, University of California Santa Cruz (22) Noemi Waight, University of Buffalo Immediate Past President (22) Bhaskar Upadhyay, University of Minnesota Tali Tal, Technion, Israel Institute of Technology (22) Sonya N. Martin (International Coordinator), Executive Director Seoul National University Helen Schneider Lemay (23) Christina Schwarz, Michigan State University (23) Knut Neumann, IPN–Leibniz Institute for Science and Mathematics Education (23) Brooke Whitworth, y t t y Clemson University i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

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Strand 6: NARST Liaison to NSTA: Science Learning in Informal Contexts (21) G. Michael Bowen, Mount Saint Vincent University (21) Anton Puvirajah, University of Western Ontario (22) June Teisan, Belle Isle Aquarium NSTA Representative: (21)  Cynthia Crockett, Harvard-Smithsonian Center Strand 7: for Astrophysics Pre-service Science Teacher Education (21) Michelle A. Fleming, Wright State University JRST Editors: (22) Takumi Sato, Virginia Tech (25)  Troy Sadler, University of North Carolina at Chapel Hill Strand 8: In-service Science Teacher Education (25)  Felicia Moore Mensah, Teachers College, (21) Nidaa Makki, The University of Akron Columbia University (22) Donna Governor, University of North Georgia

2020-2021 Strand Coordinators: Strand 10: Strand 1: Curriculum and Assessment Science Learning—Development of Student (21) Elon Langbeheim, Ben-Gurion University Understanding (22) Ke Li, University of North Carolina at Chapel Hill (21) Sarah J. Fick, Washington State University Strand 11: (22) Bahadir Namdar, Recep Tayyip Erdogan University Cultural, Social, and Gender Issues Strand 2: (21) Cesar Delgado, North Carolina State University Science Learning: Contexts, Characteristics (22) Terrell Morton, University of Missouri and Interactions Strand 12: (21) Julia Plummer, Pennsylvania State University Technology for Teaching, Learning, and Research (22) Edna Tan, University of NorthCarolina-Greensboro (21) Denise M. Bressler, East Carolina University Strand 3: (22) Leigh Ann Haefner, Penn State Altoona Science Teaching—Primary School Strand 13: Characteristics and Strategies History, Philosophy, Sociology, and Nature of Science (Grades preK-6) (21) Alexandria K. Hansen, Fresno State University (21) Ryan Nixon, Brigham Young University (22) Alison Cullinane, University of Oxford (22) Ornit Spektor-Levy, Bar Ilan University Strand 14: Strand 4: Environmental Education and Sustainability Science Teaching—Middle and High School (21) Idit Adler, Tel Aviv University Characteristics and Strategies (22) Beth Covitt, University of Montana (Grades 5-12) (21) Neta Shaby, Oregon State University Strand 15: (22) Shannon Navy, Kent State University Policy, Reform, and Program Evaluation (21) Carrie D. Allen, University of North Texas Strand 5: International College Science Teaching and Learning (22) Mercy Ogunsola-Bandele, National Open University (Grades 13-20) of Nigeria (21)  Jonah Firestone, Washington State University Tri-Cities (22) Anne Emerson Leak, High Point University

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Program Proposal Reviewers:

Adam Bennion Austin Heil Clarissa Keen Elizabeth Watts Adekunle Oladejo Ayca Fackler Claudia Fracchiolla Elon Langbeheim Adiv Gal Ayelet Baram-Tsabari Clausell Mathis Emily Allen Adolfo Obaya Bashirah Ibrahim Climant Khoza Emily Dare Aimee Fraulo Ben Herman Cody Smith Emily Reigh Alana Newell Benjamin Archibeque Cong Wang Emine Sahin-Topalcengiz Alexandra Race Benjamin Ewing Coralie Delhaye Emmanuel Mushayikwa Alexandria Muller Benjamin Lowell Corey Payne Engin Karahan Alfred Limbere Benny Mart Hiwatig Corinne Lardy Eric Greenwald Alice Langhans Beth Powell Cristian Merino Erin Peters-Burton Alicia Alonzo Bhaskar Upadhyay Daniel Pimentel Estelle Blanquet Alison Mercier Bradley Davey Danielle Dani Eugene Judson Alister Olson Brandon Grossman Danielle Vande Zande Eunjin Bahng Allison Metcalf Brendan Callahan David Fortus Eve Manz Amanda Brian Zamarripa Roma David McKinney Ezgi Yesilyurt Benedict-Chambers Bridget Miller David Owens Faith Weeks Amanda Obidike Brittany Smith David Segura FangFang Zhao Amanda Peel Brock Couch Dawnne LePretre Franz Bogner Amanda Tompkins Caitlin Kirby Deborah Agbanimu Frieda Reichsman Amber Cesare Camila Amaral Deena Gould Frikkie George Amy Farris Cari Herrmann Abell Denise Bressler G. Bowen Ana Valdmann Carina Rebello Devarati Bhattacharya Gail Jones Andrea Anderson Carme Grimalt-Álvaro Devasmita Chakraverty Gary Holliday Andrea Phillips Carmen Fies Diane Wright Gary Wright Andrés Espinoza-Cara Caroline Spurgin Diego Rojas-Perilla Gaye Ceyhan Andrew Gilbert Carrie-Anne Sherwood Dina Tsybulsky Gena Sbeglia Angela Chapman Cassie Quigley Douglas Larkin Georgia Hodges Anita Schuchardt Cesar Delgado Dustin Schiering Gerald Tembrevilla Anna Beniermann ChangChia Liu Edna Tan Gianna Lopez-Colson Anna MacPherson Charnell Long Elaine Silva Mangiante Gifty Asamani Anna Maria Arias Chelsea Andrews Elanur Yilmaz Gili Marbach-Ad Anne Emerson Leak Chelsea Sexton Eleanor Kenimer Giulia Tasquier Anupriya Karippadath Christa Haverly Eleonora Barelli Gozde Tosun April Holton Christine Mcdonald Elgin Leary Grant Gardner Arif Rachmatullah Christopher Jadallah Elizabeth De Los Santos Greses Pérez Ashley Iveland Christopher Preece Elizabeth Hufnagel Guopeng Fu Ashlyn Pierson Cigdem Han Tosunoglu Elizabeth Lewis Gyeong-Geon Lee

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 14 General Information

Program Proposal Reviewers: (continued)

Hamza Malik Jeanne Brunner Karyn Housh Lorraine Ramirez Villarin Hannah Jardine Jean-Philippe Kate Henson Lu Wang Harini Krishnan Ayotte-Beaudet Kate Walker Lucia Vazquez-Ben Harleen Singh Jeffrey Nordine Katherine McCance Lukas Becker Heather Bergan-Roller Jeffrey Radloff Katherine Wade-Jaimes Lulu Garah Heather Johnson Jennifer Idema Kathryn Bateman Lutz Kasper Heather Killen Jennifer Maguire Kelsey Metzger Lynne Zummo Heather Page Jennifer Pietros Keren Dalyot Lyrica Lucas Heesoo Ha Jennifer Schellinger Ketevan Kupatadze Madison Scheer Heidi Cian Jennifer Tripp Kevin Cherbow Magdeline Stephen Helena Aptyka Jessica Chen Kevin Curry Mai Lill Lunde Henriette Burns Jessica Dewey Kevin Fleming Marcus Kubsch Holger Weitzel Jessica Karch Kimberly Staples María González-Howard Hye Sun You Jianlan Wang Kiran Purohit Maria Wallace Hye-Eun Chu Jie Yang Kirsten Edwards Marina Birkenstock Hyun-Jung Cha Jielan Hegazy Kraig Wray Mark Newton I-Chien Chen Jing Lin Kristen Larson Martha Canipe Idit Adler John Ruppert Kristie Gutierrez Martin Schwichow Ido Davidesco Jonah Firestone Kristina Kramarczuk Mary Atwater Ihsan Ghazal Jonathan Hall Kübra Özmen Matthew Johnson Imran Tufail Jonathan McCausland Kyungjin Cho Matthew Weinstein Isha DeCoito Joni Lakin Laura Carsten Conner Maurina Aranda Iyad Dkeidek Jooyoung Jeon Laura Peña May Lee J. Mesiner Joseph Brobst Laura Schneider Megan Ennes Jacob Pleasants Joseph Hardcastle Laura Zangori Megan McGinty Jacqueline Nijenhuis-Voogt Joseph Wong Lauren Madden Megan McKinley-Hicks Jacquelyn Chini Joshua Ellis Len Annetta Meghan Macias Jaimie Miller-Friedmann Joshua Reid Liam Guilfoyle Melanie Kinskey Jale Dursun Judith Gouraige Lina Vinitsky-Pinsky Melanie Shores James Minogue Juli Uhl Lindsay Wheeler Melissa Dancy James Nyachwaya Julia Plummer Ling Liang Melo-Jean Yap Jamie Wallace Julia Woithe Lisa Borgerding Mercy Ogunsola-Bandele Janelle Bailey Justin Andersson Lisa Lundgren Merryn Cole Jasmine Nation Justina Ogodo Lisa Marco-Bujosa Michael Adewusi Jason May K. C. Busch Lisa Stinken-Rösner Michail Kalogiannakis Jason Morphew Karin Lohwasser Lorelie Imperial Michal Haskel Ittah Jeanna Wieselmann Karl Jung Lori Andersen Michalis Livitziis

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 15 General Information

Program Proposal Reviewers: (continued)

Michelle Forsythe Pedro Teixeira Sakyiwaa Danso Stanton Belford Michelle Joyce Peng He Salih Faraj Stefan Sorge Mika Munakata Peter Cormas Sally Wu Stefanie Marshall Miri Barak Peter Garik Samantha Skrob Stephanie Teeter Mohammad Siddique Peter Okebukola Sandhya Krishnan Stephen Burgin Mohammed Estaiteyeh Peter Wulff Sanlyn Buxner Stephen Thompson Molly Stuhlsatz Petra Kranzfelder Sara Heredia Stephen Witzig Moriah Ariely Phillip Boda Sara Salisbury Stina Krist Mu-Yin Lin Phyllis Katz Sara Petchey Suat Celik Myunghwan Shin Preetha Menon Sara Salloum Sugat Dabholkar Nam-Hwa Kang Preethi Titu Sara Samiphak Sulaiman Al-Balushi Nancy Nasr Priyanka Parekh Sarah Carrier Sule Aksoy Nancy Staus Qingna Jin Sarah Frodsham Susan Letourneau Narendra Deshmukh Rachael Gordon Sarah Lilly Susanna Hapgood Narmin Ghalichi Rachael Tawbush Scott McDonald Susannah Sandrin Natalie Ahne Rachel Askew Shadi Asakle Susie Cohen Natalie King Rachel Chaffee Shahar Abramovitch Sylvia James Nazihan Ursavas Rachel Ruggirello Shakuntala Gopal T.B.M. Chowdhury Neha Anand Radu Bogdan Toma Shana Mcalexander Takuya Matsuura Neta Shaby Ran Peleg Shane Tutwiler Tamara Peffer Netta Perry Raquib Khan Shannon Davidson Tamara Roth Ngonidzashe Mushaikwa Rea Lavi Sharfun Islam Nancy Tammy Lee Ngozi Okafor Rebecca Hite Sharon Pelech Taolane Bonnqe Nicholas Bourke Regina McCurdy Sharona Lev Tasneem Anwar Nilay Ozturk Regina Soobard Shelley Rap Teresa Leavens Nitasha Mathayas Remy Dou Sheri Fitzgerald Teresa Massey Niva Wengrowicz Renee Schwartz Shreyashi Halder Terrance Burgess Noemi Waight Richard Lamb Sibel Telli Terrell Morton Orit Ben Zvi Assaraf Robert Bennett Sina Lenski Theila Smith Orit Hercovitz Robert Idsardi Siqi Li Ti’Era Worsley Ornit Spektor-Levy Roberta Hunte Sisi Han Tina Vo Ozgul Yilmaz-Tuzun Ron Gray Sissy Wong Tingting Li Ozlem Akcil Okan Ross Nehm Sonya Martin Todd Hutner Parth Soni Saed Sabah Soon Lee Uchenna Emenaha Patricia Patrick Saeed Moshfeghyeganeh Sophia Jeong Valarie Akerson Patrick Smith Sahar Alameh Sphamandla Zulu Valarie Bogan Paul Hamerski Saiqa Azam Stanley Lo Vance Kite

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 16 General Information

Program Proposal Reviewers: (continued)

Victoria Corr Wisam Sedawi Ying-Yan Lu Zac Patterson Victoria Rodriguez-Operana Won Kim Yingzhi Zhang Zehavit Kohen Vivien Chabalengula Wonyong Park Yiwen Huang Zeynep Akdemir Wanja Gitari Yael Feldman-Maggor Yonghee Lee Zoe Buck Bracey Wardell Powell Yael Shwartz Yoonsung Choi Zoubeida Dagher William Matthew Reynolds Ying-Chih Chen Yvonne Thevenot Zuway-R Hong

NARST Presidents:

1928 W. L. Eikenberry 1952 Betty Lockwood 1976 Ronald D. Anderson 2000 David F. Treagust 1929 W. L. Eikenberry 1953 J. Darrell Barnard 1977 O. Roger Anderson 2001 Sandra K. Abell 1930 W. L. Eikenberry 1954 George G. Mallinson 1978 Roger G. Olstad 2002 Norman G. Lederman 1931 Elliot R. Downing 1955 Kenneth E. Anderson 1979 James R. Okey 2003 Cheryl L. Mason 1932 Elliot R. Downing 1956 W. C. Van Deventer 1980 John W. Renner 2004 Charles W. (Andy) 1933 Francis D. Curtis 1957 Waldo W. Blanchet 1981 Stanley L. Helgeson Anderson 1934 Ralph K. Watkins 1958 Nathan S. Washton 1982 Stanley L. Helgeson 2005 John R. Staver 1935 Archer W. Hurd 1959 Thomas P. Fraser 1983 Carl F. Berger 2006 James A. Shymanksy 1936 Gerald S. Craig 1960 Vaden W. Miles 1984 Ann C. Howe 2007 Jonathan F. Osborne 1937 Walter G. Whitman 1961 Clarence H. Boeck 1985 Ertle Thompson 2008 Penny J. Gilmer 1938 Hanor A. Webb 1962 Herbert A. Smith 1986 David P. Butts 2009 Charlene M. Czerniak 1939 John M. Mason 1963 Ellsworth S. Obourn 1987 James P. Barufaldi 2010 Richard A. Duschl 1940 Otis W. Caldwell 1964 Cyrus W. Barnes 1988 Linda DeTure 2011 Dana L. Zeidler 1941 Harry A. Carpenter 1965 Frederic B. Dutton 1989 Patricia Blosser 2012 J. Randy McGinnis 1942 G. P. Cahoon 1966 Milton P. Pella 1990 William G. Holliday 2013 Sharon J. Lynch 1943 Florence G. Billig 1967 H. Craig Sipe 1991 Jane Butler Kahle 2014 Lynn A. Bryan 1944 Florence G. Billig 1968 John M. Mason 1992 Russell H. Yeany 2015 Valarie L. Akerson 1945 Florence G. Billig 1969 Joseph D. Novak 1993 Emmett L. Wright 2016 Mary M. Atwater 1946 C. L. Thield 1970 Willard D. Jacobson 1994 Kenneth G. Tobin 2017 Mei-Hung Chiu 1947 Earl R. Glenn 1971 Paul D. Hurd 1995 Dorothy L. Gabel 2018 Barbara Crawford 1948 Ira C. Davis 1972 Frank X. Sutman 1996 Barry J. Fraser 2019 Gail Richmond 1949 Joe Young West 1973 J. David Lockard 1997 Thomas R. Koballa, Jr. 2020 Tali Tal 1950 N. Eldred Bingham 1 974 Wayne W. Welch 1998 Audrey B. Champagne 2021 Eileen R. C. Parsons 1951 Betty Lockwood 1975 Robert E. Yager 1999 Joseph S. Krajcik 2022 Reneé Schwartz

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 17 General Information

NARST Executive Directors: (NARST created the position of Executive Secretary in 1975; the title was changed to Executive Director in 2003)

1975–1980 Paul Joslin 1990–1995 John Staver 2002–2007 John Tillotson 1980–1985 Bill Holliday 1995–2000 Art White 2007–2017 Bill Kyle 1985–1990 Glenn Markle 2000–2002 David Haury 2018-2021 Helen Schneider Lemay

JRST Editors:

1963–1966 J. Stanley Marshall 1990–1993 Ronald G. Good 2011–2015 Joseph S. Krajcik 1966–1968 H. Craig Sipe 1994–1999 William C. Kyle, Jr. Angela Calabrese Barton 1969 James T. Robinson 1999–2001 Charles W. (Andy) Anderson 2016–2020 Fouad Abd-El-Khalick 1970–1 974 O. Roger Anderson James J. Gallagher August Dana L. Zeidler 1975–1979 David P. Butts 2002–2005 Dale R. Baker 2021–2025 Troy Dow Sadler 1980–1984 James A. Shymansky Michael D. Piburn Felicia Moore Mensah 1985–1989 Russell H. Yeany, Jr. 2006–2010 J. Randy McGinnis Angelo Collins

Emeritus Members:

Alan McCormack George Bodner John Christopher Peter Okebukola Albert Nous Gerald Krockover Joseph Novak Richard Haney Ann Osman Gian Pedemonte Julia Clark Richard Walding Avi Hofstein Glenn Berkheimer Larry Enochs Robert Dehaan Barbara Crawford Glenn Markle Larry Yore Robert Poel Bill Jaffarian Gottfried Merzyn Leonie Rennie Robert Sherwood Carl Angell Guilford Bartlett Linda Phillips Robert Williams Charles McFadden Hanna Arzi Lowell Bethel Rodney Doran Dale Baker Hans Andersen Mansoor Niaz Roger Olstad David Haury Helmut Dahncke Manuel Sequeira Ronald Anderson David Kennedy Herbert Thier Marianne Barnes Ryda Rose Donald Riechard Ivo Lindauer Marlene Their Stanley Helgeson Donald Schmidt J. Prather Michael Agin Sung Jae Pak Doris Ash J. Swift Michael Padilla Todd Hill Doris Simonis Jacqueline Mallinson Nitza Barnea Uri Ganiel Ed Van Den Berg James Poth Obed Norman Uri Zoller Edward Smith James Shymansky Onno De Jong Vincent Lunetta Ellen Simmons Jane Kahle Paul Joslin Wayne Welch Elsa Feher Jay Lemke Peter Hewson William Holliday

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 18 General Information

NARST Award Recipients: Distinguished Contributions to Science Education through Research Award This award is presented at the Annual International Conference but is bestowed only when an outstanding candidate, or candidates, has been identified. It is given to recognize individuals who, through research over an extended period of time, have made outstanding and continuing contributions, provided notable leadership, and made a substantial impact in the area of science education.

Year Awardee Year Awardee Year Awardee 1986 Anton E. Lawson 2002 Audrey B. Champagne 2014 Glen Alkenhead 1987 Paul DeHart Hurd 2003 Barry J. Fraser Richard Gunstone Frances Lawrenz 1988 John W. Renner 2004 Robert E. Yager Paul Black 2015 Richard A. Duschl 1989 Willard Jacobson Meshach Mobolaji Ogunniyi 2005 John C. Clement 1990 Joseph D. Novak 2016 Lynn D. Dierking 1991 Robert L. Shrigley 2006 David Treagust John N. Falk 1992 Pinchas Tamir 2007 Kenneth Tobin Dana L. Zeidler 1993 Jack Easley, Jr. 2008 Dorothy Gabel 2017 Avi Hofstein 1994 Marcia C. Linn 2009 Peter W. Hewson 2018 Marissa Rollnick Leonie Jean Rennie Jonathan Osborne 1995 Wayne W. Welch Wolff-Michael Roth 2019 Mary M. Atwater 1996 Carl F. Berger 2010 Reinders Duit Maria Pilar Jiménez-Aleixandre 1997 Rosalind Driver Joseph Krajcik 2020 Judy Dori 1998 James J. Gallagher 2011 Norman Lederman Saouma Bou Jaoude 1999 Peter J. Fensham 2012 Charles W. (Andy) Anderson 2021 Valerie Akerson 2000 Jane Butler Kahle Larry Yore Greg Kelly 2001 John K. Gilbert 2013 Dale R. Baker

y t t y i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 19 General Information

Outstanding Doctoral Research Award This award is given annually for the Doctoral Research judged to have the greatest significance in the field of science education from among all theses and dissertations nominated this year for the award.

Year Awardee Advisor Year Awardee Advisor 1992 Rene Stofflett Dale R. Baker 2008 Victor Sampson Douglas Clark 1993 Julie Gess-Newsome Norman G. Lederman 2009 Lei Liu Cindy E. Hmelo-Silver 1994 Carolyn W. Keys Burton E. Voss 2010 Heather Toomey Phillip Bell Zimmerman 1995 Jerome M. Shaw Edward Haertel 2011 Jeffrey J. Rozelle Suzanne M. Wilson 1996 Christine M. William L. Carlsen 2011 Catherine Eberbach Kevin Crowley Cunningham 2012 Melissa Braaten Mark Windschitl 1997 Jane O. Larson Ronald D. Anderson 2013 Lori Fulton Jian Wang 1998 Kathleen Hogan Bonnie K. Nastasi 2014 Daniel Birmingham Angela Calabrese Barton 1999 Fouad Abd-El-Khalick Norman G. Lederman Anne-Lise Halvorsen 2000 Danielle Joan Ford Annemarie S. Palinscar 2015 Allison Godwin Geoffrey Potvin 2001 Iris Tabak Brian Reiser 2016 Anna MacPherson Jonathan Osborne 2002 Mark Girod David Wong 2017 Anita Schuchardt Christian Schunn 2003 Hsin-Kai Wu Joseph Krajcik 2018 Katherine Wade-Jaimes Renée Schwartz 2004 David L. Fortus Ronald Marx 2019 Anita S. Tseng Jonathan F. Osborne Joseph Krajcik 2020 Netta Shaby Orit Ben Zvi-Assaraf 2005 Thomas Tretter Gail M. Jones 2021 Eben witherspoon Christian D. Schunn 2006 Stacy Olitsky Kenneth Tobin 2007 Julia Plummer Joseph S. Krajcik

Early Career Research Award The Early Career Research Award is given annually to the early researcher who demonstrates the greatest potential to make outstanding and continuing contributions to research in science education. The recipient will have received his/her doctoral degree.

Year Awardee Year Awardee Year Awardee 1993 Wolff-Michael Roth 2003 Fouad Abd-El-Khalick 2014 Cory Forbes 1994 Deborah J. Tippins 2004 Grady J. Venville 2015 Benjamin C. Herman 1995 Nancy B. Songer 2005 Randy L. Bell 2016 Richard L. Lamb 1996 Mary B. Nakhleh 2006 Heidi Carlone 2017 Ying-Chih Chen 1997 Peter C. Taylor 2007 Bryan A. Brown David Stroupe 1998 J. Randy McGinnis 2008 Hsin-Kai Wu 2018 Doug Lombardi 1999 Craig W. Bowen 2009 Troy D. Sadler 2019 Hosun Kang Eve Manz Gregory J. Kelly 2010 Thomas Tretter 2000 Angela Calabrese Barton 2020 Brian Donovan 2011 Katherine L. McNeill Dana Vedder Weiss 2001 Julie A. Bianchini 2012 Victor Sampson 2021 Lama Jaber 2002 Alan G. Harrison 2013 Alandeom W. Oliveira

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The Journal of Research in Science Teaching (JRST) Award The JRST Award was awarded annually to the author or authors of the Journal of Research in Science Teaching article judged to be the most significant publication for the Volume year. It was awarded annually between 1974 and 2015.

Year Awardee Year Awardee Year Awardee 1 974 Donald E. Riechard 1990 Richard A. Duschl 2006 Troy D. Sadler Robert C. Olson Emmett L. Wright Dana L. Zeidler 1975 Mary Budd Rowe 1991 E. P. Hart 2007 Jerome Pine 1976 Marcia C. Linn I. M. Robottom Pamela Aschbacher Herbert C. Thier 1992 John R. Baird Ellen Roth Peter J. Fensham Melanie Jones 1977 Anton E. Lawson Cameron McPhee Warren T. Wollman Richard E. Gunstone Richard T. White Catherine Martin 1978 Dorothy L. Gabel Scott Phelps J. Dudley Herron 1993 Nancy R. Romance Tara Kyle Michael R. Vitale 1979 Janice K. Johnson Brian Foley Ann C. Howe 1994 E. David Wong 2008 Christine Chin 1980 John R. Staver * 1995 Stephen P. Norris 2009 Kihyun Ryoo Dorothy L. Gabel * Linda M. Phillips Bryan Brown Linda R. DeTure 1996 David F. Jackson 2010 Helen Patrick Elizabeth C. Doster 1981 William C. Kyle, Jr. Panayota Mantzicopoulos Lee Meadows Ala Samarapungavan 1982 Robert G. Good * Teresa Wood Harold J. Fletcher * 2011 Daphne Minner 1997 C. W. J. M. Klassen Jeanne Century F. David Boulanger P. L. Linjse Abigail Jurist Levy 1983 Jack A. Easley, Jr. 1998 Julie Bianchini 2012 Julie A. Luft 1984 Marcia C. Linn 1999 Phillip M. Sadler Jonah B. Firestone Cathy Clement 2000 Allan G. Harrison Sissy S. Wong Stephen Pulos J. Grayson Irasema Ortega 1985 Julie P. Sanford David F. Treagust Krista Adams EunJin Bang 1986 Anton E. Lawson 2001 Fouad Abd-El-Khalick Norman G. Lederman 2013 Edys S. Quellmalz 1987 Russell H. Yeany Michael J. Timms Kueh Chin Yap 2002 Andrew Gibert Matt D. Silberglitt Michael J. Padilla Randy Yerrick Barbara C. Buckley 1988 Kenneth G. Tobin 2003 Sofia Kesidou 2014 Joseph Taylor James J. Gallagher Jo Ellen Roseman Susan Kowalski 1988 Robert D. Sherwood * 2004 Jonathan Osborne Christopher Wilson Charles K. Kinzer * Sue Collins Stephen Getty John D. Bransford * Mary Ratcliffe Janet Carlson Jeffrey J. Franks * Robin Millar 2015 Matthew Kloser Anton E. Lawson * Richard Duschl 1989 Glen S. Aikenhead 2005 Jonathan Osborne Sibel Erduran Shirley Simon

* Multiple Awardees

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 21 General Information

The NARST Outstanding Paper Award The NARST Outstanding Paper Award was awarded annually for the paper or research report presented at the NARST Annual International Conference that was judged to have the greatest significance and potential in the field of science education. It was awarded annually between 1975 and 2015.

Year Awardee Year Awardee Year Awardee 1975 John J. Koran 1989 James J. Gallagher 2003 Wolff-Michael Roth 1976 Anton E. Lawson Armando Contreras 2004 Joanne K. Olson * 1977 NO AWARD 1990 Patricia L. Hauslein SharonJ. Lynch * Ronald G. Good 1978 Rita Peterson Joel Kuipers Catherine Cummins Curtis Pyke 1979 Linda R. DeTure 1991 Nancy R. Romance Michael Szesze 1980 M. James Kozlow Michael Vitale 2005 Chi-Yan Tsui Arthur L. White 1992 Patricia Heller David Treagust 1981 William Capie Ronald Keith 2006 Leema Kuhn Kenneth G. Tobin Scott Anderson Brian Reiser Margaret Boswell 1993 Wolff-Michael Roth 2007 Eugene L. Chiappetta 1982 F. Gerald Dillashaw 1994 Wolff-Michael Roth Tirupalavanam G. Ganesh James R. Okey Michael Bowen Young H. Lee 1983 William C. Kyle, Jr. 1995 Wolff-Michael Roth Marianne C. Phillips James A. Shymansky 1996 Nancy J. Allen 2008 Guy Ashkenazi Jennifer Alport Lana Tockus-Rappoport 1997 NO AWARD 1984 Darrell L. Fisher 2009 Jrene Rahm Barry J. Fraser 1998 Wolff-Michael Roth 2010 Mark W. Winslow 1985 Hanna J. Arzi * Reinders Duit Michael Komorek John R. Staver Ruth Ben-Zvi * Lawrence C. Sharmann Uri Ganiel * Jens Wilbers 2011 Matthew Kloser Russell H. Yeany 1999 Lynn A. Bryan Kueh Chin Yap 2000 Joseph L. Hoffman 2012 Shelly R. Rodriguez Michael J. Padilla Joseph S. Krajcik Julie Gess-Newsome 1986 Barry J. Fraser * 2001 Allan G. Harrison 2013 Edward G. Lyon Herbert J. Walberg * 2002 Carolyn Wallace Keys 2014 Ying-Chih Chen Wayne W. Welch * Eun-Mi Yang Soonhye Park 1987 Robert D. Sherwood Brian Hand Brian Hand 1988 Barry J. Fraser Liesl Hohenshell 2015 Lori M. Ihrig Kenneth G. Tobin Michael P. Clough Joanne K. Olson

* Multiple Awardees

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 22 General Information

Outstanding Master’s Thesis Award This award was established in 1995 to be given annually for the Master’s Thesis judged to have the greatest significance in the field of science education. It was last awarded in 2002.

Year Awardee Major Professor Advisor 1995 Moreen K. Travis Carol L. Stuessy 1996 Lawrence T. Escalada Dean A. Zollman 1997 C. Theresa Forsythe Jeffrey W. Bloom 1998 Renee D. Boyce Glenn Clark 1999 Andrew Gilbert Randy K. Yerrick 2000 Rola Fouad Khishfe Fouad Abd-El-Khalick 2002 Laura Elizabeth Slocum Marcy Hamby Towns

Classroom Applications Award The Classroom Applications Award was established in 1979. The award was given annually to authors whose papers were presented at the previous NARST Annual International Conference and judged to be outstanding in terms of emphasizing classroom application of research in science education. The award was last presented in 1991.

Year Awardee Year Awardee Year Awardee Year Awardee 1980 (Five Equal Awards) 1982 (Four Equal Awards) 1985 (Three Equal Awards) 1987 Dorothy L. Gabel Livingston S. Louise L. Gann Dan L. McKenzie V. K. Samuel Schneider Seymour Fowler Michael J. Padilla Stanley L. Helgeson John W. Renner Saundra McGuire Dorothy L. Gabel Margaret Walkosz Joseph D. Novak Heidi Kass Robert D. Sherwood Russell H. Yeany John Butzow Allan Griffiths Thomas L. Russell Kevin C. Wise 1988 Uri Zoller Ramona Saunders Joseph C. Cotham James R. Okey Ben Chaim Russell H. Yeany 1983 Robert D. Sherwood 1986 (Four Equal Awards) 1989 James D. Ellis Joe Long Larry G. Enochs Sarath Chandran Paul J. Kuerbis James R. Okey Dorothy L. Gabel David F. Treagust Russell H. Yeany 1990 Dale R. Baker 1984 (Three Equal Awards) Kenneth G. Tobin Michael D. Piburn M. James Kozlow Darrell L. Fisher Dale S. Niederhauser Arthur L. White Mary Westerback Clemencia Gonzales Barry J. Fraser 1991 David F. Jackson 1981 (Four Equal Awards) Louis H. Primavera Dorothy L. Gabel Billie Jean Edwards Dorothy L. Gabel Kenneth G. Tobin Stanley L. Helgeson Carl F. Berger Robert D. Sherwood Hanna J. Arzi Joseph D. Novak Larry G. Enochs Ruth Ben-Zvi John Butzow Wayne Welch Uri Ganiel V. K. Samuel Ronald D. Anderson Charles Porter Linda Cronin Harold Pratt Russell H. Yeany Meghan Tweist Mary Ellen Quinn Michael J. Padilla Carolyn Kessler P. Ann Miller Russell H. Yeany

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NARST Leadership and Committees External Policy and Relations Committee:

Elections Committee: Board Liaison (21) Senay Purzer, Purdue University Immediate Past President (Ex Officio) (21) Tali Tal, Technion, Israel Institute of Technology Ex Officio Members (22) Eileen Carlton Parsons, President, University Board Liaison of North Carolina at Chapel Hill (21) Alejandro Gallard, Georgia Southern University (22) Helen Schneider Lemay, Executive Director Representative from Ethics and Equity Committee Committee Leadership (21) Justina Ogodo, Baylor University (22) Remy Dou, Chair, Florida International University Representative from the International Committee (23) Deb Morrison, Co-Chair, University of Washington (21) Jing Lin, Beijing Normal University Members Committee Leadership (21) Sarah Carrier, North Carolina State University (21) Regina Suriel, Chair, Valdosta State University (21) Stefanie Marshall, University of Minnesota, (22) Bridget Mulvey, Co-Chair, Kent State University Twin Cities (22) Eugene Judson, Arizona State University Members (23) Dürdane Bayram-Jacobs, Eindhoven University (21) Ibrahim Delen, USAK University of Technology (22) Mary Atwater, University of Georgia (23) Henriette Burns, Southern Illinois University (22) Jeanna R. Wieselmann (graduate student) Edwardsville University of Minnesota (23) Peter Okebukola, Lagos State University, Nigeria (23) Melody Russell, Auburn University (23) Nazan U. Bautista, Miami University Graduate Student Committee: Equity and Ethics Committee: Ex Officio Member (22) Reneé Schwartz, President-Elect Board Liaison Georgia State University (22) Bhaskar Upadhyay, University of Minnesota Committee Leadership Committee Leadership (21) Christa Haverly, Chair & Graduate Student (21) Danielle Dani, Chair, Ohio University Coordinator, Northwestern University (22) Justina Ogodo, Co-Chair, Baylor University (21) Theila Smith, Co-Chair, University of Groningen Members (22) Jordan Henley, Co-Chair, University of Georgia (21) Sara Raven, Texas A&M University Members (21) James Nyachwaya, North Dakota State University (21) Kathryn Green, University of Georgia (21) Tara Monique Nkrumah, Arizona State University (21) Harini Krishnan, Florida State University (22) Seema Rivera, Clarkson University (21) Preethi Titu, Kennesaw State University (22) April Holton, Arizona State University (21) Melanie Kinskey, Sam Houston State University (22) María González-Howard, The University of (21) Star Sharp, Pennsylvania State University Texas at Austin (22) Henry Hane, Indiana University, Purdue (23) Paulette Vincent-Ruz, University of Michigan University Indianapolis

(22) Tim Klavon, Temple University

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Awards Committee: International Committee: Board Liaison Committee Leadership (22) Noemi Waight, University of Buffalo (22) Sonya Martin, Chair & International Coordinator Seoul National University Outstanding Doctoral Research Award (22) Sara Wilmes, Co-Chair, University of Luxemburg Committee Leadership (21) Jay Fogleman, Chair, University of Rhode Island Members (22) Dana Vedder Weiss, Co-Chair, Ben Gurion University (21) Peter Wulff, University of Potsdam (21) Jing Lin, Beijing Normal University Members (22) Mathias Ropohl, University of Duisburg-Essen (21) Patricia Bills, Northern Kentucky University (23) Allison Gonsalves, McGill University (21) Eunjin Bahng, Iowa State University (23) Gavin Fulmer, University of Iowa (21) Ellen Granger, Florida State University (23) Sheron Mark, University of Louisville (21) Danielle Ferguson, American Institute for Research (23) Renata de Paula Orofino, Federal University (21) Devasmita Chakraverty, Washington State of ABC University (22) Lisa Borgerding, Kent State University (22) Jamie Mikeska, Educational Testing Service Membership Committee: Board Liaison Early Career Research Award (23) Brooke Whitworth, Clemson University Committee Leadership (21) Erin Furtak, Chair, University of Colorado, Boulder Committee Leadership (22) Kate McNeill Co-Chair), Boston College (21) Selina Bartels, Chair, Valparaiso University (22) ReAnna S. Roby, Co-Chair, Vanderbilt University Members (22) Amelia Gotwals, Michigan State University Members (22) Anna Danielsson, Uppsala University (21) Alison Riley Miller, Bowdoin College (22) Judy Dori, Technion-Israel Institute of Technology (21) Felicia Moore Mensah, Teachers College, (22) James Minogue, North Carolina State University Columbia University (23) Matthew Weinstein, University of Washington, (22) Shirly Avargil, Technion–Israel Institute Tacoma of Technology (23) Jomo Mutegi, Indiana University, Purdue University (22) Mark Newton, East Carolina University Indianapolis (22) Sule Aksoy (graduate student), Syracuse (23) Femi Otulaja, University of the Witwatersrand University (23) Anton Puvirajah, University of Western Ontario (23) K.C. Busch, North Carolina State University (23) Hsin-Kai Wu, National Taiwan Normal University (23) Elizabeth de los Santos, University of Nevada, Reno Distinguished Contributions to Science Education through Research Award Program Committee: Committee Leadership (21) Maria Varelas, Chair, University of Illinois Chicago Eileen Carlton Parsons, Chair, University of North (22) Marissa Rollnick, Co-Chair, University of the Carolina at Chapel Hill Witwatersrand, South Africa Reneé Schwartz, Co-Chair, Georgia State University Members Ex Officio Member (21) Julie Luft, University of Georgia Helen Schneider Lemay (21) Nasser Mansour, University of Exeter Members (21) Rachel Mamlok-Naaman, Weizmann Institute (21) Sarah J. Fick, Washington State University of Science (21) Julia Plummer, Pennsylvania State University (21) Sibel Erduran, Oxford University (21) Ryan Nixon, Brigham Young University (22) John Falk, Institute for Learning Innovation (21) Neta Shaby, Oregon State University (22) Okhee Lee, New York University (21) Lisa Kenyon, Wright State University (23) Malcolm Butler, University of Central Florida (21) Anton Puvirajah, University of Western Ontario (21) Michelle Fleming, Wright State University (21) Nidaa Makki, The University of Akron

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 25 General Information

(21) Elon Langbeheim, Ben-Gurion University (22) Shuly Kapon, Technion, Israel Institute (21) Cesar Delgado, North Carolina State University of Technology (21) Denise M. Bressler, East Carolina University (22) Ibrahim H. Yeter, National Institute of Education (21) Alexandria Hansen, Fresno State University (NIE), Nanyang Technological University (NTU), (21) Idit Adler, Tel Aviv University Singapore (21) Carrie Allen, University of North Texas (23) Tina Cheuk, Stanford University (22) Bahadir Namdar, Recep Tayyip Erdogan University (23) Dante Cisterna, Education Testing Service (22) Edna Tan, University of North Carolina at Greensboro Research Committee: (22) Ornit Spektor-Levy, Bar Ilan University (22) Shannon Navy, Kent State University Board Liaison (22) Anne Leak, High Point University (21) Jennifer D. Adams, University of Calgary (22) Takumi Sato, Virginia Tech NARST Liaison to NSTA (22) Donna Governor, University of North Georgia (21) Michael Bowen, Mount Saint Vincent University (22) Ke Li, University of North Carolina at Chapel Hill Committee Leadership (22) Terrell Morton, University of Missouri (21) Tina Vo, Chair, University of Nevada, Las Vegas (22) Leigh Ann Haefner, Penn State Altoona (22) Asli Sezen-Barrie, Co-Chair, University of (22) Alison Cullinane, University of Oxford Maine (22) Beth Covitt, University of Montana (22) Mercy Ogunsola-Bandele, National Open University Members of Nigeria (21) Abdi Warfa, University of Minnesota (21) Carina Rebello, Purdue University (21) Banu Avsar Erumit, Recep Tayyip Erdogan Publications Advisory Committee: University Board Liaison (21) Patricia Patrick, Columbus State University (23) Knut Neumann, Leibniz Institute for Science (21) Kelsey Lipsitz, University of Missouri, and Mathematics Education Exploratorium Ex Officio Members (22) Li Ke, University of North Carolina at Chapel Hill (20) Cynthia Crockett, NSTA Research Division (22) Ling L. Liang, La Salle University Director, Harvard University (22) Yann Shiou Ong, National Institute of Education, (22) Eileen Carlton Parsons, President, University Nanyang Technological University of North Carolina at Chapel Hill (22) Marcus Kubsch, Kiel University (25) Troy Sadler, JRST Editor, University of North (22) S. Selcen Guzey, Purdue University Carolina at Chapel Hill (23) Rouhollah Aghasaleh, Georgia State University (25) Felicia Moore Mensah, JRST Editor, Teachers (23) Lori Andersen, University of Kansas College, Columbia University (23) Narendra Deshmukh, Tata Institution of Helen Schneider Lemay, Executive Director Fundamental Research Committee Leadership (21) Deena Gould, Co-Chair, University of New Mexico Website Committee: (23) Shakhnoza Kayumova, Co-Chair, University of Board Liaison Massachusetts, Dartmouth (23) Christina Schwarz, Michigan State University Members Committee Leadership (21) Heidi Carlone, Co-Chair, University of (21) Katherine Wade-James, Chair, University North Carolina, Greensboro of Memphis (21) Amanda (Mandi) Berry, Monash University (22) Lisa Lundgren, Co-Chair, Utah State University (21) Jeanne Brunner, University of Massachusetts, Members Amherst (22) Minjung Ryu, Purdue University (22) Allison Antink-Meyer, Illinois State University (22) Nazihan Ursavas, Erdogan University (22) Kyungjin Cho, Pennsylvania State University (23) Sharona T. Levy, University of Haifa (23) Jaclyn Murray, Augusta University

(23) Len Annetta, East Carolina University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 26 General Information

NARST Sessions at NSTA Engage ’21 In lieu of the cancelled face-to-face conferences in Fall ‘20 and Spring ‘21 NSTA is having a virtual conference this year. NSTA Engage ’21 (https://www.nsta.org/engage-spring-21) is being offered over 4 weeks in April/May in evening sessions (4pm to 8pm EST) with presentations for different grade levels in each week.

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NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 27 Future Meeting Dates for NARST, NSTA, and AERA

2021 NSTA TBD AERA April 8–12 Virtual 2022 NARST March 27–30 Vancouver, BC NSTA March 31–April 3 Houston, TX

A Special Thanks to our Sponsors and Exhibitors  Springer Nature  Association of American Colleges and Universities  Science Friday  Constructivist Press We acknowledge Wiley and their work as publisher of the Journal

of Research in Science Teaching y t t y i Pove r (JRST). v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 28 95th NARST International Conference March 27–30, 2022 UNITY& INCLUSION for Global Scientific Literacy INVITE as a community. UNITE as a community.

Vancouver, British Columbia, JW Marriott Parq

For a sneak peek at what Vancouver has to offer, visit: https://www.tripsavvy.com/what-is-vancouver-famous-for-4049389 NARST 94TH ANNUAL INTERNATIONAL CONFERENCE

Schedule at-a-Glance

Please note that this program is subject to change. Check the addendum posted at the meeting and on the website for updates after the program has been published.

y t t y i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE, April 7-10, 2021 30 Schedule at-a-Glance

To help you determine your time, here is a tool to help: https://www.timeanddate.com/worldclock/converter-classic.htm

Wednesday, March 31 Time (EDT) Conference Event Session 9:30 am – 11:30 am NARST Board Meeting Real-Time/Live 1:30 pm – 3:30 pm NARST Board Meeting Real-Time/Live 6:00 pm– 8:00 pm NASRT Board Meeting Real-Time/Live

Thursday, April 1 9:30 am – 11:30 am NARST Board Meeting Real-Time/Live 1:30 pm – 3:30 pm NARST Board Meeting Real-Time/Live

Monday, April 5 8:00 am – 12:00 pm Pre-Conference Workshop 1 Real-Time/Live Rethinking How You Understand Your Data with R Pre-Conference Workshop 2 Early Career Faculty Forum 12:30 pm – 3:30 pm Pre-Conference Workshop 3 Real-Time/Live Integrating Computational Thinking (CT) into Elementary Science Online and Face-to-Face: How to Run a Successful PD for Pre-service and In-service Teachers with a Proven Framework, Tech Tools, and Strategies 12:30 pm – 4:30 pm Pre-Conference Workshop 4 Real-Time/Live Science Education, a Public Good for The Good of the Public: Indigenous Science Education and Research as Place-Based Knowledge in the Pandemics Era of COVID-19

Tuesday, April 6 8:00 am – 12:00 pm Pre-Conference Workshop 5 Real-Time/Live Pushing the Boundaries: Exploring the Potential of an Online Practice Suite to Support Elementary Science Teachers in Learning How to Engage Students in Argumentation Pre-Conference Workshop 6 LARIG Pre-conference Workshop: Empowering Latinx Graduate Students, Early Career Educators and Scholars in Science Education (Multilingual Workshop) 12:30 pm – 4:00 pm Pre-Conference Workshop 7 Real-Time/Live Equity and Ethics Pre-Conference Workshop

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 31 Schedule at-a-Glance

Wednesday, April 7 Time (EDT) Conference Event Session 9:15 am – 11:30 am Welcome, Plenary Speaker, & Awards Citations Real-Time/Live 11:30 am – 12:30 pm Lunch Break 11:30 am – 1:30 pm Networking/Social Concurrent Sessions Real-Time/Live Participate in the “Round Robin” Meet the leadership and find out more about three of the following: — Awards Committee — Elections Committee — External Policy and Relations Committee — Program Committee — Research Committee — Website Committee Please visit committees in 15-minute segments from 11:30 am – 12:15 pm. Please join the business meeting of a committee from 12:30 pm – 1:30 pm. 11:30 am – 11:45 am Drop-In Committee Visit #1 Real-Time/Live 11:45 am – 12:00 pm Drop-In Committee Visit #2 Real-Time/Live 12:00 pm – 12:15 pm Drop-In Committee Visit #3 Real-Time/Live 12:30 pm – 1:30 pm Business Meetings of Committees (listed above) Real-Time/Live (Except for Elections Committee, scheduled on Friday, April 9th from 8:30 am – 9:30 am) 12:30 pm – 1:30 pm Continental and Diasporic Africa in Science Education Real-Time/Live Contemporary Methods for Science Education Research 1:45 pm – 3:15 pm Concurrent Session #1 Real-Time/Live 3:30 pm – 5:00 pm Graduate Student Forum Real-Time/Live 5:00 pm – 6:00 pm Mentor-Mentee Session Real-Time/Live 6:00 pm – 8:00 pm Networking/Social Concurrent Sessions Real-Time/Live Participate in the “Round Robin” Meet the leadership and find out more about three of the following: — Equity and Ethics Committee — Membership Committee — Publications Advisory Committee — Graduate Student Committee — International Committee Please visit committees in 15-minute segments from 6:00 pm – 6:45 pm. Please join the business meeting of a committee from 7:00 pm – 8:00 pm. 6:00 pm – 6:15 pm Drop-In Visit #1 6:15 pm – 6:30 pm Drop-In Visit #2 6:30 pm – 6:45 pm Drop-In Visit #3 7:00 pm – 8:00 pm Business Meetings of the Committees (listed above)

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 32 Schedule at-a-Glance

Thursday, April 8 – Saturday, April 10 Time (EDT) Conference Event Session THURS 8:00 am – FRI 7:00 am Poster Session #1 23-hour window Poster Viewing & Asynchronous Chat FRI 8:00 am – SAT 1:00 pm Author-Scheduled 30-minute Q&A Session (All Strands) 29-hour window Advance Viewing of Pre-recorded Presentation

Thursday, April 8 8:00 am – 9:30 am Concurrent Session #2 Real-Time/Live 9:45 am – 11:15 am Concurrent Session #3 Real-Time/Live 11:30 am – 1:00 pm Concurrent Session #4 Real-Time/Live 1:00 pm – 2:00 pm Lunch Break 2:00 pm – 3:00 pm Concurrent Session #5 Real-Time/Live Advanced Viewing of Pre-recorded Sessions, Q&A 3:15 pm – 4:15 pm Latino/a Research Interest Group Real-Time/Live 3:30 pm – 5:30 pm Networking/Social Concurrent Sessions Real-Time/Live Aikido—(and Physics!) Inspired Breathing, Balance, Stretching, and Movement (duration: 30 min) The CADASE Social: Intriguing Scenes from Movies and TV Shows (duration: 45 min) CADASE Graduate Student Fireside Chat: Navigating Academe with Success (duration: 60 min) Knitting Circle (duration: 60 min) All Levels Welcome Learning Science in the Schoolyard—Centering Equity (duration: 60 min) Let's Escape Together! (duration: 60 min) NARST Fellows Award Program (duration: 45 min) NARST Has Talent: An April FARSE (duration: 45 min) NSF Funding Programs and More (duration: 120 min) "PeTagogy": Meeting pets of NARST members (duration: 30 min) 4:15 pm – 5:45 pm Publishing, Reviewing, and Writing for JRST Real-Time/Live

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 33 Schedule at-a-Glance

Thursday, April 8 – Saturday, April 10 Time (EDT) Conference Event Session THURS 8:00 am – FRI 7:00 am Poster Session #2 23-hour window Poster Viewing & Asynchronous Chat FRI 8:00 am – SAT 1:00 pm Author-Scheduled 30-minute Q&A Session (All Strands) 29-hour window Advance Viewing of Pre-recorded Presentation

Friday, April 9 8:30 am – 9:30 am Engineering Education Research Interest Group Real-Time/Live Indigenous Science Knowledge Research Interest Group 8:30 am- 9:30 am Elections Committee Business Meeting Real-Time/Live 8:30 am – 9:30 am Networking/Social Concurrent Sessions Real-Time/Live Art-based Social Meet-Up (duration: 30 min) Drop Your Research/Theory/Test Tube Like it's Hot (duration: 60 min) 9:30 am – 10:30 am Concurrent Session #6 Real-Time/Live Advanced Viewing of Pre-recorded Sessions, Q&A 10:45 am – 11:45 am Concurrent Session #7 Real-Time/Live Advanced Viewing of Pre-recorded Sessions, Q&A 12:00 pm – 1:00 pm Lunch Break 12:00 pm – 1:00 pm NARST Annual Membership Meeting Real-Time/Live 1:15 pm – 2:45 pm Concurrent Session #8 Real-Time/Live 3:15 pm – 5:30 pm Networking/Social Concurrent Sessions Real-Time/Live Among Us Scholars (duration: 60 min) Enjoying or Enduring the Process of Tenure during the COVID-19 Pandemic (duration: 60 min) Informal Music Sharing/Jamming Networking (duration: 60 min) Mindfulness Practices for Stress Relief and Self Care in the Time of COVID (duration: 90 mins)

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 34 Schedule at-a-Glance

Thursday, April 8 – Saturday, April 10 Time (EDT) Conference Event Session THURS 8:00 am – SAT 1:00 pm Author-Scheduled 30-minute Q&A Session (All Strands) Real-Time/Live Advance viewing of pre-recorded presentation, author schedule, 30-minute Q&A

Saturday, April 10 8:00 am – 9:30 am Concurrent Session #9 Real-Time/Live 9:45 am – 10:45 am Concurrent Session #10 Real-Time/Live Advanced viewing of pre-recorded sessions, Q&A 11:00 am – 12:00 pm Concurrent Session #11 Real-Time/Live Advanced viewing of pre-recorded sessions, Q&A 12:15 pm – 1:00 pm President Closing Remarks & 2022 Conference Real-Time/Live 4:00 pm – 10:00 pm NARST Board Meeting Real-Time/Live

Overview Event Description Pre-Conference Workshops Interactive working group sessions before the official Conference Graduate Student Forum Synchronous opportunity for graduate students to interact and learn Mentor-Mentee Session Synchronous opportunity for first attendees to conference and early- career individuals to interact with more seasoned NARST members Poster Sessions Traditional poster display activated for a 23-hour window with asynchronous interaction by way of chat during the 23 hours Author-Scheduled Presentations These slots are scheduled by necessity. Authors pre-record and (All Strands) upload presentations prior to conference and schedule a 30-minute Q&A (analogous to “office hours”) with author-designated time and appropriate link posted in the conference program. Participants view the pre-recorded presentation in advance of the “office hours.” Networking/Social Concurrent Sessions Synchronous opportunities to interact with participants around a theme/topic/activity. Concurrent Sessions Two session types: — Synchronous sessions in which multiple papers are presented and discussed. — Presentations are pre-recorded and viewed in advance by attendees with only a synopsis and Q&A conducted in real-time.

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 35 NARST 94TH ANNUAL INTERNATIONAL CONFERENCE

Program

Please note that this program is subject to change. Check the addendum posted at the meeting and on the website for updates after the program has been published.

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NARST 94TH ANNUAL INTERNATIONAL CONFERENCE, April 7-10, 2021 36 Wednesday, April 7, 2021 Program

Welcome, Plenary Speaker, & Awards Networking/Social Sessions Citations 11:30 am - 1:30 pm | Real-Time/Live 9:15 am – 11:30 am | Real-Time/Live Participate in the “Round Robin” 2021 Conference Welcome Please visit committees in 15-minute segments Eileen Carlton Parsons, NARST President from 11:30 am - 12:15 pm Meet the leadership and find out more about any Plenary three of the following: Beyond Buzzwords: Reimagining the Default — Awards Committee Settings of Science and Society — Elections Committee Keynote Presenter: — External Policy and Relations Committee Ruha Benjamin, Princeton University — Program Committee — Research Committee Presenter Introduction: — Website Committee David Stroupe, Michigan State University Presiders: Drop-In Visit #1: 11:30 am – 11:45 am Terrell Morton, University of Missouri Drop-In Visit #2: 11:45 am – 12:00 pm Beth Covitt, University of Montana Alison Cullinane, University of Oxford Drop-In Visit #3: 12:00 pm – 12:15 pm Plenary Abstract: Following the drop-in visits, please join the business From everyday apps to complex algorithms, data science meeting of a committee from 12:30-1:30 (except for and technology have the potential to hide, speed, and the Elections Committee scheduled on Friday, April deepen discrimination, while appearing neutral and 9th from 8:30 am – 9:30 am). even benevolent when compared to racist practices of a previous era. In this talk, Ruha Benjamin explores a range of discriminatory designs that encode inequity – what Lunch Break (on your own) she terms the “New Jim Code.” This presentation takes 11:30 am – 12:30 pm us into the world of biased bots, altruistic algorithms, and their many entanglements, and provides conceptual tools to decode tech promises with historical and sociological insight. In so doing, Ruha will also focus on the role of STEM education as the ground zero for reimagining and retooling the default settings of science, technology, and society. Award 2020 & 2021 DCRA Citations Presider: Noemi Waight, University of Buffalo

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 37 Wednesday, April 7, 2021 Program

Research Interest Groups (RIGs) Meetings CONCURRENT SESSION #1 1:45 pm – 3:15 pm | Real-Time/Live Continental and Diasporic Africa in Science Education (CADASE) 12:30 pm – 1:30 pm | Real-Time/Live Administrative Sponsored Session Presiders: Mary Atwater, University of Georgia Strand 11: Rona Robinson-Hill, Ball State University Cultural, Social, and Gender Issues At the 2021 business meeting, CADASE members will Engaging Science Education Research approve the minutes of the last business meeting-2019, and Praxis for the Good of the “Public” receive information about how to become a CADASE Amid Global Pandemics member, hear a brief treasurer report, learn about the election procedures for the candidates, and break out 1:45 pm – 3:15 pm | Real-Time/Live into rooms in which the CADASE Standing Committees Presenters: will meet. Bryan Brown, Stanford University Contemporary Methods for Science Angela Calabrese-Barton, University of Michigan Education Research Natalie King, Georgia State University Okhee Lee, New York University 12:30 pm – 1:30 pm | Real-Time/Live Jomo Mutegi, Indiana University, IUPUI Presiders: Vanessa Grady, Georgia State University Robert Talbot, University of Colorado Denver Laura Peña, Georgia State University Joe Taylor, University of Colorado Colorado Springs Elizabeth Davis, University of Michigan Day Greenberg, Michigan State University At the 2021 Business Meeting, the RIG members will discuss current and future projects and identify folks interested in participating in these projects. We will also Administrative Sponsored Session discuss RIG leadership positions in preparation for the Graduate Student Committee upcoming election. Graduate Student Research Symposium 1:45 pm – 3:15 pm | Real-Time/Live/Posters

Presiders: Christa Haverly, Northwestern University Kathryn Green, University of Georgia Melanie Kinskey, Sam Houston State University Theila Smith, University of Groningen Timothy Klavon, Temple University Lindsay Lightner, Washington State University Jessica Karch, University of Massachusetts, Boston Chelsea Sexton, University of Georgia Klaudja Causi, University of Massachusetts, Boston Ayca Fackler, University of Georgia

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 38 Wednesday, April 7, 2021 Program

Effects of Preservice Biology Teachers’ Intersectionality of Black Male College Students: Conceptions of Purpose on Engagement Their Science Identity, Science Learning, and of Learners’ Funds of Knowledge Science Profession Decisions Matthew Shackley, University of California, Regina McCurdy, University of Central Florida Santa Barbara An Investigation of Undergraduate Students’ Engaging in Sensemaking for Equity: STEM Spatial Thinking about Groundwater Teacher Professional Development in Core Practices Holly White, University of Nebraska, Lincoln Karen Woodruff, Montclair State University Tracking Elementary Pre-service Teachers’ Teaching Investigating Perceptions, Experiences, and Efficacy and Attitudes Towards Stem After Collectivism within Interdisciplinary Collaborations: Engagement with Nanotechnology Basics A National Survey Martyna Laszcz, University of Massachusetts, Boston Katie McCance, North Carolina State University Elementary Teachers’ Verbal Support of Disciplinary The Girl Boat: Shifting Marginalized Mexican Integration in an NGSS-Aligned Unit Students’ Identities, Participation, and Agency Sarah Lilly, University of Virginia through Community Conservation Kelsie Fowler, University of Washington Exploring Epistemic Practices of Middle School Students in Collaborative Contexts Opportunities for Sense-making in Science for Ramya Sivaraj, University of Minnesota Students with Learning Disabilities/Difficulties: A Mixed Methods Study Informal Education Outreach to Combat Deficit Rachel Juergensen, University of Missouri, Columbia SciComm Training in University STEM Students Brenda Guerrero, Florida International University Towards a Conceptual Profile of Chemical Control Klaudja Caushi, University of Massachusetts, Boston How Do Young Children Learn Science through Narrative, Embodiment, and Play? Biology Methods: A Course in Need of a Catalogue Kyungjin Cho, Pennsylvania State University Cole Entress, Columbia University An Exploration of Urban Latinx Youth Growth A Portrait of Identity and Context: Manifestation Mindsets in a Middle School Science Classroom of Postsecondary STEM Teaching Mark Waka, University of Buffalo Sule Aksoy, Syracuse University What are the Sources of Teaching Self-efficacy for Going Virtual: Underrepresented Student International Graduate Students? A Survey Study Experiences in a Virtual Computing Camp Zhigang Jia, Middle Tennessee State University Kristina Kramarczuk, University of Maryland, College Park

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 39 Wednesday, April 7, 2021 Program

Administrative Sponsored Session Consideration of Participatory Ethics when Eliciting Indigenous Science Knowledge Research Etic and Emic Perspectives of Learning Interest Group Sarah Frodsham, Oxford Brookes University Deb McGregor, Oxford Brookes University Science Education, a Public Good for the Good of the Public? Contributing Defining Skills Required in the Decision-Making Indigenous Methodologies to Teaching, Process around Socioscientific Issues Learning and Research Caitlin Kirby, University of Nebraska, Lincoln Amanda Sorensen, Michigan State University 1:45 pm – 3:15 pm | Real-Time/Live Jenny Dauer, University of Nebraska, Lincoln Presenters: Julie Robinson, University of North Dakota Joshua Hunter, University of North Dakota Strand 2: Bonni Gourneau, University of North Dakota Science Learning: Contexts, Characteristics Anna Bahnson, United Tribes Technical College and Interactions Pauline Chinn, University of Hawai’I at Manoa Contexts, Characteristics, and Interactions Dinesh Gautam, Shree Jagadamba Higher in Science Education Secondary School 1:45 pm – 3:15 pm | Real-Time/Live Yun-Ciao Wang, National Museum of Marine Biology and Aquarium Presider: Bhaskar Upadhyay, University of Minnesota Susanna Hapgood, University of Toledo Paichi Shein, National Sun Yat-sen University Peresang Sukinarhimi, Rukai Cultural Museum of Sounds of Science Sensemaking: Interrogating the Indigenous People Cultural Development Center the Norms of Learning Spaces with Acoustemology and Critical Frames Michelle Brown, Pennsylvania State University Strand 1: Frances Nebus Bose, Pennsylvania State University Science Learning: Development Carla Zembal-Saul, Pennsylvania State University of Student Understanding The Influence of Teacher Questioning Approaches Ethics and Decision-making in on Students’ Productive Thinking Science Education Anne Emerson Leak, High Point University 1:45 pm – 3:15 pm | Real-Time/Live Corrie Bruce, High Point University Selcen Guzey, Purdue University Presider: Amy Farris, Pennsylvania State University Defining the Future and Standing Apart: Opportunity Structures at an Urban, Inclusive Developing and Using Multiple Models to STEM-Focused High School Promote Scientific Literacy Jennifer Tripp, University of Buffalo Li Ke, University of North Carolina at Chapel Hill Noemi Waight, University of Buffalo Troy Sadler, University of North Carolina at Chapel Hill What’s the Point?: Student Perspectives Laura Zangori, Univeristy of Missouri, Columbia on Computation in Physics Class Patricia Friedrichsen, University of Missouri, Paul Hamerski, Michigan State University Columbia Daryl McPadden, Michigan State University Marcos Caballero, Michigan State University Paul Irving, Michigan State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 40 Wednesday, April 7, 2021 Program

Teacher Planning for Epistemic Agency in Strand 3: Discussion-Based, Storyline Unit Lessons Science Teaching—Primary School Kevin Cherbow, Boston College (Grades preK-6) Katherine McNeill, Boston College Related Paper Set Secondary Science Teachers Implementation of a Engaging Young Children in Science and Curricular Intervention when Teaching with Global Engineering Practices: A Conversation Climate Models about Approaches to Research and Design Kimberly Carroll Steward, University of Nebraska, 1:45 pm – 3:15 pm | Real-Time/Live Lincoln Devarati Bhattacharya, University of Nebraska, Presider: Lincoln Eve Manz, Boston University Cory Forbes, University of Nebraska, Lincoln Mark Chandler, Columbia University Dance-STEP: Collective Embodied Science Models and the Particulate Nature of Matter 3D Alignment between Curriculum and Assessments Chris Georgen, Boston University Matters: Results from a New Genetics Curriculum Field Test Using Iterative Co-design to Develop Classroom Ann Lambert, University of Utah Empirical Activity Dina Drits-Esser, University of Utah Eve Manz, Boston University Sheila Homburger, University of Utah Betsy Beckert, Boston University Kristin Fenker, University of Utah Kindergarten Playground Collisions: Molly Malone, University of Utah Reconceptualizing Gravity as a Necessary Louisa Stark, University of Utah Intellectual Resource Michelle Salgado, University of Washington Strand 5: David Phelps, University of Washington College Science Teaching and Learning Considerations when Engaging Young Learners (Grades 13-20) in Scientific Modeling for Sense-Making Intersection of Sociocultural Factors Christina Schwarz, Michigan State University and College STEM Eve Manz, Boston University 1:45 pm – 3:15 pm | Real-Time/Live

Presider: Strand 4: Andy Cavagnetto, Washington State University Science Teaching—Middle and High School (Grades 5-12) BioTAP: Barriers and Supports to Conducting Curricular Sensemaking and Implementation Science Education Research on Graduate Student Teaching Development Practices 1:45 pm – 3:15 pm | Real-Time/Live Grant Gardner, Middle Tennessee State University Judith Ridgway, Ohio State University Presider: Gili Marbach-Ad, University of Maryland Magdeline Stephen, University of Witwatersrand Kristen Miller, University of Georgia Changing Teacher Practice at Scale through Elisabeth Schussler, University of Tennessee, Instructional Routines: Findings from a Field Knoxville Test of High School Materials Kiran Purohit, New Visions for Public Schools Elizabeth Chatham, New Visions for Public Schools

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 41 Wednesday, April 7, 2021 Program

Facilitating First-Generation College Student Hearing the Engineering in Children’s Talk Persistence in STEM Majors Ron Skinner, MOXI, The Wolf Museum of Exploration Lisa Marco-Bujosa, Villanova University and Innovation Lauren Baker, Villanova University Danielle Harlow, University of California at Santa Barbara Using Cultural-Historical Activity Theory Alexandria Muller, University of California to Understand an Interdisciplinary Team’s at Santa Barbara Co-Development of High School Lab Activities Katherine McCance, North Carolina State University Stephanie Teeter, North Carolina State University Strand 7: Margaret Blanchard, North Carolina State University Pre-service Science Teacher Education Richard Vanditti, North Carolina State University Equity-Driven Approaches Among Productive Patterns of Overcoming Struggle during Pre-service Teachers Undergraduate Chemistry Laboratory Activities 1:45 pm – 3:15 pm | Real-Time/Live Clarissa Keen, University of Massachusetts, Boston Hannah Sevian, University of Massachusetts, Boston Presider: Scott Cohen, Georgia State University

Strand 6: Examining Relevance in Pre-service Science Science Learning in Informal Contexts Teacher Lesson Plans Youth Centered Informal Science Kirby Whittington, Gooru.Org Sherry Southerland, Florida State University 1:45 pm – 3:15 pm | Real-Time/Live Miray Tekkumru Kisa, Florida State University

A Mixed Methods Study of Youths’ STEM Interests Pre-service Science Teachers’ Development of in an After-School Club Equitable and Just Approaches to Practice in Deena Gould, University of New Mexico University Methods Coursework Ian Gould, Arizona State University Rachel Gordon, University of Michigan

Adding Narrative Elements to Engineering ‘Staying with the Trouble’: Praxis Crisis in Science Activities Evokes Empathy and Supports Girls’ Teacher Education for Emergent Bilingual Learners Use of Engineering Practices Sara Tolbert, Te Whare Wananga o Waitaha Susan Letourneau, New York Hall of Science University of Canterbury Dorothy Bennett, New York Hall of Science Caroline Spurgin, University of California- Santa Cruz Chang Chia Liu, New York Hall of Science Doris Ash, University of California- Santa Cruz Yessenia Argudo, New York Hall of Science Dana Schloss, New York Hall of Science “Others Have it, Why Can’t They?” Leveraging Amelia Merker, New York Hall of Science Collaborative Inquiry in Science Teacher Education Satbir Multani, New York Hall of Science Christina Macias, California State University, Fresno Katherine Culp, New York Hall of Science Myunghwan Shin, California State University, Fresno

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 42 Wednesday, April 7, 2021 Program

Strand 8: Strand 10: In-service Science Teacher Education Curriculum and Assessment Approaches to PD Supporting Teacher NGSS Aligned Assessment and Instruction Learning 1:45 pm – 3:15 pm | Real-Time/Live 1:45 pm – 3:15 pm | Real-Time/Live Presider: Presider: Marcus Kubsch, Leibniz Institute for Elizabeth Lewis, University of Nebraska, Science and Mathematics Education Lincoln Noticing-Sensemaking-Modeling: A Framework Comparing Contexts for Professional Development: for the Crosscutting Concepts Student Work Analysis and Video Club Lori Andersen, University of Hawaii at Manoa Heather Johnson, Vanderbilt University Andrea Henrie, Vanderbilt University A Three-dimensional Integrated Learning Bethany Daniel, Vanderbilt University Progression and Aligned Assessments to Monitor Ashlyn Pierson, Ohio State University Middle School Student Proficiency of Energy, Danielle Kiefert, University of North Texas Modeling and Cause and Effect Namsoo Shin, Michigan State University Elementary Science Teachers’ Purposes and Peng He, Michigan State University Practices for Connecting Multiple Representations Tingting Li, CREATE for STEM Institute Ashlyn Pierson, Ohio State University Joseph Krajcik, Michigan State University Danielle Kiefert, University of North Texas Sarah Lee, Vanderbilt University Bridging the Gap: Evaluating a Design Approach for Heather Johnson, Vanderbilt University Curriculum-neutral NGSS Benchmark Assessments Andrea Henrie, Vanderbilt University in Middle School Maia Binding, University of California Berkeley, Supporting Science Instruction with Vertical Lawrence Hall of Science Teams: Teachers’ Perceptions of Mixed Grade-Band Lauren Brodsky, University of California Berkeley, Professional Learning Communities Lawrence Hall of Science Daniel Pimentel, Stanford University Tammy Moriarty, Stanford University Validating a Claim-Evidence-Science Idea- Janet Carlson, Stanford University Reasoning (CESR) Framework for use in NGSS Assessment Tasks Preparing Science Educators for Contextualized Joseph Hardcastle, American Association for the Instruction Advancement of Science Kassandra L’Heureux, Université de Sherbrooke Cari Herrmann Abell, BSCS Science Learning Michael Giamellaro, Oregon State University George De Boer, American Association for the Marie-Claude Beaudry, Université de Sherbrooke Advancement of Science Jean-Philippe Ayotte-Beaudet, Université de Sherbrooke Cory Buxton, Oregon State University Talal Alajmi, Oregon State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 43 Wednesday, April 7, 2021 Program

Discussant: Strand 11: Scott McDonald, Pennsylvania State University Cultural, Social, and Gender Issues Science Identity Presenters: Hee-Sun Lee, The Concord Consortium 1:45 pm – 3:15 pm | Real-Time/Live Scott McDonald, Pennsylvania State University Amy Pallant, The Concord Consortium Presider: Chris Lore, The Concord Consortium ReAnna Roby, Vanderbilt University Jie Chao, The Concord Consortium Figured Worlds of Successful Women in Science Gey-Hong Gweon, Physics Front during Their School Years Charles Conner, University of South Florida Jonathan Hall, University of West Florida Trudi Lord, The Concord Consortium Lisa Hardy, The Concord Consortium Novice to Expert: Science Identity Development in Academically Proficient Students at an HBCU Karen Marshall, Oakwood University Strand 13: Carmen Bucknor, Oakwood University History, Philosophy, Sociology, and Nature Sylvia James, National Science Foundation of Science Christyn Byrd, Oakwood University Socioscientific Issues Tatiana Fowler, Oakwood University 1:45 pm – 3:15 pm | Real-Time/Live Promoting Scientific Literacy for All in the Presider: Classroom Shaghig Chaparian, American University Gianna Lopez-Colson, University of Texas Rio of Beirut Grande Valley Miriam Ortiz, University of Texas Rio Grande Valley University Biology Students’ Pandemic Decisions: The Role of COVID-19 Science Beliefs and Afterschool STEM Program as a Transformative Sociocultural Membership Space for Teachers to Support Relationship Building Benjamin Herman, Texas A&M University with Students Michael Clough, Texas A&M University Ti’Era Worsely, University of North Carolina at Asha Rao, Texas A&M University Greensboro Joanne Olson, Texas A&M University Sara Heredia, University of North Carolina Alister Olson, Texas A&M University at Greensboro Alex Sobota, Texas A&M University Sarah Poor, Texas A&M University Strand 12: Technology for Teaching, Learning, and Exploring Undergraduates’ Breadth of Research Socio-Scientific Reasoning through Domains of Knowledge Reconstructing Reality through Simulations David Owens, Georgia Southern University to Enable Classroom Enactment of Science Troy Sadler, University of North Carolina Practices at Chapel Hill 1:45 pm – 3:15 pm | Real-Time/Live Destini Petitt, University of Nebraska-Lincoln Corey Forbes, University of Nebraska-Lincoln Presider: Hee-Sun Lee, The Concord Consortium

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 44 Wednesday, April 7, 2021 Program

Changes in NOS Understandings after Engaging in Reflective Discussions and Information Evaluation Strand 15: about Socio-Scientific Issues Policy, Reform, and Program Evaluation Shaghig Chaparian, American University of Beirut Science Teacher Resiliency, Commitments, Saouma Boujaoude, American University of Beirut and Disciplinary Sense-Making within Complex Systems Reviving the Orchard: Visions of Reclaiming Science Education for Nicaragua 1:45 pm – 3:15 pm | Real-Time/Live Kelsie Fowler, University of Washington Presider: Kathryn Bateman, Temple University Strand 14: Self-efficacy and Commitment of Mid and Late Environmental Education and Sustainability Career High School Science Teachers Sociocultural and Situated Perspectives Dorothy Holley, West Johnston High School of Environmental Science Education Soonhye Park, North Carolina State University 1:45 pm – 3:15 pm | Real-Time/Live Disciplinary Conflation in Integrated Science and Presider: Engineering Tamara Peffer, Pennsylvania Department Jacob Pleasants, Keene State College of Education Iliana De La Cruz, Texas A&M University

An Inclusive Model of Theoretical Rigor in Are the Best and Brightest High School Students Environmental Education Interested in Science or Mathematics Teaching Roberta Hunter, Michigan State University Careers? Gail Richmond, Michigan State University Travis Fuchs, University of British Columbia Gerhard Sonnert, Harvard Smithsonian Productive Disciplinary Engagement in Sandra Scott, University of British Columbia Three-dimensional Agriscience Instruction Philip Sadler, Harvard Smithsonian Craig Kohn, Michigan State University Perceptions of Coherence: Learning about Systems A Situated Learning Approach for Designing and and Structures through Participatory Redesign Implementation Educational Escape Games about and Implementation Healthy Nutrition William Lindsay, University of Colorado Boulder Miri Barak, Technion, Israel Institute of Technology Tal Yachin, Technion, Israel Institute of Technology

Environmental Science Curriculum Development Inlocal Communities: A Cultural Historical Activity Theory Perspective Xavier Fazio, Brock University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 45 Wednesday, April 7, 2021 Program

Administrative Sponsored Session Networking/Social Sessions Graduate Student Committee 6:00 pm – 8:00 pm | Real-Time/Live Graduate Student Forum Participate in the “Round Robin.” 3:30 pm – 5:00 pm | Real-Time/Live Please visit committees in 15-minute segments from The forum aims to guide and encourage beginning 6:00 pm – 6:45 pm researchers by discussing the various parts of a graduate career, including getting involved in NARST, Meet the leadership and find out more about any completing the dissertation, or searching for a three of the following: position. Attendees of the forum are given the — Equity and Ethics Committee opportunity to participate in discussions with — Membership Committee experienced colleagues on matters of academic and — Publications Advisory Committee career interest. — Graduate Student Committee — International Committee

Drop-In Visit #1: 6:00 pm – 6:15 pm Administrative Sponsored Session Membership Committee Drop-In Visit #2: 6:15 pm – 6:30 pm

Mentor-Mentee Nexus Drop-In Visit #3: 6:30 pm – 6:45 pm 5:00 pm – 6:00 pm | Real-Time/Live Following the drop-in visits, please join the business Presiders: meeting of a committee from 7:00 – 8:00 pm. ReAnna Roby, Vanderbilt University Shirly Avargil, Technion, Israel Institute of Technology Sule Aksoy, Syracuse University

This session serves as a context for those first-time attendees, or those relatively new, to NARST (i.e. Mentee) to interact with more experienced NARST members (i.e. Mentor). Session leaders facilitate the introduction of mentors and mentees by identifying and matching interested parties and creating an environment that supports communication among y t t y mentors and mentees. i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 46 Thursday, April 8, 2021 Program

POSTER SESSION #1 CONCURRENT SESSION #2 THURSDAY, 8:00 am - FRIDAY, 7:00 am 8:00 am – 9:30 am | Real-Time/Live

Posters are available for viewing for a 23-hour window for asynchronous interactions. Attendees Administrative Sponsored Session can view the poster at the indicated link and post Awards Committee comments to which the presenter may respond. The posters in Session 1 will become inactive and DCRA: On a Continuum of the Professional inaccessible after Friday, 7:00 am. Scholarly Trajectories in Science Education: The Urgent Questions for the Next For a complete listing of Thursday’s posters, please refer Generation of Science Education Research to the end of the Thursday schedule. 8:00 am – 9:30 am | Real-Time/Live

Presenters: Author-Scheduled 30-Minute Q&A Sessions Noemi Waight, University at Buffalo

Presenters pre-record their presentations and schedule a 30-minute block (like “office hours”) for Q&A. Attendees Strand 1: view the recorded presentations in advance of the Q&A. Science Learning: Development of Student Scheduled times for Q&A are listed at the end of the Understanding conference program on page 120. If not listed, then 8:00 am – 9:30 am | Real-Time/Live please consult program addendum/changes. Presider: Sharona Levy, University of Haifa Administrative Sponsored Session International Committee Modeling-Based Inquiry Instruction for Promoting 10th Graders’ Modeling Competence and Conceptual Promoting an International Agenda for Understanding of the Periodic Table Research and Science Teacher Education Mei-Hung Chiu, National Taiwan Normal University to Improve Science and Special Education Mao-Ren Zeng, National Taiwan Normal University 6:30 am – 8:00 am | Real-Time/Live and Municipal Dazhi High School, Taipei Shiao-Lan Chung, New Taipei Municipal and New Chair: Taipei Senior High School Sonya Martin, Seoul National University, Republic of Korea Jing-Ping Jong, New Taipei Municipal Jinhe High School Discussant: Sara Wilmes, University of Luxembourg, Luxembourg Enhancing Student Modeling within an Integrated Chemistry and Earth Science Curriculum Presenters: Jonathan Grooms, George Washington University Sonya Martin, Seoul National University Kevin Fleming, George Washington University Ileana Greca, Universidad de Burgos Alan Berkowitz, Cary Institute of Ecosystem Studies Eva Silfver, Umeå University, Sweden Bess Caplan, Cary Institute of Ecosystem Studies Ying-Ting Chiu, The Ohio State University Da Yeon Kang, Seoul National University Climate Education in Secondary Science: Sungmin Im, Daegu University Comparison of Model-Based and Non-Model-Based Daniel Cha, Daegu University Investigations of Global Climate Data Scott Cohen, Georgia State University Devarati Bhattacharya, University of Nebraska Patrick Enderle, Georgia State University Kimberly Carroll Steward, University of Nebraska, Reneé Schwartz, Georgia State University Lincoln Corey Forbes, University of Nebraska, Lincoln

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 47 Thursday, April 8, 2021 Program

Rejecting Narrow Definitions: Reimagining Strand 2: Equitable Science Classroom Discourse Science Learning: Contexts, Characteristics Enrique Suarez, University of Massachusetts, and Interactions Amherst Community & Social Factors in Identity, Motivation, and Learning Children’s Play in Making as Contestations and Moves to Sociopolitical Elsewhere(s) 8:00 am – 9:30 am | Real-Time/Live Natalie Davis, Georgia State University Presider: Shirin Vossoughi, Northwestern University Cesar Delgado, North Carolina State University Repurposing the Physics Classroom for Factors Contributing to Career Aspirations: Environmental Justice Access to Science Resources and People Jasmine Jones, University of Illinois at Chicago M. Gail Jones, North Carolina State University Co-Designing Professional Development to Support Katherine Chesnutt, North Carolina State University Science Teachers Transdisciplinary Learning Megan Ennes, University of Florida Daniel Morales-Doyle, University of Illinois Emily Cayton, Campbell University at Chicago Health in Our Hands: A Community-Inspired Alejandra Frausto, Chicago Public Schools Project-based Learning Approach to Support Mindy Chappell, University of Illinois at Chicago Social and Emotional Learning Tiffany Childress Price, University of Illinois Idit Adler, Tel Aviv University at Chicago Consuelo Morales, Michigan State University Abel Farias, University of Illinois at Chicago Irene Bayer, Michigan State University Tali Tal, Technion, Israel Institute of Technology Strand 3: Joseph Krajcik, Michigan State University Science Teaching—Primary School Gender Differences in STEM Classroom Emotional (Grades preK-6) Felicity McLure, Curtin University Engaging Students in Science and Barry Fraser, Curtin University Engineering Practices Rekha Koul, Curtin University 8:00 am – 9:30 am | Real-Time/Live

Capturing Chemical Control Speaking, Thinking Presider: and Doing Anna Maria Arias, Kennesaw State Klaudja Caushi, University of Massachusetts, Boston University Hannah Sevian, University of Massachusetts, Boston Teaching Evolution in a 5th Grade Spanish Classroom: “Why Do We Have Different Skin Colours?” Strand 2: Lucia Vazquez-Ben, Universidade da Coruña, Spain Science Learning: Contexts, Characteristics Anxela Bugallo-Rodriguez, Universidade da and Interactions Coruña, Spain

Related Paper Set An Exploratory Study on Computational Thinking Studying Contestations of Hegemonic in Elementary Science Science Education as Public Good Jennifer Pietros, University of Rhode Island 8:00 am – 9:30 am | Real-Time/Live Sara Sweetman, University of Rhode Island

Presider: Daniel Morales-Doyle, University of Illinois at Chicago

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 48 Thursday, April 8, 2021 Program

Elementary Teachers’ Verbal Supports Across Scientific Simulations as Educational Tools for the Science, Engineering, and Computer Science Post-Pandemic Era: the Case of the Susceptible- Disciplines in an NGSS-Aligned Unit Infectious-Removed Model Sarah Lilly, University of Virginia Eleonora Barelli, University of Bologna Anne McAlister, University of Virginia Olivia Levrini, University of Bologna Sarah Fick, Washington State University Jennifer Chiu, University of Virginia Strand 5: Implementation of NGSS Scientific Practices College Science Teaching and Learning in Elementary Science Classrooms: A Comparative (Grades 13-20) Study of Video Analysis Scaffolding and Support for College Peter Hu, University of Pittsburgh STEM Learning Ling Liang, La Salle University Ying-Chih Chen, Arizona State University 8:00 am – 9:30 am | Real-Time/Live Takeshi Terada, Arizona State University Presider: Robert Idsardi, Eastern Washington University Strand 4: Vygotskian Professional Development for Biology Science Teaching—Middle and High School Instructors Focusing on Student Thinking (Grades 5-12) Sophia (Sun Kyung) Jeong, Ohio State University Model-Based Teaching and Learning Jakayla Clyburn, University of North Carolina at Greensboro 8:00 am – 9:30 am | Real-Time/Live Paula Lemons, University of Georgia

Presider: Mentoring Early-year Undergraduate Researchers: Zac Patterson, The Ohio State University Structures and Support Mechanisms High School Science Teachers’ Integration Gaye Ceyhan, Bogazici University of Computational Thinking into Data Practices John Tillotson, Syracuse University to Support Student Investigations A Framework Situating Failure in Developing Erin Peters-Burton, George Mason University Scientific Understanding: Investigating Students’ Peter Rich, Brigham Young University Scientific Failures in Undergraduate Research Laura Laclede, George Mason University Sandhya Krishnan, University of Georgia Stephanie Stehle, George Mason University Anastasia Kitsantas, George Mason University Investigating the Relationship between Self-efficacy Timothy Cleary, Rutgers University and Approach to Teaching in Undergraduate and Graduate Teaching Assistants A Preliminary Study to Explore In-service Cody Smith, University of Nebraska, Lincoln Science Teachers Assessment Literacy in MBT Annette Wierzbicki, University of Nebraska, Lincoln Alexis Gonzalez-Donoso, University of British Jenny Dauer, University of Nebraska, Lincoln Columbia Samia Khan, University of British Columbia

Engaging Secondary School Students in Model-Based Reasoning for Conceptual Understanding Shingo Uchinokura, Kagoshima University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 49 Thursday, April 8, 2021 Program

Preservice Elementary Teachers Making Sense Strand 6: of Scientific Modeling: A Longitudinal Study Science Learning in Informal Contexts Adam Bennion, University of Michigan From ‘Physical to Digital’: How Institutions Elizabeth Davis, University of Michigan of Informal Science Education Adapt to an Online Presence during the COVID-19 Crisis Dimensions of Modeling: Knowledge, Practice (and Beyond) and Product Maximillian Göhner, Freie Universität Berlin 8:00 am – 9:30 am | Real-Time/Live Tom Bielik, Freie Universität Berlin Presider: Moritz Krell, Freie Universität Berlin Neta Shaby, Ben Gurion University of the Negev Discussant: Strand 8: Ran Peleg, University of Southampton In-service Science Teacher Education Presenters: Curriculum and Assessment Ran Peleg, University of Southampton 8:00 am – 9:30 am | Real-Time/Live Neta Shaby, Ben Gurion University of the Negev Carys Hughes, University of Southampton Presider: Sarah Funk, Science Center Network Ashley Iveland, WestEd Claudia Sodini, K-productions Assessment for Learning: High School Science Nancy Staus, Oregon State University Teachers’ Performance Assessment Practices during Victoria Bonebrake, University of Washington Integrated Science Teaching Ann Astroga, University of Washington Nam-Hwa Kang, Korea National University of Elena Janniello, Università di Pisa Education Antonella Gioli, Università di Pisa Impact of Scoring the Illinois Science Assessment Strand 7: on K-12 Science Teachers’ Practices Pre-service Science Teacher Education Senetta Bancroft, Southern Illinois University Carbondale Making a Case for Emphasizing Modeling Harvey Henson, Southern Illinois University and Engineering Carbondale 8:00 am – 9:30 am | Real-Time/Live Daniel Brown, Illinois State Board of Education Angela Box, Southern Illinois University Carbondale Presider: Yanyan Sheng, University of Chicago Jianlan Wang, Texas Tech University Jennifer Rhodes, Southern Illinois University Carbondale

Results of Elementary Preservice Teachers’ Growth in STEM Teachers’ Formative Assessment Promotion of Norms of Interaction for Practices as Teachers Remain in High-need Districts Engineering Design Shahar Abramvotich, University of Massachusetts, Elaine Silva Mangiante, Salve Regina University Boston Kaitlin Gabriele-Black, Salve Regina University Hannah Sevian, University of Massachusetts, Boston

Developing Preservice Science Teachers’ Expectations Regarding Students’ Knowledge and Conceptions of Engineer and Engineering through Teachers’ Content Knowledge in Particle Physics: an Elective STEM Course A Comparative Study Nilay Ozturk, Kirsehir Ahi Evran University Anja Kranjc Horvat, CERN & University of Potsdam Meltem Irmak, Gazi University Gerfried Wiener, CERN Sascha Schmeling, CERN Andreas Borowski, University of Potsdam

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 50 Thursday, April 8, 2021 Program

Connections between Negative Academic Strand 10: Experiences and the Impostor Phenomenon Curriculum and Assessment in STEM Learning Progression Assessments Devasmita Chakraverty, Indian Institute of and Teachers’ Classroom Enactments Management, Ahmedabad of Curricula Can the Culturo-Techno-Contextual Approach 8:00 am – 9:30 am | Real-Time/Live (CTCA) Dissolve the Barriers of African Students to Learning Difficult Concepts in Biology? Presider: Peter Okebukola, Lagos State University Joseph Krajcik, Michigan State University Franklin Onowugbeda, Lagos State University Discussant: Oluseyi Ajayi, Lagos State University Knut Neumann, Leibniz Institute for Science and Tokunbo Odekeye, Lagos State University Mathematics Education Deborah Agbanimu, Lagos State University Esther Peter, Lagos State University Presenters: Aderonke Ebisin, Lagos State University Elon Langbeheim, Ben-Gurion University Fred Awaah, University of Professional Studies Accra of the Negev David Fortus, Weizmann Institute of Science Exploring Gender Issues in Higher Secondary Jeffery Nordine, Leibniz Institute for Science and Science Classroom Mathematics Education Mohammad Siddique, University of Dhaka Knut Neumann, Leibniz Institute for Science and Anina Mahmud, University of Dhaka Mathematics Education How Biology and Physics Faculty Guide Female Joseph Krajcik, Michigan State University and URM Faculty toward Leadership, Research, Hui Jin, Educational Testing Service and Teaching Hyo-Jeong Shin, Educational Testing Service Eugene Judson, Arizona State University Dante Cisterna, Educational Testing Service Lydia Ross, Arizona State University Erin Furtak, University of Colorado Clarissa Deverel-Rico, University of Colorado, Boulder Strand 12: Strand 11: Technology for Teaching, Learning, Cultural, Social, and Gender Issues and Research Context, Gender, and Guidance Modeling Tools that Support Thinking and Learning 8:00 am – 9:30 am | Real-Time/Live 8:00 am – 9:30 am | Real-Time/Live Presider: Presider: Megan Silander, Center for Children and Charnell Long, University of Wisconsin, Madison Technology

The World as a Lab: Real-Life Data in STEM Projects Lutz Kasper, University of Education Schwaebisch Gmuend Patrik Vogt, Institute of Teacher Training, Mainz

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 51 Thursday, April 8, 2021 Program

Students’ Development of Mental Models when NOS and Science Identity: “I Learned I Didn’t Constructing Particle-Based Computational Models Know How to do Science” of Electric Conductors Robert Bennett, Georgia State University Elon Langbeheim, Ben Gurion University Emily Turner, Georgia State University of the Negev Reneé Schwartz, Georgia State University Sharona Levy, University of Haifa Hagit Hel-Or, University of Haifa Janan Saba, University of Haifa Strand 14: Environmental Education and Sustainability Learning about Photosynthesis and Cellular Engaging with Socioscientific Issues Respiration in Plants with Cell-based Emergent Models (CEM) 8:00 am – 9:30 am | Real-Time/Live Sharona Levy, University of Haifa Presider: Shani Goldstein, University of Haifa Bryan Nichols, Florida Atlantic University Hana Anutza Almog, University of Haifa Anat Yarden, Weizmann Institute of Science Problematizing Intuitive Universals in Socio-Scientific Reasoning: Using Meta-Epistemic Reasoning Practices to Link Mechanisms to Context Strand 13: John Ruppert, Saint Peter’s University History, Philosophy, Sociology, and Nature Masiel Infante, Saint Peter’s University of Science Nature of Science in K-12 Education Doing Battle with the Dragons of Inaction: Place-Based SSI and Pro-Environmental Behaviors 8:00 am – 9:30 am | Real-Time/Live Mark Newton, East Carolina University Presider: Benjamin Herman, Texas A&M University Alison Cullinane, University of Oxford Dana Zeidler, University of South Florida

Indiana Third/Fourth Grade Students’ Conceptions Doing Battle with the Dragons of Inaction: of the Nature of Scientific Inquiry Place-Based SSI and Pro-Environmental Behaviors Valarie Akerson, Indiana University Mark Newton, East Carolina University Claire Cesljarev, Indiana University Benjamin Herman, Texas A&M University Conghui Liu, Indiana University Dana Zeidler, University of South Florida Judith Lederman, Illinois Institute of Technology Middle School Students’ Informal Reasoning Norman Lederman, Illinois Institute of Technology and Argument Quality for Different SSI Formative Assessment of Nature of Science Cansu Basak Uygun, Middle East Technical University in a Grade 10 Lesson on Paradigm Shift Ozgul Yilmaz-Tuzun, Middle East Technical University Wonyong Park, University of Oxford Sibel Erduran, University of Oxford Judith Hillier, University of Oxford

Exploring the Nature of Science in the Italian Physics Curriculum Alison Cullinane, University of Oxford Martina Caramaschi, University of Bologna Olivia Levrini, University of Bologna Sibel Erduran, University of Oxford

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 52 Thursday, April 8, 2021 Program

CONCURRENT SESSION #3 Administrative Sponsored Session 9:45 am – 11:15 am | Real-Time/Live External Policy and Relations Committee 9:45 am – 11:15 am | Real-Time/Live

Administrative Sponsored Session Beyond Policies and Statements: Towards Publications Advisory Committee Equity in STEM Education 9:45 am – 11:15 am Presenters: Maya Garcia, Colorado Department of Education NSTA’s Annual Research Worth Reading André DeLeón, Nevada Department of Education Recognition Jamie Rumage, Oregon Department of Education Philip Bell, University of Washington Presenters: Remy Dou, Florida International University Deena Gould, Arizona State University Deb Morrison, University of Washington Shakhnoza Kayumova, University of Massachusetts, Dartmouth Michael Bowen, National Science Teacher Association Cynthia Crockett, Harvard-Smithsonian Center for Administrative Sponsored Session Astrophysics, Science Education Department, Research Committee Cambridge, Massachusetts 9:45 am – 11:15 am | Real-Time/Live Knut Neumann, Leibniz Institute for Science Education 2019 Sandra K. Abell Institute for Doctoral Selected Papers : Students Visintainer, T. (2020). “I think at first glance people would not expect me to be interested in science”: Exploring the Presenters: racialized science experiences of high school students Gregory Rushton, Middle Tennessee State University of color. Journal of Research in Science Teaching, 57(3), Grant Gardner, Middle Tennessee State University 393– 422. Julie Luft, University of Georgia Anna Grinath, Idaho State University Wieselmann, J.R, Dare, E.A, Ring-Whalen, E.A, & Roehrig, G,H. (2020). “I just do what the boys tell me”: Exploring small group student interactions in an integrated STEM Strand 1: unit. Journal of Research in Science Teaching, 57(1), Science Learning: Development of Student 112– 144. Understanding Navy, S.L, Nixon, R.S, Luft, J.A, & Jurkiewicz, M.A. (2020). 9:45 am – 11:15 am | Real-Time/Live Accessed or latent resources? Exploring new secondary science teachers’ networks of resources. Journal of Using Assessment to Characterize Student Research in Science Teaching, 57(2), 184– 208 Knowledge Presider: Cesar Delgado, North Carolina State University

Mapping Consensus and Dissensus in Perspectives on Learning Progressions Research: Past, Present, and Future Figurations Michelle Wooten, University of Colorado Boulder Scott McDonald, Pennsylvania State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 53 Thursday, April 8, 2021 Program

Mind Wandering of Grade Five Students with High qnd Low Performance in TIMSS-like Science Test Strand 3: Sulaiman Al-Balushi, Sultan Qaboos University Science Teaching—Primary School Khadijah Al-Balushi, Ministry of Education, Oman (Grades preK-6) Rashid Al-Mherzi, Sultan Qaboos University Science Education in Preschool Ibrahim Al-Harthi, Sultan Qaboos University 9:45 am – 11:15 am | Real-Time/Live Abdullah Ambusaidi, Ministry of Education, Oman Khalid Al-Saadi, Sultan Qaboos University Presider: Mohammed Al-Aghbari, Sultan Qaboos University Alison Mercier, University of Wyoming

Characterization of Undergraduate Students’ Developing Preschool-age Children’s Spatial and Instructors’ Knowledge Integration of Cellular Sensemaking Practices through a Story-driven Biology Concepts Investigation Sharleen Flowers, Purdue University Kyungjin Cho, Pennsylvania State University Stephanie Gardner, Purdue University Madison Botch, Pennsylvania State University Julia Plummer, Pennsylvania State University

Strand 2: Culturally Responsive Teaching in an Elementary Science Learning: Contexts, Characteristics Science Enrichment Class and Interactions Misty Thomas, Academic Venture Teacher Eliciting and Supporting Students Melody Russell, Auburn University Doing Science Introducing a Lab Center in the Classroom— 9:45 am – 11:15 am | Real-Time/Live Promoting Preschoolers’ Inquiry Practices and Presider: Science Preferences Andy Cavagnetto, Washington State University Netta Perry, Bar Ilan University Ronit Fridman, Bar Ilan University Strategies to Manage Uncertainty in Scientific Ornit Spektor-Levy, Bar Ilan University Argumentation Ying-Chih Chen, Arizona State University Modeling-Based Learning through Distance Education: The Case of Pre-School Children Factors Impacting Teachers’ Understanding and Investigating Snails during COVID-19 Quarantine Experiences Supporting Student Epistemic Agency Loucas Luca, European University, Cyprus during STEM Design Challenges Maria González-Howard, University of Texas at Austin Victor Sampson, University of Texas at Austin Christina Baze, University of Texas at Austin

Uncertainty and Cognitive Demand on Students’ Thinking in Science Classrooms Danielle Vande Zande, Florida State University Ozlem Akcil Okan, Florida State University Miray Tekkumru Kisa, Florida State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 54 Thursday, April 8, 2021 Program

The Effects of Scaling Up the Flipped Classroom Strand 4: Approach Science Teaching—Middle and High School Robert Idsardi, Eastern Washington University (Grades 5-12) Luis Matos, Eastern Washington University Curriculum Integration Understanding the Emergence of Abstraction 9:45 am – 11:15 am | Real-Time/Live in Physical Chemistry Problem Solving Jessica Karch, University of Massachusetts, Boston Presider: Hannah Sevian, University of Massachusetts, Boston Zehavit Kohen, Technion, Israel Institute of Technology Faculty Perceptions of College Students’ An Exploratory Study of the Goals Science Preparedness to Use Quantitative Reasoning (QR) Teachers’ Achieve by Integrating Engineering in Introductory Biology Courses into Science Class Anne Cleveland, Maine Maritime Academy Todd Hutner, University of Alabama Asli Sezen-Barrie, University of Maine Victor Sampson, University of Texas at Austin Gili Marbach-Ad, University of Maryland Lawrence Chu, University of Texas at Austin Christina Baze, University of Texas at Austin Out of Sight, Out of Mind? Effects of Using Concept Richard Crawford, University of Texas at Austin Mapping in a Retrieval Setting Lukas Becker, University of Cologne The Effects of Integrated STEM Teaching on Virginia Welter, University of Cologne Students’ STEM Literacy: A Meta-Analysis Steffen Tröbst, Kiel University Waralee Sinthuwa, Kasetsart university Ellen Aschermann, University of Cologne Chatree Faikhamta, Kasetsart University Jörg Großschedl, University of Cologne Pongprapan Pongsophon, Kasetsart University

A Methodological Framework for Analyzing an Strand 6: Integrated STEM Curriculum and its Enactment Science Learning in Informal Contexts Chelsey Dankenbring, Purdue University Selcen Guzey, Purdue University The Role of Informal Science Learning Lynn Bryan, Purdue University Environments in Supporting Scientific Engagement Teacher Change during Integrated Curriculum 9:45 am – 11:15 am | Real-Time/Live Reform as Evidenced by Episodes of Pedagogical Reasoning Presider: Kevin Fleming, George Washington University Orit Ben Zvi Assaraf, Ben-Gurion University Jonathon Grooms, George Washington University of the Negev Alan Berkowitz, Cary Institute of Ecosystem Studies Bess Caplan, Cary Institute of Ecosystem Studies Discussant: Eleni Kyza, Cyprus University of Technology

Strand 5: Presenters: Tali Tal, Technion, Israel Institute of Technology College Science Teaching and Learning Merav Shreiber, Netaim School, Ramat Gan (Grades 13-20) Tom Bielik, Berlin Freie Universität Innovative Techniques in College STEM Patricia Patrick, Columbus State University Instruction Neta Shaby, Ben-Gurion University of the Negev 9:45 am – 11:15 am | Real-Time/Live Orit Ben Zvi Assaraf, Ben-Gurion University of the Negev Presider: Michael Reiss, University of London Jonah Firestone, Washington State University, Eleni Kyza, Cyprus University of Technology Tri-Cities

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 55 Thursday, April 8, 2021 Program

Strand 7: Strand 8: Pre-service Science Teacher Education In-service Science Teacher Education Coherent and Current Approaches in Science Computational Thinking and STEM Teacher Preparation Integration 9:45 am – 11:15 am | Real-Time/Live 9:45 am – 11:15 am | Real-Time/Live

Presider: Presider: Richard Lamb, East Carolina University Stephen Witzig, University of Massachusetts, Dartmouth

Promoting Coherent Science Teaching through The Effects of Teacher Professional Development Coherent Science Teacher Education: A Model in STEM Education: A Meta-Analysis Framework for Program Design Hye Sun You, Arkansas Tech University Jeffrey Nordine, Leibniz Institute for Science and Sunyoung Park, California Lutheran University Mathematics Education Minju Hong, University of Georgia Stefan Sorge, Leibniz Institute for Science and Mathematics Education STEM as Pakistani Teachers View It: A Case of Ibrahim Delen, Usak University Contextually Relevant Curricular Units Robert Evans, University of Copenhagen Tasneem Anwar, The Aga Khan University Kalle Juuti, University of Helsinki Help Me Understand CT: Science Teachers’ Jari Lavonen, University of Helsinki Perceived Barriers to CT Integration and Pernilla Nilsson, Halmstad University Professional Support Needs Mathias Ropohl, University of Duisburg-Essen Vance Kite, North Carolina State University Matthias Stadler, University of Bergen Soonhye Park, North Carolina State University

Teacher Discourse Practices Supporting Student Integrating Computational Thinking into Progressive Discourse in an Ambitious Science Elementary Inquiry-Based Science Instruction: Classroom Affordances of a Community of Practice Model Kraig Wray, Pennsylvania State University Heather Killen, University of Maryland, College Park Madison Botch, Pennsylvania State University Merijke Coenraad, University of Maryland, College Park Scott McDonald, Pennsylvania State University Lautaro Cabrera, University of Maryland, College Park Amy Pallant, The Concord Consortium Virginia Byrne, Morgan State University Hee-Son Lee, The Concord Consortium Diane Ketelhut, University of Maryland Investigating Preservice Teachers’ Conceptualizations on Teaching Engineering: A Sequential Explanatory Design Rebekah Hammack, Montana State University Tina Vo, University of Nevada, Las Vegas

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Strand 10: Strand 11: Curriculum and Assessment Cultural, Social, and Gender Issues Linguistic and Cultural Aspects Physical Sciences and Equity of Science Curricula 9:45 am – 11:15 am | Real-Time/Live 9:45 am – 11:15 am | Real-Time/Live Presider: Presider: Bhaskar Upadhyay, University of Minnesota Peng He, Michigan State University Scientists’ Perspectives: Choosing an Academic Exploring Plurality in Students’ Ways of Knowing Career in Chemistry with Learning Progression-Based Assessments Shirly Avargil, Technion, Israel Institute of of Computational Thinking Technology Beth Covitt, University of Montana Daphna Shwarts Asher, Technion, Israel Institute Carolyn Staudt, The Concord Consortium of Technology Dale Cope, Independent Education Consultant Shari Reiss, Technion, Israel Institute of Technology Joyce Massicotte, The Concord Consortium Yehudit Judy Dori, Technion, Israel Institute of Nathan Kimball, The Concord Consortium Technology and Samuel Neaman Institute for National Policy Research Authentic Literacy and Language (ALL) for Science: Evaluating a Curriculum to Develop Elementary Experiences in Freshman Chemistry: Using Disciplinary Literacy Cogenerative Dialogues to Identify Critical Issues Nancy Moreno, Baylor College of Medicine Impacting African American Females Alana Newell, Baylor College of Medicine Natasha Johnson, University of Toledo Misty Sailors, University of North Texas David Jackson, University of Georgia Deborah Tippins, University of Georgia Culturally Relevant or More of the Same? Unpacking Ji Shen, University of Miami Standards-Aligned Elementary Science Curriculum Materials Examining English Learners’ Perceptions of Native Terrance Burgess, Michigan State University Language Use in a Physical Science Classroom Rebecca Robertson Konz, University of Minnesota, Evaluating Educative Features for Emergent Twin Cities Multilingual Learners’ Opportunities to Learn Felicia Dawn Leammukda, Saint Cloud State University and Support for Three-dimensional Science and Preethi Titu, Kennesaw State University Language instruction Gillian Roehrig, University of Minnesota Samuel Lee, Boston College Sage Andersen, University of Texas at Austin Israeli Arab Students’ Participation in Authentic Karina Mendez Perez, University of Texas at Austin Physics Inquiry in School Katherine McNeill, Boston College Lulu Garah, Technion, Israel Institute of Technology Shulamit Kapon, Technion, Israel Institute of Technology

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 57 Thursday, April 8, 2021 Program

Elementary Teachers’ Adaptations of Technology Strand 12: for Knowledge Generation: Do Their Epistemic Technology for Teaching, Learning, Orientations Make a Difference? and Research Jale Ercan-Dursun, University of Alabama Using Technology to Improve Students’ Krystal Flantroy, University of Alabama Scientific Thinking Jee Keyung Suh, University of Alabama 9:45 am – 11:15 am | Real-Time/Live Brian Hand, University of Iowa Gavin Fulmer, University of Iowa Presider: Computer-Supported Collaborative Learning (CSCL): Jonah Firestone, Washington State University, Tri-Cities Pedagogical Design Framework CAI on Adaptation in Organisms and Biological Irit Sasson, Tel-Hai College Mechanism among Igbo Senior Secondary School The Use of Simulations in Science Education Students Lisa Stinken-Rösner, Leuphana Universität Lüneburg Ngozika Mbajiorgu, Enugu State University of Science and Technology, Nigeria Design Principles and Evaluation of an Online Patrick Ugwu, Enugu State University of Science and Nanotechnology Professional Development Course Technology, Nigeria for Teachers Yael Feldman-Maggor, Weizmann Institute of Science Framing in Gesture—Augmented Simulations: How Inbal Tuvi-Arad, The Open University of Israel Differing Student Frames Impacts Their Sensemaking Ron Blonder, Weizmann Institute of Science Nitasha Mathayas, Indiana University

Opening the Gate of Logic Gate as a Difficult Topic Strand 13: in Computer Studies in Nigerian Secondary Schools: History, Philosophy, Sociology, and Nature Can CTCA be the Key? of Science Deborah Agbanimu, Lagos State University, Nigeria Peter Okebukola, Lagos State University, Nigeria Acknowledging African American Scientists Esther Peter, Lagos State University, Nigeria and Scientific Research Aderonke Ebisin, Lagos State University, Nigeria 9:45 am – 11:15 am | Real-Time/Live Franklin Onowugbeda, Lagos State University, Nigeria Adewale Adesina, National Open University of Nigeria Presider: Shari Watkins, American University The Generation of Location-based Questions as means for Promoting Scientific Thinking among Discussant: Middle School Students Brian McGowan, American University Shadi Asakle, Technion, Israel Institute of Technology Miri Barak, Technion, Israel Institute of Technology Presenters: Shari Watkins, American University Melody Russell, Auburn University Strand 12: Willie Pearson, Georgia Institute of Technology Technology for Teaching, Learning, Ronald Mickens, Clark Atlanta University and Research Christopher Williams, National Museum of African Inservice Teachers’ Needs and Uses of Digital American History and Culture Tools and Resources Brian McGowan, American University 9:45 am – 11:15 am | Real-Time/Live

Presider: Alpaslan Sahin, Harmony Public Schools

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 58 Thursday, April 8, 2021 Program

Strand 14: CONCURRENT SESSION #4 Environmental Education and Sustainability 11:30 am – 1:00 pm | Real-Time/Live Education in Place and Community 9:45 am – 11:15 am | Real-Time/Live Administrative Sponsored Session Presider: 11:30 am - 1:00 pm Devarati Bhattacharya, University of Nebraska Strand 6: Indigenous Education and Behavior Modification Science Learning in Informal Contexts Strategies for HIV/AIDS Management in Mining Learning in the Informal Context Communities in Zimbabwe: A Case Study Emmanuel Mushayikwa, University of the Witwatersrand 11:30 am – 1:00 pm | Real-Time/Live Ledwina Hungwe, University of the Witwatersrand Examining the Nature of Science Understanding The Impact of Place Attachment in Socio-Scientific through Canadians’ Tweets about COVID-19 Reasoning of Puerto Rican High School Students Samantha Jewett, University of Western Ontario Lorraine Ramirez Villarin, University of North Georgia Anton Puvirajah, University of Western Ontario Samantha Fowler, Florida Institute of Technology Mohammad Azzam, University of Western Ontario Jingrui Jiang, University of Western Ontario Bridging Home Culture and School Science Culture through Ethnic Education in Indigenous Community Multimodal Analysis of Engagement in a Science Mu-Yin Lin, University of Georgia Museum: The Role of the Body Dana Vedder-Weiss, Ben Gurion University of the Negev Community Science, Citizen Science, and Neta Shaby, Ben-Gurion University of the Negev Community Scientific Literacy: Opportunities and Challenges for Environmental Stewardship Leveraging Acts of Authentication to Engage Recent Christopher Jadallah, University of California, Davis Immigrant Children in Informal STEM Alexis Patterson Williams, University of California, Davis Anton Puvirajah, University of Western Ontario Heidi Ballard, University of California, Davis Mina Sedaghatjou, Alfred University Mohammad Azzam, University of Western Ontario

Engaging Learners in Computer Modeling and Flight Simulation to Create STEM Pathways Geeta Verma, University of Colorado Denver

“I feel Like I know everything about ants” —How Youth Navigate a Learning Ecosystem? Neta Shaby, Ben-Gurion University of the Negev Nancy Staus, Oregon State University Lynn Dierking, Oregon State University John Falk, Oregon State University

Minoritized Teens’ Communication Competency as a Proxy to STEM Identification: A Science Center Context Anton Puvirajah, University of Western Ontario Todd Campbell, University of Connecticut Geeta Verma, University of Colorado Denver

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 59 Thursday, April 8, 2021 Program

Administrative Sponsored Session Examining Assessments in a Technology-Enhanced Research Committee Active Learning Science Classroom Lucía B. Chacón-Díaz, The Ohio State University Real-Time/Live Case Study Pedagogy and Learning Outcomes: A Retrospective of the Abell Institute for A Framework for Teaching Biology with Narratives Doctoral Students: Mentorship within the Ally Hunter, University of Massachusetts at Amherst NARST Community Melissa Zwick, Stockton University 11:30 am – 1:00 pm | Real-Time/Live Creating Nuance for Black Girls’ Science Alignment Presenters: Using the CLIC Framework Tina Vo, University of Nevada, Las Vegas Ashley Jackson, University of Michigan Asli Sezen-Barrie, University of Maine A Critical Race Perspective of African American Li Ke, University of North Carolina at Chapel Hill Elementary Teachers of Science Joshua Reid, Middle Tennessee State University Mario Pickens, University of North Florida

Exploring Pre-service Teachers Science Teaching Administrative Sponsored Session Identity and Agents of Change Equity and Ethics Committee Katherine Cruz-Deiter, University of Central Florida Basu Symposium Fugitive Science Societies: Re-Envisioning 11:30 am – 1:00 pm | Real-Time/Live Science Education for Black People during the Early 20th Century Understanding International Graduate Students’ Charnell Chasten Long, University of Wisconsin, Teaching Experience in Science Classroom through Madison the Lens of Cultural Competence: An Exploratory Study The STEM Impostor: A Comparative Study of Black Zhigang Jia, Middle Tennessee State University Females in Two Global Contexts Grant E. Gardner, Middle Tennessee State University Marsha Simon, University of West Georgia

Access Points that Facilitate Preservice Teachers’ Sense-Making about Systemic Issues within a Strand 2: Field Experience Science Learning: Contexts, Characteristics Victor Kasper, Florida State University and Interactions Shannon Davidson, Florida State University Related Paper Set Lama Jaber, Florida State University Engaging Science Teachers in Socio-Scientific Virtual Mentoring and Epistemic Justice Implementation for Global Citizenship Deena L. Gould, University of New Mexico 11:30 am – 1:00 pm | Real-Time/Live Priyanka Parekh, Transylvania University Eduardo Jose Nuñez Cruz, University of New Mexico Science Teachers’ Pedagogical Content Knowledge Development during Enactment of Socio-Scientific Learning to Integrate Science-Specific Literacy Curriculum Materials in Science Teaching: A Study of Elementary Durdane Bayram-Jacobs, Eindhoven University Preservice Teachers of Technology Regina McCurdy, University of Central Florida Su Gao, University of Central Florida Relation between SSI and Scientific Knowledge, Vassiliki Zygouris-Coe, University of Central Florida According to a Group of Secondary School Science Katherine Cruz-Dieter, University of Central Florida Teachers from Spain Rebeca Grysko, University of Central Florida Silvia Alcaraz-Dominguez, Universitat de Barcelona

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 60 Thursday, April 8, 2021 Program

Tension and Conflict in Implementing SSI as Reflected in Teachers’ Beliefs and Implementation Strand 5: Emil Eidin, Michigan State University College Science Teaching and Learning Yael Shwartz, Weizmann Institute of Science (Grades 13-20) Supporting 21st Century Students Socio-scientific Issues as Tools for Improving and Faculty Environmental Knowledge, Skills, and Behavior in Pre-service Education 11:30 am – 1:00 pm | Real-Time/Live Anat Abramovich, Gordon Teachers College Presider: Anne Emerson Leak, High Point University Strand 2: Suddenly Online: Exploring Postsecondary Science Learning: Contexts, Characteristics Teaching, Attitudes, Technology, and Faculty and Interactions Mental Well Being in Spring 2020 Science Teaching, Learning, & Social Justice Emily Walter, California State University, Fresno 11:30 am – 1:00 pm | Real-Time/Live Makayla Bailey, California State University, Fresno Patricia Fernandez, California State University, Fresno Presider: Arashnoor Gill, California State University, Fresno Sameer Honwad, SUNY Buffalo Investigating Instructional and Discourse Practices Tools for Learning or Tools for Power? Middle of College STEM Instructors Across Instructor School Students’ Use of Engineering Tools Types, Disciplines, Years of Teaching Experiences, Jeanna Wieselmann, Southern Methodist University and Class Sizes Khomson Keratithamkul, University of Minnesota Petra Kranzfelder, University of California Merced Emily Dare, Florida International University Jourjina Alkhouri, University of California Merced Elizabeth Ring-Whalen, St. Catherine University Cristie Donham, University of California Merced Gillian Roehrig, University of Minnesota Téa Pusey, University of California Merced Alexander Stivers, University of California Merced Let’s Count the Flowers: How Emergent Bilinguals’ Adriana Signorini, University of California Merced Collaboration Leads to Productive Disciplinary Engagement Exploring the Role of Peer Learning Assistants Sara Lee, Vanderbilt University in Supporting Student Learning in College Biology Courses Science Citizenship through Secondary Agricultural Brittney Ferrari, University of Georgia Education Peyton LeBonte, University of North Carolina Rosalind Gawryla, Onondaga Central Schools Greensboro Kevin Curry Julie Kittleson, University of Georgia

Developing 21st Century Skills through Teaching and Learning Methods: Perceptions of STEM Students and Alumni Marina Tal, Technion, Israel Institute of Technology Rea Lavi, Massachusetts Institute of Technology Yehudit Judy Dori, Technion, Israel Institute of Technology and Samuel Neaman Institute for National Policy Research

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 61 Thursday, April 8, 2021 Program

Teacher Perceptions of Belonging in Communities Strand 7: of Practice: What are you Belonging to? Pre-service Science Teacher Education Rebecca Konz, University of Minnesota, Twin Cities Examining Empathy and Emotions in Jessica Doering, University of Kentucky Science Education Gillian Roehrig, University of Minnesota 11:30 am – 1:00 pm | Real-Time/Live Margaret Schroeder, University of Kentucky Michael Beeth, University of Wisconsin, Oshkosh/COEHS Presider: Science and Mathematics Teacher Communities Jennifer Mesa, University of West Florida of Practice: Social Influences on Discipline-Based The Role of Epistemic Empathy in Teachers’ Identity and Self-efficacy Beliefs Learning and Responsiveness to Students’ Samuel Polizzi, Georgia Highlands College Experiences in Science Joshua Reid, Middle Tennessee State University Lama Jaber, Florida State University Yicong Zhu, Stony Brook University Gregory Rushton, Middle Tennessee State University Design Thinking for Making: Preservice Teachers’ Learning to Teach Human-Centered Making Early Career Teachers: Social Networks in Schools Myunghwan Shin, California State University, Fresno Affect Job Satisfaction and Career Commitment Trang Phan, California State University, Fresno Gregory Rushton, Middle Tennessee State University Samuel Polizzi, Georgia Highlands College Experiencing Science through Wonder: Yicong Zhu, Stony Brook University Incorporating Aesthetics in Pre-service Teacher Joshua Reid, Middle Tennessee State University Science Education Sharon Pelech, University of Lethbridge Perceived Network Bridging Influences the David Blades, University of Victoria Retention Decisions of Early Career Teachers Gillian Roehrig, University of Minnesota Preservice Teacher Emotions in Teaching Science Yicong Zhu, Stony Brook University and Math Samuel Justin Polizzi, Georgia Highlands College Mihwa Park, Texas Tech University Joshua Reid, Middle Tennessee State University Raymond Flores, Texas Tech University Greg Rushton, Middle Tennessee State University

Strand 8: Strand 10: In-service Science Teacher Education Curriculum and Assessment Related Paper Set Related Paper Set The Influence of Networks on Teachers’ Automated Assessment of Argumentation Professional Development and Retention: in School Science: Developments and Insights from Examining Communities of Challenges Practice through a Lens of Social Networks 11:30 am – 1:00 pm | Real-Time/Live 11:30 am – 1:00 pm | Real-Time/Live Assessing Higher Order Thinking of Complex Skill using Selected Response Items Linda Morrell, University of California, Berkeley Sara Dozier, Stanford University Weerephat Suksiri, University of California, Berkeley Jonathan Osborne, Stanford University Mark Wilson, University of California, Berkeley

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 62 Thursday, April 8, 2021 Program

Developing Automated Analysis for a Learning Leadership Professional Development for Progression to Assess Scientific Argumentation Diversifying the K-12 STEM Teaching Workforce in Middle School Students Hyunju Lee, Smithsonian Science Education Center Christopher Wilson, BSCS Science Learning Katie Gainsback, Smithsonian Science Education Center Molly Stuhlsatz, BSCS Science Learning Amy D’Amico, Smithsonian Science Education Center Brian Donovan, BSCS Science Learning Zoe Buck Bracey, BSCS Science Learning Is it Possible to Teach Just Science? Designing April Gardner, BSCS Science Learning Professional Development for Justice-oriented Jonathan Osborne, Stanford University Science Education Tina Cheuk, Stanford University Lenora Crabtree, University of North Carolina, Charlotte Kevin Haudek, Michigan State University Xiaoming Zhai, Michigan State University Strand 11: Automated Feedback to Support Students’ Cultural, Social, and Gender Issues Revision of Scientific Arguments Based on Data Related Paper Set from Simulations Towards a Socially Just Society: Creating Hee-Sun Lee, The Concord Consortium Learning Environments for Dignity and Gey-Hong Sam Gweon, Physics Front Equity in Engineering Education Amy Pallant, The Concord Consortium 11:30 am – 1:00 pm | Real-Time/Live Exploring Bias in Automated Scoring of Student Argumentation An Identity Resources Approach for Supporting Zoe Buck Bracey, BSCS Science Learning Teachers-of-Engineering for Minoritized Young People Molly Stuhlsatz, BSCS Science Learning Christopher Wright, Drexel University Tina Cheuk, Stanford University Bryan Brown, Stanford University Marisol Mercado Santiago, Michigan State University Rasheda Likely, Drexel University Christopher Wilson, BSCS Science Learning Mikhail Miller, Drexel University Jonathan Osborne, Stanford University Centering Social Justice in Engineering: The Kevin Haudek, Michigan State University Transformative Power of Learning about Diversity Brian Donovan, BSCS Science Learning and Equity in Design April Gardner, BSCS Science Learning Greses Pérez, Stanford University Shannon Gilmartin, Stanford University Strand 11: Carol Muller, Stanford University Cultural, Social, and Gender Issues Patrick Danner, Technical University of Munich Sheri Sheppard, Stanford University Teachers and Justice 11:30 am – 1:00 pm | Real-Time/Live Becoming Part of an Engineering Community of Practice: How Students Across Lines of Difference Presider: Find Their Place in a Makerspace Mary Atwater, University of Georgia Eric Reynolds Brubaker, Stanford University Chielo Mbaezue, Stanford University Teachers of Color Negotiating Positionality in Implementing Justice-Centered Science Pedagogy My Life’s Work: Re-Engineering Education for David Segura, Beloit College Black Boys Maria Varelas, University of Illinois at Chicago James Holly, Jr., Wayne State University Daniel Morales-Doyle, University of Illinois at Chicago Design Justice in Humanitarian Engineering Education Brandon Reynante, Stanford University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 63 Thursday, April 8, 2021 Program

Teachers’ Perceptions of the Contribution Strand 11: of Computational Thinking to Science and Cultural, Social, and Gender Issues Math Classrooms Storied-Identities as a Lens to Studying Arnon Hershkovitz, Tel Aviv University Science Identity Connor Bain, Northwestern University 11:30 am – 1:00 pm | Real-Time/Live Jacob Kelter, Northwestern University Michael Horn, Northwestern University Presenters: Uri Wilensky, Northwestern University Amal Ibourk, Florida State University Identifying Evidence of Student Engagement Lucy Avraamidou, University of Groningen in CT via Automated Response Analysis Theila Smith, University of Groningen Connor Bain, Northwestern University Alison Mercier, University of North Carolina at Arnon Hershkovitz, Tel Aviv University Greensboro Sugat Dabholkar, Northwestern University Shakhnoza Kayumova, University of Massachusetts, Michael Horn, Northwestern University Dartmouth Uri Wilensky, Northwestern University Allison Gonsalves, McGill University Anna Danielsson, Uppsala University Students’ Attitudinal Change after Participating Katia Nielsen, University of Copenhagen in a CT integrated Biology Unit Jennifer Adams, University of Calgary Sugat Dabholkar, Northwestern University Susan Tran, Northwestern University Strand 12: Michael Horn, Northwestern University Technology for Teaching, Learning, Uri Wilensky, Northwestern University and Research Related Paper Set Strand 13: Integrating Computational Thinking in History, Philosophy, Sociology, and Nature Science Curricula: Teacher Professional of Science Development and Student Assessment Reimagining Science Education in the 11:30 am – 1:00 pm | Real-Time/Live Anthropocene 11:30 am – 1:00 pm | Real-Time/Live Positioning Teachers as Co-designers to Integrate CT Practices in STEM Presider: Sally Wu, Northwestern University Maria Wallace, University of Southern Mississippi Amanda Peel, Northwestern University Discussant: Michael Horn, Northwestern University Sara Tolbert, University of Canterbury Uri Wilensky, Northwestern University Presenters: Teachers’ Sensemaking of CT Integration and Maria Wallace, University of Southern Mississippi Pedagogical Approaches Sara Tolbert, University of Canterbury Marissa Levy, Northwestern University Matthew Weinstein, University of Washington, Tacoma Sally Wu, Northwestern University Darrin Collins, University of Illinois at Chicago Sugat Dabholkar, Northwestern University Chessa Adsit-Morris, University of California, Santa Michael Horn, Northwestern University Cruz Uri Wilensky, Northwestern University Lawrence Bencze, University of Ontario, Toronto Michelle Wooten, University of Colorado, Boulder Kathryn Ryker, University of South Carolina Travis Weiland, University of Houston Rachel Askew, Vanderbilt University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 64 Thursday, April 8, 2021 Program

Strand 14: Strand 14: Environmental Education and Sustainability Environmental Education and Sustainability Related Paper Set Related Paper Set Models for Place-Based Science Education Supporting Climate and Data Literacy in Schools in Rural Communities by Incorporating 11:30 am – 1:00 pm | Real-Time/Live Authentic Experiences in Formal and Informal Settings Investigating Local Environmental Issues and 11:30 am – 1:00 pm | Real-Time/Live Fostering Youth Agency through a Place-based Participatory Science Model Iterating a Scientifically Authentic Data-rich Erin Bird, University of California, Davis Informal Learning Experience to Empower the Heidi Ballard, University of California, Davis Next Generation of Climate Stewards Leigh Peake, Gulf of Maine Research Institute Centering Power, Historicity, and Nature-Culture Andrew Pershing, Gulf of Maine Research Institute Relations in Place-Based Science Education Jeff Bate, Gulf of Maine Research Institute Megan Bang, University of Washington Jacqueline DeLisi, Education Development Center, Inc. Carrie Tzou, University of Washington Bothell Sharon Siehl, Tilth Alliance Developing Data- and Climate-focused Classroom Charlene Nolan, Western Washington University, Curriculum Bremerton Erin Bardar, Education Development Center Priya Pugh, University of Washington Amy Busey, Education Development Center Jordan Sherry-Wagner, University of Washington Patrick McDeed, Education Development Center Christine Benita, Seattle Public Schools Randy Kochevar, Education Development Center Leah Bricker, Spencer Foundation and Northwestern University Got Data? Developing an Online, Choice-based Veronica McGowan, University of Washington Assessment of Data Literacy Skills Doris Chin, Stanford University A National-Scale Curriculum Adaptation Model Rachel Wolf, Stanford University to Incorporate Local Phenomena Kristin Blair, Stanford University Katahdin Cook Whitt, Maine Mathematics and Daniel Schwartz, Stanford University Science Alliance Emily Harris, BSCS Science Learning Supporting Student Learning and Interest in Climate Lindsay Mohan, BSCS Science Learning and Data through a Formal-Informal Connection Jacqueline DeLisi, Education Development Center Place-based Storyline Design: Selecting an Janna Kook, Education Development Center Anchoring Problem for Engineering in the Garden Una MacDowell, Education Development Center Emily Harris, BSCS Science Learning Peter Tierney-Fife, Education Development Center Lindsay Mohan, BSCS Science Learning Virginia Fitzhugh, Education Development Center Whitney Cohen, Life Lab Sara Severance, Life Lab Building a Data-focused Science Center Community Jeffery Snowden, BSCS Science Learning of Practice Virginia Fitzhugh, Education Development Center Discussion of Models for Place-based Science Jeff Bate, Gulf of Maine Research Institute in School Leigh Peake, Gulf of Maine Research Institute Déana Scipio, Islandwood Graduate Program

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 65 Thursday, April 8, 2021 Program

Strand 15: CONCURRENT SESSION #5 Policy, Reform, and Program Evaluation 2:00 pm – 3:00 pm Theorizing and Envisioning More Equitable Advance Viewing of Pre-recorded Presentations Science Education with 60-minute Real-Time/Live Q&A 11:30 am – 1:00 pm | Real-Time/Live Strand 2: Presider: Science Learning: Contexts, Characteristics, Stefanie Marshall, University of Minnesota and Interactions The Impact of Neoliberal Ideologies on Elementary Scientific Discourse and Argumentation Science Education Policy: A Case Study 2:00 pm – 3:00 pm Stefanie Marshall, University of Minnesota Advanced Pre-recorded Viewing and Live Q&A Using Assemblage Theory to Develop New Ideas for Science Teacher Learning Presider: Kathryn Bateman, Temple University David McKinney, University of Nevada, Las Vegas Scott McDonald, Pennsylvania State University Towards Improving Science Discussions: A Using an Ecological Model to Study Novice STEM Framework to Guide Instructional Decision Making Teacher Professional Resilience during the Emily Reigh, Stanford University COVID-19 Pandemic Jonathan Osborne, Stanford University Diane Wright, Colorado State University Using a Discussion Types Framework to Support Meena Balgopal, Colorado State University Collective Sensemaking Laura Sample McMeeking, Colorado State University Benjamin Lowell, Boston College Andrea Weinberg, Arizona State University Kevin Cherbow, Boston College How State Leaders Would Change Their State Katherine McNeill, Boston College Systems of Science Education Students’ Argument Evaluation as an Epistemic Abby Rhinehart, University of Washington and Cognitive Practice William Penuel, University of Colorado Qingna Jin, University of Alberta Kathleen Arada, University of Washington Mijung Kim, University of Alberta Maya Garcia, Colorado Department of Education Supporting Progressive Discourse in Epistemically Authentic Geoscience Investigations Lunch Break (on your own) Scott McDonald, Pennsylvania State University 11:30 am – 12:30 pm Kraig Wray, Pennsylvania State University Jonathan McCausland, Pennsylvania State University Kathryn Bateman, Temple University Amy Pallant, The Concord Consortium Hee-Sun Lee, The Concord Consortium

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 66 Thursday, April 8, 2021 Program

Strand 2: Strand 3: Science Learning: Contexts, Characteristics, Science Teaching—Primary School and Interactions (Grades preK-6) Related Paper Set Elementary Teachers’ Agency, Confidence, Constructing and Receiving Peer and Knowledge Feedback on Engineering Designs: Student 2:00 pm – 3:00 pm Engagement and Pedagogical Supports Advanced Pre-recorded Viewing and Live Q&A 2:00 pm – 3:00 pm Variations in Rural Elementary Teachers’ Advanced Pre-recorded Viewing and Live Q&A Confidence and Experience with Computer Science Exploring Peer-Observers’ Feedback on Engineering Integration by Teacher Type Communication Challenges Joseph Brobst, Old Dominion University Michelle Jordan, Arizona State University Jennifer Maeng, University of Virginia Mia DeLaRosa, Arizona State University Joanna Garner, Old Dominion University

“I’m Like a Scientist:” Critique Sessions as Spaces What is Necessary beyond Knowledge? Exploring of Learning and Identity in Urban Classrooms Epistemic Orientation as a Critical Element for Rasheda Likely, Drexel University Adaptive Expertise Christopher Wright, Drexel University Jee Kyung Suh, University of Alabama Mikhail Miller, Drexel University Jale Dursun, University of Alabama Catherine Lammert, University of Iowa Structures of Interaction in Elementary Engineering Krystal Flantroy, University of Alabama Peer-to-Peer Feedback Eric Akuoko, University of Iowa Nicole Batrouny, Tufts University Brian Hand, University of Iowa Gavin Fulmer, University of Iowa Elementary Teachers’ Responsiveness to Supporting Students’ Engineering Design Feedback Agency of In-service Elementary Science Teachers Jeffrey Radloff, SUNY Cortland during a Global Pandemic Brenda Capobianco, Purdue University Anica Miller-Rushing, University of Maine

Towards a More Expansive Framing of Feedback in Science as Thinkable and Doable: The Nature Elementary Engineering: The Social and Affective of Elementary Teachers’ Professional Agency Benefits of Asking for and Giving Advice in High-Needs Schools Chelsea Andrews, Tufts University Alison Mercier, University of Wyoming Kristen Wendell, Tufts University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 67 Thursday, April 8, 2021 Program

Strand 3: Strand 4: Science Teaching—Primary School Science Teaching—Middle and High School (Grades preK-6) (Grades 5-12) Implementing Elementary Science New Pedagogical Content Knowledge Curricula 2:00 pm – 3:00 pm 2:00 pm – 3:00 pm Advanced Pre-recorded Viewing and Live Q&A Advanced Pre-recorded Viewing and Live Q&A Presider: Presider: Henriette Burns, Washington State University Susanna Hapgood, University of Toledo Biology Teachers’ Pedagogical Content Knowledge STEAM Curriculum Design and Implementation: of Argumentation in China through Rasch Analysis Understanding Curricular Changes in an Elementary Yingzhi Zhang, Capital Normal University School Chenyan Liu, Taiyuan Normal University Cassie Quigley, University of Pittsburgh Dani Herro, Clemson University Interactions between Science Teachers’ Pedagogical Holly Plank, University of Pittsburgh Content Knowledge and Skills in Their Chemistry Teaching Practice Framing Participant Structures for NGSS Teaching: Imran Tufail, University of Waikato Exploring Tenuous Terrain Chris Eames, University of Waikato Laura Zangori, University of Missouri Maurice Cheng, University of Waikato Rachael Pinnow, University of Missouri Pedagogical Content Knowledge of Computer How Teacher Practices Influence Elementary Science Teachers for Teaching Algorithms Students’ Social Emotional Learning Jacqueline Nijenhuis-Voogt, Radboud University, I-Chien Chen, Michigan State University Nijmegen Cory Miller, Michigan State University Dürdane Bayram-Jacobs, Eindhoven University Tingting Li, Michigan State University of Technology Kayla Bartz, Michigan State University Paulien Meijer, Radboud University, Nijmegen Joseph Krajcik, Michigan State University Erik Barendsen, Radboud University & Open University Barbara Schneider, Michigan State University

First Grade Teachers’ Uptake of an Integrated Science-Literacy Curriculum in Support of NGSS Instruction Ashley Iveland, WestEd Robert Murphy, RAND

Alison Billman, University of California, Berkeley y t t y i Pove r v Melissa Rego, WestEd e h t s l i c a Pande m Christopher Harris, WestEd e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 68 Thursday, April 8, 2021 Program

Strand 4: Strand 5: Science Teaching—Middle and High School College Science Teaching and Learning (Grades 5-12) (Grades 13-20) Related Paper Set Educational Reform for Justice and Access How Teachers Navigate Tensions between 2:00 pm – 3:00 pm Enacting Coherent Curriculum Materials and Advanced Pre-recorded Viewing and Live Q&A Supporting Students’ Epistemic Agency Presider: 2:00 pm – 3:00 pm Jacquleyn Chini, University of Central Florida Advanced Pre-recorded Viewing and Live Q&A Teaching- and Research-Focused Faculty: Exploring Presider: STEM Instructional Reform in Higher Education Stina Krist, University of Illinois at Urbana, Champaign Melo-Jean Yap, San Diego State University Felisha Herrera, San Diego State University Discussant: Gabriela Kovats Sánchez, San Diego State University Andy Elby, University of Maryland Helping Students Rise to Their Full Potential Designing Materials for Student Coherence, then through a Research Immersive Scholastic Revising for Epistemic Agency: A Case for Epistemic Experience in Biology Agency as an Explicit Design Focus Brittany Smith, Minnesota State University, Mankato Mon Lin Ko, University of Illinois Chicago David Sharlin, Minnesota State University, Mankato Barbara Hug, University of Illinois at Urbana, Champaign Rachel Cohen, Minnesota State University, Mankato Stina Krist, University of Illinois at Urbana, Champaign Allison Land, Minnesota State University, Mankato

Variations in One Teacher’s Conceptualization and Supporting Transfer Students Career Development Support of Students’ Epistemic Agency within and through Science/Engineering Internships: A Across Instructional Moments Narrative Case Study Soo-Yean Shim, University of Illinois Shana Mcalexender, North Carolina State University Susan Kelly, University of Illinois Margaret Blanchard, North Carolina State University Daniel Voss, Northwestern University Richard Venditti, North Carolina State University Jacqueline Chis, University of Illinois at Urbana, Champaign An Exploration of Perceptions of Justice in a Career-Forward Problem-Based Chemistry Laboratory “Shutting Down” Now to “Open Up” Later: Temporal Corey Payne, University of Florida Tensions in Pedagogical Strategies for Supporting Kent Crippen, University of Florida Epistemic Agency Stina Krist, University of Illinois at Urbana, Champaign Nitasha Mathayas, Indiana University Nessrine Machaka, University of Illinois at Urbana, Champaign

Coordinating Strategic Responsiveness: Building on Student Thinking Over Time through Instructional Design Elizabeth Dyer, Middle Tennessee State University

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Strand 6: Strand 7: Science Learning in Informal Contexts Pre-service Science Teacher Education Social Justice and Citizen Science Culture and Language Considerations 2:00 pm – 3:00 pm in Pre-service Programs Advanced Pre-recorded Viewing and Live Q&A 2:00 pm – 3:00 pm Advanced Pre-recorded Viewing and Live Q&A Presider: Ayelet Baram-Tsabari, Technion, Israel Presider: Institute of Technology Justina Ogodo, Baylor University

Developing Sense of Place in Urban Youth through Proposing Translanguaging Pedagogical Citizen Science Competencies for Enhancing Science Learning for Cornelia Harris, University at Albany, SUNY Bilingual Students: A Meta-Synthesis Approach Alandeom Oliveira, University at Albany, SUNY Noushin Nouri, University of Texas Rio Grande Valley James Wager, University at Albany, SUNY Alma Rodriguez, University of Texas Rio Grande Valley Maryam Saberi, University of Shiraz The Impacts of Informal Science Education on the Science Identity of Students of Color Secondary Science Pre-service Teachers’ Enactment Roya Heydari, Columbia University of Language- and Literacy-Integrated Science Felicia Mensah, Columbia University Instruction in Linguistically Diverse Classrooms Alexis Rutt, University of Virginia Examining Youth Perceptions of Citizen Science Frackson Mumba, University of Virginia and Their Agency with Science during Citizen Science Programs Virtual STEM Microteaching Experiences for Maryam Ghadiri, University of California-Davis Pre-service Teachers: A Community Cultural Heidi Ballard, University of California-Davis Wealth Approach Ana Benavides Lahnstein, The Natural History Vanessa Grady, Georgia State University Museum, London, UK Natalie King, Georgia State University Sasha Pratt-Taweh, The Natural History Museum, London, UK Julia Lorke, Wissneschaft im Diolog, Berlin, Germany Strand 7: Jessie Jennewein, Natural History Museum of Los Pre-service Science Teacher Education Angeles County Early Childhood and Elementary Annie Miller, California Academy of Sciences, Pre-serviceTeachers San Francisco 2:00 pm – 3:00 pm Lila Higgins, Natural History Museum of Los Angeles County Advanced Pre-recorded Viewing and Live Q&A Rebecca Johnson, California Academy of Sciences Presider: Lucy Robinson, The Natural History Museum, London Stephen Thompson, University of South Carolina Youth-Initiated Moments Seeking Justice: Making Visible Youth’s Imaginaries for STEM Learning Won Kim, Michigan State University Angela Calabrese-Barton, University of Michigan Sinead Brien, Michigan State University Louise Archer, University College London

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 70 Thursday, April 8, 2021 Program

Pinterest as a Resource for Elementary Science Advancing Teachers’ Curricular Integration of Teachers: A Comparison of Two Science Topics Mathematics and Computational Thinking through Ryan Nixon, Brigham Young University a Research Experience Program Shannon Navy, Kent State University Amber Cesare, Pennsylvania State Center for Science and the Schools Developing Perceptions about Science in Pre-service Kathleen Hill, Pennsylvania State University Early Childhood Educators Tiffany Lewis, Pennsylvania State University Bridget Miller, University of South Carolina Amy Farris, Pennsylvania State University Benjamin Wiles, Clemson University Courtney Nagle, Pennsylvania State University, Engineering Practices as Fertile Ground for Pre- Behrend service Teachers’ Development of Pedagogical Beliefs K-12 Teachers use Authentic STEM Practices Gozde Tosun, Pennsylvania State University in the Classroom Based on Research Immersion Amy Farris, Pennsylvania State University Experiences “Can We Add A Goal?” Examining Unintended Matthew Johnson, Pennsylvania State University Teacher Learning within an Instructional Coaching Kathleen Hill, Pennsylvania State University Partnership Amanda Tompkins, University of South Florida Strand 10: Karl Jung, University of South Florida Curriculum and Assessment Related Paper Set Strand 8: Design, Development, and Testing of a In-service Science Teacher Education Media-Rich Three-dimensional Middle School Related Paper Set Science Unit In-service Teachers Engaging in Science 2:00 pm – 3:00 pm and Engineering Practices Advanced Pre-recorded Viewing and Live Q&A 2:00 pm – 3:00 pm Developing a unit designed for NGSS: Successes Advanced Pre-recorded Viewing and Live Q&A and Lessons Learned in the Development Process Changes in Teacher Self-efficacy and Beliefs: Lindsey Mohan, BSCS Science Learning The Impact of an Engineering Research Experience Developing a Media-Rich Digital Unit to Support for Teachers (RET) Program on Science Teachers 3D Teaching and Learning Tiffany Lewis, Pennsylvania State University Catherine Stimac, Oregon Public Broadcasting Amber Cesare, Pennsylvania State Center for Heather Young, Oregon Public Broadcasting Science and the Schools Kathleen Hill, Pennsylvania State University Professional Development: Moving Beyond the Curriculum Supporting Teachers to MASTER Developing Betty Stennett, BSCS Science Learning Practices-Based Curriculum Jennifer Jackson, Pennsylvania State University A Quasi-experimental Study of the Efficacy Kathleen Hill, Pennsylvania State University of a Designed-for-NGSS Unit and PD Susan Kowalski, BSCS Science Learning Jeffrey Snowden, BSCS Science Learning Lisa Carey, BSCS Science Learning

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Strand 11: Strand 12: Cultural, Social, and Gender Issues Technology for Teaching, Learning, Culturally Responsive Instruction and Research 2:00 pm – 3:00 pm Capitalizing on the Intersections of Pop Culture and Science Advanced Pre-recorded Viewing and Live Q&A 2:00 pm – 3:00 pm Presider: Advanced Pre-recorded Viewing and Live Q&A Noemi Waight, University of Buffalo Presider: A Case Study of a Teacher Attempting to Denise Bressler, East Carolina University Introduce a Culturally Relevant Approach to Physics Clausell Mathis, University of Washington Forecasting Community Development and Sherry Southerland, Florida State University Sustainability on Social Media with Topic Modeling Lisa Lundgren, Utah State University Science Education in a Diaspora Refugee Richard Bex, University of Florida Community: Perspectives from Two Tibetan Kent Crippen, University of Florida Science Teachers Jennifer Bauer, University of Michigan Ngawang Gonsar, Gustavus Adolphus College, University of Minnesota Visual Literacy in Chemistry: Infographic vs. Comic Book The Relationship between Secondary Science Christopher Preece, University of Kentucky Teachers’ Self-efficacy for Culturally Responsive Instruction and their Observed Practices Using Flipgrid as a Reflection Tool to Capture Zachary Stepp, University of Florida Students’ Design Thinking in a Second-Grade Julie Brown, University of Florida Science Classroom Sarah Guffy, University of South Alabama The Emphasis on Culturally Responsive Instruction Joe Gaston, University of South Alabama in NSTA Science Scope and The Science Teacher Angela Rand, University of South Alabama Journals Michelle Joyce, University of Florida Imagining Robots of the Future: Examining Julie Brown, University of Florida Sixth-Graders’ Perceptions of Robots through Their Literary Products Changzhao Wang, University of Miami Ji Shen, University of Miami Hua Ran, University of Miami

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Research Interest Groups (RIGs) Meetings CADASE Graduate Student Fireside Chat: Navigating Academe with Success 3:15 pm – 4:15 pm | Real-Time/Live (duration: 60 min) Latino/a (LARIG) Organizer: Presider: Olayinka Mohorn, University of Illinois Chicago Regina Suriel, LARIG Chair, Valdosta State University The goal of this session is to support doctoral candidates During our business meeting, we seek to plan and newly minted graduates with securing careers in the future presentation formats, themes associated academy. Panelists include early career scholars who will with presentations and online discussions, discuss their experiences navigating the academic job establish a system for collaborating on paper market. sets and workshops, update member contact The CADASE Social: Intriguing Scenes from lists, and discuss leadership roles and budget. Movies and TV Shows (duration: 45 min) NETWORKING/SOCIAL CONCURRENT SESSIONS Organizer: Shari Watkins, American University 3:30 pm – 5:30 pm | Real-Time/Live The CADASE Steering Committee will feature members of the CADASE RIG to facilitate the engagement of informal Aikido—(and Physics!) Inspired Breathing, Balance, conversations around movies and TV shows that have Stretching, and Movement entertained and intrigued us throughout the COVID-19 (duration: 30 min) pandemic. Organizer: Knitting Circle (all levels welcome) Cathy Cullicott, Arizona State University (duration: 60 min) We will spend our time together learning and practicing Organizer: a series of movements we can use to help our bodies and Erin Furtak, University of Colorado Boulder minds prepare for or unwind from too much computer time. Combining movements from Aikido (a Japanese Wouldn’t it be great to just sit and knit? Bring your own Martial Art), understandings from physics, and some yarn and needles—this session will gather knitters new and ideas from Tai Chi, we will focus on necks, shoulders, experienced to create the community that is built when backs, and wrists in particular, but we will also do whole we learn and create together. New knitters can pick up body movements to reconnect with our bodies and some tips on casting on, and simple stockinette stitches, help us move more comfortably. We will also do some while experienced knitters can swap ideas focused breathing. No experience, ability, or equipment and techniques. necessary—all are welcome. Looking forward to seeing Learning Science in the Schoolyard—Centering Equity you on the (virtual) mat! (duration: 60 min)

Organizer: Roberta Howard Hunter, Michigan State University

Come gather with other researchers and practitioners interested in outdoor learning at school. Hear about others’ work and share ways in which we can work towards more equitable experiences in the schoolyard. Topics include place-based instruction, building educator capacity, and the impact of remote learning in the pandemic. Bring some tea or coffee and meet new colleagues!

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Let’s Escape Together! NARST Has Talent: An April FARSE (duration: 60 min) (duration: 45 min)

Organizer: Organizers: Denise Bressler, East Carolina University Meg Blanchard, NC State University

Need to escape from your reality for a little while? Sherry Southerland, Florida State University We will divide up in pairs to try a virtual escape style A digital reincarnation of FARSE, this year’s “Talent” experience. It’s freely available online and partners can show will feature a competition of creative 3-minute simply call each other to communicate. If you escape video products competing for “likes” to make it into the with time to spare, we can chat about the value of final online showcase sent out via the NARST listserv. escape experiences for STEM education or we can just A farcical look at academic life through the eyes of our celebrate your epic escapes! members in the context of COVID-19, pets, children, backyard activities, new hobbies, exercise, musical NSF Funding Programs and More ventures, and academic pursuits. (duration: 120 min) “PeTagogy”: Meeting pets of NARST members Organizer: (duration 30 min) Xiufeng Liu, National Science Foundation Organizer: In this session, NSF program officers will describe Sahar Alameh, University of Kentucky various funding opportunities in formal and informal STEM education, undergraduate and graduate STEM PeTagogy is an informal 30-minute session for NARST education, as well as CAREER for junior faculty. They members to introduce their pets. Pets include loving will also describe the standard proposal review process dogs, grumpy cats, chickens, horses, lizards, and all the and the merit review criteria. Much time will be for exotic pets one can have! Live pet introductions are Q&A on various topics ranging from writing competitive encouraged, but pictures and short videos are accepted proposals, to volunteering to be a proposal reviewer, to show during this live session. managing funded programs, and working at NSF as a rotating and permanent program officer. The session Administrative Sponsored Session will consist of both formal presentations and informal Publications Advisory Committee discussion. Pending the interests of attendees and availability of technology, break-out rooms may also Publishing, Reviewing, and Writing for JRST take place. 4:15 pm – 5:45 pm | Real-Time/Live

NARST Fellows Award Program Presenters: (duration: 45 min) Felicia Mensah, Teachers College, Columbia University Troy Sadler, University of North Carolina, Chapel Hill Organizer: Doug Lombardi, University of Maryland, College Park Noemi Waight, University at Buffalo Christine McDonald, Griffith University This session will introduce and celebrate NARST’s first named Fellow(s). The Fellow(s) will have an opportunity to briefly share their work and engage with a vision for developing the NARST Fellows Community. In addition, this session will also provide a forum for the NARST community to learn more about the award program.

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POSTER SESSION #1 Introduce a Coding Instrument for the Quantitative Analysis of Teachers’ Questioning Chains Thursday 8:00 am – Friday 7:00 am Jianlan Wang, Texas Tech University Yuanhua Wang, West Virginia University The following posters are available for viewing for a Lu Guo, Texas Tech University 23-hour window for asynchronous interactions. Yanhong Guo, Texas Tech University Attendees can view the poster at the indicated link and Stacey Sneed, Texas Tech University post comments to which the presenter may respond. Kyle Wipfli, Texas Tech University The posters will become inactive and inaccessible after Friday, 7:00 am. Computational Thinkers in Unplugged Pre-K Science Classrooms Semiha Gun-Yildiz, University of Massachusetts, Strand 1: POSTERS Dartmouth Consistency and Contradiction Stephen Witzig, University of Massachusetts, Dartmouth Cesar Delgado, North Carolina State University Gary Wright, North Carolina State University The Effects of Flipped Classrooms on K-16 Students’ Science and Math Achievement: Socioscientific Issues to Engage Middle School a Systematic Review Students in Claims, Evidence and Reasoning Gary Wright, North Carolina State University Sissy Wong, University of Houston Soonhye Park, North Carolina State University Jie Zhang, University of Houston Jennifer Donze, University of Houston Using Social Network Analysis to Understand Ma Glenda Wui, University of Houston Longitudinal Change in Small Groups Jackie Relyea, University of North Carolina Brock Couch, Middle Tennessee State University Araceli Enriquez, University of Houston Grant Gardner, Middle Tennessee State University

The Role of Confusion in Conceptual Change Students’ Understandings and Experiences Scenarios for Pre-service Science Teachers of Creativity and Risk in Science Learning Hye-Eun Chu, Macquarie University Claire Paton, University of Calgary Mariya Pachman, Florida University Jennifer Adams, University of Calgary Lori Lockyer, University of Technology Sydney Kristal Turner, University of Calgary Impact of Argumentation on Students’ Informal Strand 2: POSTERS Reasoning about Socio-Scientific Issues Ihsan Ghazal, Texas Christian University Negotiation to Consensus: Argumentation about Saouma Boujaoude, American University of Beirut Climate Change Evidence and Explanations Donna Governor, University of North Georgia Doug Lombardi, University of Maryland, College Park Catie Duffield, Temple University

Metacognitive Knowledge of Science University Students: The Relationship with Critical Thinking Skills Takuya Matsuura, Hiroshima University

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When an NGSS-Friendly Genetics Curriculum Unit Goes Online: A Naturalistic Study Strand 4: POSTERS Ann Lambert, University of Utah A Storied Discipline: Exploring a Place for Narrative Dina Drits-Esser, University of Utah in Science Education Sheila Homburger, University of Utah Matthew Kloser, University of Notre Dame Kristin Fenker, University of Utah Michael Szopiak, University of Notre Dame Molly Malone, University of Utah Catherine Wagner, University of Notre Dame Louisa Stark, University of Utah Characteristics of Science Instructional Practices Translanguaging from the Perspective of Disciplinary used by Arab Science Teachers in Israel Science Iyad Dkeidek, Al-Qasimi Academic College for Ashlyn Pierson, Ohio State University Teachers and Al-Quds University Scott Grapin, University of Miami Nael Eysa, Al-Qasimi Academic College for Teachers

Teacher Impacts on Middle School Students’ Strand 3: POSTERS Understanding of Lunar Phases: A Quantitative Engaging Students in PBL in Science Classrooms: Inquiry The Challenges for Chinese Primary Teachers Merryn Cole, University of Nevada Las Jing Lin, Beijing Normal University Jennifer Wilhelm, University of Kentucky Liang Zeng, Beijing Normal Unversity The Progression of Preservice and In-service Science Huilei Han, Beijing Normal University Teachers’ Abilities to Teach Inquiry-Based Science David Fortus, Weizmann Institute of Science Jeanette Bartley, Illinois Institute of Technology Knut Neumann, Leibniz-Institute for Science and Judith Lederman, Illinois Institute of Technology Mathematics Education Evaluating intercultural STEAM Program in Declarative Knowledge about the NGSS Among Australia-Korea Contexts: Teachers’ Attitudes Early Childhood Educators Across a Year of and Beliefs Towards STEAM Professional Development Hye-Eun Chu, Macquarie University Susanna Hapgood, The University of Toledo Sonya Martin, Seoul National University Grant Wilson, The University of Toledo Jeanna Heuring, Keene State College The MakerSTEM Project: Building Secondary Charlene Czerniak, The University of Toledo Educator’s Capacity Engage Youth in Independent, Place and Community-Based, Scientific Inquiry Science Visual Literacy Practices of Current Judith Lemus, University of Hawaii at Manoa Elementary Teachers Tara O’Neill, University of Hawaii at Manoa Michele Colandene, George Mason University Revisiting the Relationship between Science Using Online Interventions to Address Summer Teaching Practice and Scientific Literacy from Learning Loss in Rising Sixth-Graders a Global Perspective Bob Shaw, Mary Institute and St. Louis Country Day Hye Sun You, Arkansas Tech University School Sunyoung Park, California Lutheran University Scott Osborne, Clayton School District Investigating Groundwater: 7th-Grade Students’ Mapping Models to Phenomena Holly White, University of Nebraska, Lincoln Cory Forbes, University of Nebraska, Lincoln

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Exploring the Intersection of Data Practices and Chemistry Students’ Understanding of Dissolving Computational Thinking: A Literature Review and Associated Phenomena: The Case of Sodium Laura Laclede, George Mason University Chloride James Nyachwaya, North Dakota State University Knowledge Transfer: Instructional Approaches for Krystal Grieger, North Dakota State University Helping Students Understand the Deep Structure of Scientific Problems Everything is Connected: Building Preservice Hong Tran, University of Georgia Elementary Teachers’ Content Knowledge through Deborah Tippins, University of Georgia Educative Curriculum Materials Brooke Whitworth, Clemson University Involvement of Industry in STEM Education in Lauren Simpson, Center for Mathematics & Science South Africa Education Magdeline Stephen, Wits School of Education Whitney Jackson, University of Mississippi Emmanuel Mushayikwa, University of the Witwatersrand Julie James, University of Mississippi Alice Steimle, University of Mississippi

Strand 5: POSTERS Examining Pre-service Teachers’ Scientific Manifestation of Antisocial and Prosocial Power: Reasoning Skills when Learning to Attend to Teacher Authority in Undergraduate Student Students’ Scientific Thinking Research Field Study Experiences Andrea Phillips, Indiana University, Bloomington Patricia Patrick, Columbus State University Meredith Park Rogers, Indiana University

Designing Professional Development of Higher Undergraduate Engineering Students’ Value Beliefs Education Science Faculty Which Impacts Student for Modeling Problems in Chemistry Learning Lorelie Imperial, University of Florida Peter Cormas, California University of Pennsylvania Kent Crippen, University of Florida Louise Nicholson, California University of Pennsylvania Charlotte Bolch, University of Florida Kyle Fredrick, California University of Pennsylvania Corey Payne, University of Florida Gregg Gould, California University of Pennsylvania Building Student Confidence through Micro- The Impact of Biology Instruction on Evolution Internships at a Central California Community Acceptance and Conflict in Underrepresented College Minority Undergraduates Zoe Buck Bracey, BSCS Science Learning Gena Sbeglia, Stony Brook University Monica Weindling, BSCS Science Learning Ross Nehm, Stony Brook University Mohammed Yahdi, Hartnell Community College

Training Scientists to Teach: Lessons Learned from Emergency Response Teaching Online: STEM Course Participant Reflections Faculty Perceptions and the Zone of Proximal Sara Petchey, University of Zurich Development Kai Niebert, University of Zurich Lynn Tashiro, California State University, Sacramento Mary McCarthy Hintz, Sacramento State University Examining the Reasons Women Choose and Stay in Judith Kusnick, California State University, Sacramento a Geology Major: A Qualitative Multi-Case Analysis Ron Gray, Northern Arizona University Distinct Role of Peer Effects and Sense of Belonging Alexis Riche, Northern Arizona University in Student Socialization and College Success Isabel Shinnick-Gordon, Northern Arizona University Narmin Ghalichi, Bowling Green State University James C. Sample, Northern Arizona University Clare Barratt, Bowling Green State University Moira Van Staaden, Bowling Green State University

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Informal Learning in Social Media? Comparing Strand 6: POSTERS a Popular COVID-19 Podcast with its YouTube Navigating a STEM Learning Ecosystem: Obstacles Comments and Opportunities Anna Beniermann, Humboldt-Universität zu Berlin Neta Shaby, Oregon State University Alexander Bergmann, Leipzig University Nancy Staus, Oregon State University Alexander Büssing, Leibniz University Hannover; Lynn Dierking, Oregon State University Institute of Natural Science Education John Falk, Institute for Learning Innovation Identity Across the STEM Ecosystem Who has a Ruler? Parent and Youth Perceptions Katie Wade-Jaimes, University of Nevada, Las Vegas of Family Science Capital Kate Ayers, St. Jude Children’s Research Hospital Megan Ennes, University of Florida Robyn Penella, St. Jude Children’s Research Hospital M. Gail Jones, North Carolina State University Exploring the Relationship between Personal Gina Childers, Texas Tech University Scientific Epistemologies and Free-Choice Learning Katherine Chesnutt, North Carolina State University Experiences Emily Cayton, Campbell University Allison Metcalf, Florida State University Exploring the Presentation of Climate Change Katrina Roseler, Chaminade University through Virtual Aquarium Exhibits Sherry Southerland, Florida State University Dominique Ocampo, Texas State University Jenn Idema, Texas State University Kristy Daniel, Texas State University Strand 7: POSTERS Revisiting the Elementary Science Partnership: Peer-Learning Research Community: An Adjusting to Shifting Challenges in a Pre-service Investigation into the Effects on High School School-University Collaboration Students’ Identity in Research Jerome Shaw, University of California, Santa Cruz Ben Koo, University of California, Berkeley Samuel Severance, University of California, Santa Cruz Shruti Bathia, University of California, Berkeley Linda Morell, University of California, Berkeley Mapping Community Assets in Preservice Perman Gochyyev, University of California, Berkeley Secondary Science Education Mark Wilson, University of California, Berkeley Kirsten Mawyer, University of Hawaii Rebecca Smith, University of California, San Francisco Heather Johnson, Vanderbilt University

Parents Attitudes Towards Wi-Fi In Schools: The Researching Teacher Self-efficacy: Linking Role of Education in Engagement with Real-Life SSIs Self-efficacy to Teacher Effectiveness, Persistence Keren Dalyot, Technion, Israel Institute of Technology and Retention Ayelet Baram-Tsabari, Technion, Israel Institute Sarah Haines, Towson University of Technology Deepika Menon, University of Nebraska, Lincoln Jeanna Wieselmann, Southern Methodist University The Weight of Motivational Factors on Sumreen Asim, Indiana University Southeast Undergraduate Students’ Decision to Join Stem Youth-Based Programming Preservice Teachers’ Unpacking Community Alexandria Muller, University of California, Santa Cultural Wealth with 5th Graders Learning about Barbara the COVID-19 Kassandra Ortega, University of California, Santa Christina Restrepo Nazar, California State University, Barbara Los Angeles Devon Christman, University of California, Santa Jamie Marsh, California State University, Los Angeles Barbara Socorro Orozco, California State University, Los Angeles Diana Arya, University of California, Santa Barbara Sarah Hirsch, University of California, Santa Barbara

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Convergence of Scientific and Mathematical Examining PCK Readiness from Participating in a Modeling: Investigating Elementary Pre-service Co-plan, Co-teach, and Co-reflect Early Practicum Teacher Interest and Confidence in STEM Experience Andrew Gilbert, George Mason University Steven Newman, Indiana University Jennifer Suh, George Mason University Meredith Park Rogers, Indiana University

Linking Pedagogical Content Knowledge and Exploring Teacher Candidates’ Knowledge of Teaching Practice in Science Teacher Education: Assessment through Science Journals A Systematic Literature Review E.J. Bahng, Iowa State University Lukas Mientus, University of Potsdam Anne Hume, University of Waikato Learning to Listen: Cultivating Pre-service Peter Wulff, University of Potsdam Teachers’ Attunement and Responsiveness Andreas Borowski, University of Potsdam to Student Thinking Shannon Davidson, Florida State University How Effective Is Feedback regarding Pre-service Lama Jaber, Florida State University Teachers’ Representational Competence? Allison Metcalf, Florida State University Büşra Tonyali, University of Duisburg-Essen Mathias Ropohl, University of Duisburg-Essen Perspectivization: Empowering, Evoking and Julia Schwanewedel, Humboldt University of Berlin Revolutionizing Science Teacher Education for Social Justice Christina Restropo Nazar, California State University, Los Angeles Jose Martinez Hinestroza, Texas State University

constructivistpress.com Friday, April 9, 2021 Program

POSTER SESSION #2 ISK by NARST members, update on the edited book series on ISK, and any other ISK RIG related business FRIDAY, 8:00 am – SATURDAY, 7:00 am the membership needs to discuss. Posters are available for viewing for a 23-hour Presiders: window for asynchronous interactions. Attendees Bhaskar Upadhyay, University of Minnesota can view the poster at the indicated link and post Stacey Britton, University of West Georgia comments to which the presenter may respond. The Sharon Nelson-Barber, WestEd posters will become inactive and inaccessible after Rouhollah Aghasaleh, Humboldt State University Saturday, 7:00 am. For a complete listing of Friday’s posters, please refer to the end of the Friday schedule.

NETWORKING/SOCIAL Author—Scheduled, 30-minute Q&A CONCURRENT SESSIONS Sessions #2 8:30 am – 9:30 am | Real-Time/Live Presenters pre-record their presentations and schedule a Art-Based Social Meet-Up 30-minute block (like “office hours”) for Q&A. Attendees (duration: 30 min) view the recorded presentations in advance of the Q&A. Scheduled times for Q&A are listed at the end of the Organizer: conference program on page 120. If not listed, then Katia Kromann Nielsen, University of Copenhagen please consult program addendum/changes. This is a short informal session where we can get to know each other in a different way. In the session I will Research Interest Groups (RIGs) Meetings give a brief introduction of art-based-methods and we will then engage in an exercise. The idea is to use art- 8:30 am – 9:30 am | Real-Time/Live based methods to experiment with getting to know each other in a fun way despite the distance. Engineering Education Research Interest Group (ENE-RIG) Drop Your Research/Theory/Test Tube Like it’s Hot At the 2021 Business Meeting, the RIG members will (duration: 60 min) discuss the following items: a) Updates on membership Organizers: (100+ members), listserv, website; b) Discussion on Noemi Waight, University at Buffalo NARST strands and involvement of the ENE-RIG; c) Plans Jennifer Adams, University at Calgary for collaborative paper sets, symposiums, and panels; and d) Updates on leadership team, elections, roles, This session will provide a space for informal community and budget. building. It will involve a jam session that will feature an eclectic musical lineup from all over the world. The goal Presiders: here is to provide a space to connect with other NARST Kristina Tank, Iowa State University members, decompress, and dance the time away. Since Anne Leak, High Point University the act of dancing is related to spatial awareness, raises Indigenous Science Knowledge Research Interest the heart rate, and results in the release of endorphins, Group (ISK-RIG) we hypothesize that dancing in community will inform positive vibes for NARST’ers. At the 2021 business meeting, ISK members will discuss the following items: developing ideas and activities to engage with Indigenous Tribes and the NARST, developing ideas and activities to promote visions and missions of the ISK RIG more globally, developing priorities on how to use funds donated to

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CONCURRENT SESSION #6 Strand 6: Special Time Slot | 7:15 am – 8:15 am Science Learning in Informal Contexts Advance Viewing of Pre-recorded Presentations Special Time Slot | 7:15 am – 8:15 am with 60-minute Real-Time/Live Q&A Informal Science Learning in Museums and other Places Strand 5: Advanced Pre-recorded Viewing and Live Q&A College Science Teaching and Learning (Grades 13-20) Presider: Ran Peleg, University of Southampton Special Time Slot | 7:15 am – 8:15 am Pedagogy and Partnerships for the Modern Assessing Participant Learning Outcomes STEM College Classroom in Science Museums: Building Capacity for Collective Evaluation 7:15 am – 8:15 am K. C. Busch, North Carolina State University Advanced Pre-recorded Viewing and Live Q&A Lynn Chesnut, North Carolina State University Regina Ayala Chavez, North Carolina State University Presider: Lincoln Larson, North Carolina State University Emily Walter, California State University, Fresno Kathryn Stevenson, North Carolina State University Revision as an Essential Step in Modeling Cellular Charles Yelton, North Carolina Museum of Natural Respiration System Dynamics Sciences Lyrica Lucas, University of Nebraska–Lincoln Nicole Coscolluela, North Carolina Museum of Tomáš Helikar, University of Nebraska–Lincoln Natural Sciences Joseph Dauer, University of Nebraska–Lincoln Online Learning in Museums and the influence Impacts of Inquiry-Based Teaching on of COVID-19 Museum Closures Undergraduate Students’ Engagement in Science Megan Ennes, University of Florida and Environmental Awareness Characteristics of Students’ Abductive Reasoning Ya-Chun Chen, National Chiao Tung University According to Scientific and Historical Knowledge in Zuway-R Hong, Kaohsiung Medical University Deoksugung Palace, Korea Huann-Shyang Lin, National Sun Yat-Sen University; Jooyoung Jeon, Ewha Womans University Australian Catholic University Donghee Shin, Ewha Womans University Enacting a Persona Strategy in Knowledge Empowering Publics to Engage with Socio-Scientific Construction to Elicit Epistemic Goals and Support Issues in Science Exhibitions: Mental Health-Mind Epistemic Agency Matters Heesoo Ha, Seoul National University Ana Maria Navas Iannini, University of Los Andes Comparing Learning Assistant and Professor Erminia Pedretti, University of Toronto Instructional Moves in an Undergraduate Kristen Schaffer, University of Toronto Engineering Science Class Daniel Atkinson, University of Toronto Isabella Stuopis, Tufts University Kristen B. Wendell, Tufts University Hoda Koushyar, Tufts University

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Strand 10: CONCURRENT SESSION #6 Curriculum and Assessment 9:30 am – 10:30 am Special Time Slot | 7:15 am – 8:15 am Advance Viewing of Pre-recorded Presentations with 60-minute Real-Time/Live Q&A Automated Scoring and Machine Learning in Science Assessment Strand 1: Advanced Pre-recorded Viewing and Live Q&A Science Learning: Development of Student Presider: Understanding Shahar Abramovitch, University of Massachusetts, Multiple Ways of Representing Knowledge Boston 9:30 am – 10:30 am When Can Multinomial Logistic Regression Best Advanced Pre-recorded Viewing and Live Q&A Classify Pre-service Physics Teachers’ Written Reflections? Presider: Peter Wulff, University of Potsdam Anita Schuchardt, University of Minnesota David Buschhüter, University of Potsdam Anna Nowak, University of Potsdam A Framework to Foster Knowledge Acquisition Andreas Borowski, University of Potsdam Processes in STEM and Computing Education Burkhard Priemer, Humboldt-Universität zu Berlin Towards Automated Formative Assessment of Annette Upmeier Zu Belzen, Humboldt-Universität Students’ Scientific Explanations in Biology Using zu Berlin Natural Language Processing Moriah Ariely, Weizmann Institute of Science Writing in Science: A Tool for Personal and Tanya Nazaretsky, Weizmann Institute of Science Three-dimensional Sensemaking Giora Alexandron, Weizmann Institute of Science Kirsten Edwards, Michigan State University Charles Anderson, Michigan State University Automated Scoring of Chinese Grades 7-9 Students’ Competence in Interpreting and Arguing from A New Perspective on Multimodality in Science Evidence Learning and Teaching Cong Wang, Beijing Normal University Ayca Fackler, University of Georgia Xiufeng Liu, State University of New York at Buffalo Lei Wang, Beijing Normal University Ying Sun, State University of New York at Buffalo Jian Wang, Beijing Normal University Shan Lin, Beijing Normal University

Applying Machine Learning to Automatically Evaluate Student Scientific Modeling Competence Xiaoming Zhai, Michigan State University Jie Yang, Beijing Normal University Tingting Li, CREATE for STEM Institute Peng He, Michigan State University Joseph Krajcik, Michigan State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 82 Friday, April 9, 2021 Program

Strand 1: Strand 2: Science Learning: Development of Student Science Learning: Contexts, Characteristics, Understanding and Interactions Student Thinking about Genetics and Research of Primary Science Teaching and Evolution Learning in China—The Past and the Future 9:30 am – 10:30 am 9:30 am – 10:30 am Advanced Pre-recorded Viewing and Live Q&A Advanced Pre-recorded Viewing and Live Q&A

Presider: Presider: Cari Herrmann Abell, BSCS Science Learning Yang Yang, Beijing Normal University

Mechanistic Reasoning about Gene Environment Discussant: Interactions Siqi Li, Beijing Normal University Michal Haskel Ittah, Weizmann Institute of Science Ravit Golan Duncan, Rutgers University Presenters: Yang Yang, Beijing Normal University Teleology and Essentialism in the Context of Siqi Li, Beijing Normal University Genetics: A Fresh Look at Students’ Conceptions Yajie Xin, Qingdao University Florian Stern, University of Geneva Zongfang Zhang, Qingdao University Kostas Kampourakis, University of Geneva Yueyuan Meng, Qingdao University Marine Delaval, Université de Lille Xinhui Zhou, Qingdao University Andreas Mueller, University of Geneva

Learning about Evolution: An Intervention Study on Strand 2: the Elucidation of Misconceptions and Context- Science Learning: Contexts, Characteristics, Related Surface Features and Interactions Helena Aptyka, University of Cologne Interest, Motivation, and Critical Thinking in Victoria Hollmann, University of Cologne Science Learning Daniela Fiedler, Kiel University 9:30 am - 10:30 am Jörg Großschedl, University of Cologne Advanced Pre-recorded Viewing & Live Q&A Characterizing Students’ Use of Mechanistic Reasoning to Explain Allele Relationships Presider: Gur Livni Alcasid, Weizmann Institute of Science Sara Samiphak, University of California, Berkeley Michal Haskel Ittah, Weizmann Institute of Science Elementary Student Latent Expectancy-Value-Cost Science Motivation Classes and Their Association with Science Achievement David McKinney, University of Nevada, Las Vegas

Examining the Predictors of Middle School Students’ Interests in Computationally Demanding Science Careers Arif Rachmatullah, North Carolina State University Madeline Hinckle, North Carolina State University Danielle Boulden, North Carolina State University Eric Wiebe, North Carolina State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 83 Friday, April 9, 2021 Program

The Effects of Critique-driven Inquiry (CDI) Teaching Elementary Teacher Beliefs, Understandings, and Intervention on Primary and Secondary School Confidence to Integrate Engineering: Implications Students’ Critical Thinking and Scientific Inquiry and Opportunities Competency Whitney McCoy, University of Virginia Ying-Yan Lu, Kaohsiung Medical University Jennifer Maeng, University of Virginia Zuway-R Hong, Kaohsiung Medical University Amanda Gonczi, Michigan Technological University Huann-Shyang Lin, National Sun Yat-Sen University Robert Handler, Michigan Technological University Thomas Smith, Northern Illinois University Wen-Yi Hsu, Kaohsiung Medical University Strand 4: An Exploration of Multilevel Effects of Student- and Science Teaching—Middle and High School School- Factors on Elementary Students’ Attitudes (Grades 5-12) towards Science In Search of New Tools for Meaningful Shuchen Guo, Nanjing Normal University Learning in Chemistry—We Stumbled on Enshan Liu, Beijing Normal University Culturo-Techno-Contextual-Approach 9:30 am – 10:30 am Strand 3: Advanced Pre-recorded Viewing and Live Q&A Science Teaching—Primary School (Grades preK-6) Presenters: Engineering Education in the Primary Grades Adekunle Ibrahim Oladejo, Lagos State University Ibukunolu Adebiyi Ademola, Lagos State University 9:30 am – 10:30 am Peter Okebukola, Lagos State University Advanced Pre-recorded Viewing and Live Q&A Fred Awaah, University of Professional Studies, Ghana Deborah Oluwatosin Agbanimu, Lagos State University Presider: Franklin Onowugbeda, Lagos State University Laura Zangori, University of Missouri Aderonke Foluso Ebisin, Ogun State Institute of To What Extent Does Construction Play Enhance Technology Engineering Thinking and Self-Regulation Esther Oluwafunmilayo Peter, Lagos State University Capabilities? Michael Adelani Adewusi, Lagos State University Ornit Spektor-Levy, Bar-Ilan University Tokunbo Ola Odekeye, Lagos State University Taly Shechter, Bar-Ilan University

Elementary Teachers’ Scaffolding of Engineering Strand 5:

Practices: Issues with “The Engineering Design College Science Teaching and Learning Process” as Instructional Model (Grades 13-20) Jacob Pleasants, Keene State College Rethinking STEM College Course Designs Joanne Olson, Texas A&M University 9:30 am – 10:30 am Examining Changes in Practitioner Journals Pre- Advanced Pre-recorded Viewing and Live Q&A and Post-Covid as a Worked Example Brandi Kamp, Clemson University Presider: Daniel Alston, University of North Carolina at Charlotte Joshua Reid, Middle Tennessee State University Integrating a Real-Life Software Project into a Model-Based Systems Engineering MOOC Hanan Kohen, Technion, Israel Institute of Technology Niva Wengrowicz, Technion, Israel Institute of Technology Dov Dori, Technion, Israel Institute of Technology

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 84 Friday, April 9, 2021 Program

Students’ and Instructors’ Conceptions of Adapting and Scaling the LAST PD Program Scientific Hypotheses and Predictions: A Case Conceptual Framework in Preservice Teacher for Closer Scrutiny Education Programs Anupriya Karippadath, Purdue University Abraham Lo, Biological Science Curriculum Study Perion Sharp, Purdue University Betty Stennett, Biological Science Curriculum Study Aya Elhag, Purdue University Connie Hvidsten, Biological Science Curriculum Study Stephanie Gardner, Purdue University Karen Askinas, Biological Science Curriculum Study

Partnering with Undergraduates to Redesign an Factors that Support and Challenge Scaling of Introductory Chemistry Laboratory Course Videobased Analysis-of-Practice PD through K-6 Hannah Jardine, The Catholic University of America Teacher Leader Development Elizabeth Griffith, University of Maryland Kathleen Roth, Cal Poly Pomona Foundation Nicole Wickler, Cal Poly Pomona How Does the Lack of Effective Training Impact Rebecca Eddy, Cobblestone Applied Research Biology GTAs? A Descriptive Study and Evaluation, Inc. Santiago Ojeda-Ramírez, Universidad de los Andes Stephanie Toro, Universidad de los Andes Catalina Zuluaga-Arias, Universidad de los Andes Strand 7: Pre-service Science Teacher Education Strand 6: Identity Development in Science Teachers Science Learning in Informal Contexts 9:30 am – 10:30 am Related Paper Set Advanced Pre-recorded Viewing and Live Q&A Scaling an Effective Analysis-of-Practice PD Program in Four Contexts: Development, Presider: Successes, and Challenges Frackson Mumba, University of Virginia 9:30 am – 10:30 am Challenges in Representing Science Teacher Identity Advanced Pre-recorded Viewing and Live Q&A in Classroom-Based Science Formative Assessments Kristen Larson, Columbia University Translating and Scaling a Face-to-Face, Video-Based Felicia Mensah, Columbia University Elementary Science PD Program to an Online Jessica Riccio, Columbia University Environment Susan Kowalski, Biological Science Curriculum Study “I Wasn’t Aware, Until I was Aware“: Reflective Amy Belcastro, Biological Science Curriculum Study Practices for Teacher Empowerment Connie Hvidsten, Biological Science Curriculum Study Elanur Yilmaz, Middle East Technical University Angelina Constantine, University of Minnesota Elif Sönmez, Kastamonu University Farah Faruqi, University of Minnesota Karen Askinas, Biological Science Curriculum Study Persistence in a STEM Teaching Program: Renee DeVaul, Biological Science Curriculum Study Examining the Effects of Disciplinary Identity Gillian Roehrig, University of Minnesota and Teaching Identity Ingelise Giles, Florida International University Adapting and Scaling a Videobased, Analysis- Nicole Cook, Florida International University of-Practice PD Program for High School Biology Zahra Hazari, Florida International University Teachers Maria Fernandez, Florida International University Jody Bintz, Biological Science Curriculum Study Laird Kramer, Florida International University Connie Hvidsten, Biological Science Curriculum Study Cynthia Gay, Biological Science Curriculum Study Lacey Eckels, Jefferson County KY Public Schools Christopher Wilson, Biological Science Curriculum Study Molly Stuhlsatz, Biological Science Curriculum Study

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 85 Friday, April 9, 2021 Program

The Role of Motivation in Pre-service Physics Job Embeddedness and Professional Support: Teachers’ Learning to Notice Students’ A Case Study of Science Teacher Retention in Preconception One District Martin Schwichow, PH Freiburg Douglas Larkin, Montclair State University Katharina Hellmann, University of Education, Freiburg Liz Carletta, Montclair State University Suzanne Poole Patzelt, Montclair State University Khadija Ahmed, The Center for Research and Evaluation Strand 8: on Education and Human Services In-service Science Teacher Education Teacher Engagement and Leadership Strand 8: 9:30 am – 10:30 am In-service Science Teacher Education Advanced Pre-recorded Viewing and Live Q&A

Presider: Opportunities and Challenges of Facilitating Douglas Larkin, Montclair State University Educators’ Understanding and Use of the Next Generation Science Standards Which Hat Should I Wear? Examining Teacher 9:30 am – 10:30 am Positioning and Engagement in Professional Development Advanced Pre-recorded Viewing and Live Q&A Patrick Enderle, Georgia State University Discussant: Jennifer Schellinger, Florida State University Annemarie Palincsar, University of Michigan Ozlem Akcil Okan, Florida State University Claudia Hagan, Georgia State University Presenters: Samantha Skrob, Florida State University Susanna Hapgood, University of Toledo Ellen Granger, Florida State University Charlene Czerniak, University of Toledo Todd Bevis, Florida State University Amelia Wenk Gotwals, Michigan State University Tanya Wright, Michigan State University Pushing Against the Tides: How Engaging in Gavin Fulmer, University of Iowa Research Promotes Teacher Leadership Development Brian Hand, University of Iowa Joshua Reid, Middle Tennessee State University Elizabeth Lehman, University of Chicago Allison Hardee, Middle Tennessee State University Brian Gane, University of Illinois at Chicago Brett Criswell, West Chester University Nancy Songer, University of Utah Gregory Rushton, Middle Tennessee State University Michelle Newstadt, Gooru.org Curriculum-Based Professional Development to Brian Gane, University of Illinois at Chicago Support Teachers’ Vision of Recent Shifts in Science Instruction Katherine McNeill, Boston College Renee Affolter, Boston College Benjamin Lowell, Boston College Casandra Gonzalez, Boston College Kevin Cherbow, Boston College

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 86 Friday, April 9, 2021 Program

Strand 10: Strand 12: Curriculum and Assessment Technology for Teaching, Learning, and Teacher Observation and Attitudes Towards Research Science Evaluation Virtual Rehearsal Simulations to Explore 9:30 am – 10:30 am Elementary Pre-service Teachers’ Scientific Discourse Skills Advanced Pre-recorded Viewing and Live Q&A 9:30 am – 10:30 am Presider: Advanced Pre-recorded Viewing and Live Q&A Lori Andersen, University of Hawai’i, Manoa Discussant: Teachers’ perspectives of Three-dimensional Tammy Lee, East Carolina University Formative Assessments Embedded within a Curriculum: An Initial Study Presenters: Consuelo Morales, Michigan State University Carrie Lee, East Carolina University Jane Lee, Michigan State University Mark Newton, East Carolina University Idit Adler, Tel Aviv University Paul Vos, East Carolina University Irene Bayer, Michigan State University Jennifer Gallagher, East Carolina University Daniel Dickerson, East Carolina University Empirical Validation of a STEM Observation Instrument Using Exploratory Factor Analysis Joshua Ellis, Florida International University Strand 12: Emily Dare, Florida International University Technology for Teaching, Learning, Mark Rouleau, Michigan Technological University and Research Elizabeth Ring-Whalen, St. Catherine University Teaching and Learning in the College Benny Mart Hiwatig, University of Minnesota, Science Classroom Twin Cities Khomson Keratithamkul, University of Minnesota 9:30 am – 10:30 am Feng Li, Florida International University Advanced Pre-recorded Viewing and Live Q&A Farah Faruqi, University of Minnesota Preethi Titu, Kennesaw State University Presider: Gillian Roehrig, University of Minnesota Sally Wu, Northwestern University

Challenges in Assessing Chemistry Lab Reports The Design Components of an Online Course Among Pre-service Teachers in Research Ethics for Science and Yoram Zemel, Technion, Israel Institute of Technology Engineering Students Gabriela Shwartz, Technion, Israel Institute of Miri Barak, Technion, Israel Institute of Technology Technology Interrelationship between Perceived Innovative Shirly Avargil, Technion, Israel Institute of Technology Thinking and Actual Innovation, Online vs. Educative Curriculum Materials for Teacher Face-to-Face Learners Educators: Building Preservice Teachers’ Content Miri Barak, Technion, Israel Institute of Technology Knowledge for Teaching about Matter Maya Usher, Technion, Israel Institute of Technology Deborah Hanuscin, Western Washington University Computational Practices in Science Disciplines Emily Borda, Western Washington University Claudia Fracchiolla, University College Dublin Josie Melton, Western Washington University Claire Mullen, University College Dublin Jamie Mikeska, Educational Testing Service Maria Mehaan, University College Dublin

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 87 Friday, April 9, 2021 Program

Investigating Students’ Engagement with Science CONCURRENT SESSION #7 Videos: An EEG Study Ido Davidesco, University of Connecticut 10:45 am – 11:45 am Or Dagan, New York University Advance Viewing of Pre-recorded Presentations with 60-minute Real-Time/Live Q&A Strand 14: Environmental Education and Sustainability Strand 2: Approaches to Education for Sustainability Science Learning: Contexts, Characteristics, and Sustainable Development and Interactions 9:30 am – 10:30 am COVID & Social Justice Advanced Pre-recorded Viewing and Live Q&A 10:45 am – 11:45 am Advanced Pre-recorded Viewing and Live Q&A Presider: Shelley Rap, Weizmann Institute of Science Presider: Gianna Lopez-Colson, University of Texas, “Speak to Me in Numbers”—Interdisciplinary Rio Grande Valley Teaching of Sustainable Development Goals Shelley Rap, Weizmann Institute of Science STEM Teachers’ Curriculum Practices in Online Ayshi Sindiani, Weizmann Institute of Science Teaching during the Covid-19 Pandemic: A Canadian Moran Bodas, Sheba Medical Center, Tel Aviv University Context Sherman Rosenfeld, Weizmann Institute of Science Isha DeCoito, Western University Alex Friedlander, Weizmann Institute of Science Mohammed Estaiteyeh, University of Western Ron Blonder, Weizmann Institute of Science Ontario

Science Comics for the Public Good: Enhancing Empowering K-12 Science Teachers as Equity Environmental Literacy in/of the Anthropocene Advocates and Designers of Transformative Katherine Bruna, Iowa State University Justice-Centered Science Learning Communities Lyric Bartholomay, University of Wisconsin, Madison Tammie Visintainer, San José State University Sara Erickson, Iowa State University Ideological Practice in Science Learning: Sustainable Development Practices: Impacts Navigating Complex Terrain of Climate of Significant Life Experiences, Knowledge, and and Politics in U.S. Classrooms Attitudes by Controlling School Environment Lynn Zummo, University of Utah Ridvan Elmas, Afyon Kocatepe University Has COVID-19 left 3D Science Savas Pamuk, Akdeniz University in Elementary School on Yakup Saban, Afyon Kocatepe University Life Support? Sally Crissman, TERC Roger Tobin, Tufts University Sara Lacy, TERC

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 88 Friday, April 9, 2021 Program

Strand 4: Strand 6: Science Teaching—Middle and High School Science Learning in Informal Contexts (Grades 5-12) STEM Interest Development Teaching Practices 10:45 am – 11:45 am 10:45 am – 11:45 am Advanced Pre-recorded Viewing and Live Q&A Advanced Pre-recorded Viewing and Live Q&A Presider: Presider: Susan Letourneau, New York Hall of Science Todd Hutner, University of Alabama Authentic STEM research, practices of science, Testing Two Teacher Preparation Programs for and interest development in an informal science Effective Science Teaching education program Elizabeth Lewis, University of Nebraska–Lincoln Bobby Habig, American Museum of Natural History Lyrica Lucas, University of Nebraska–Lincoln Preeti Gutpa, American Museum of Natural History Amy Tankersley, University of Nebraska–Lincoln Elizabeth Hasseler, University of Nebraska–Lincoln Content, Context, and Structure of Family STEM Anna Rivero, Seattle University Conversations and Their Influence on STEM Identity Brandon Helding, University of Nebraska-Lincoln Heidi Cian, Florida International University Remy Dou, Florida International University Evoking Meaning and Connection: Using Awe to Teach Science Parent Gender as a Contributing Factor in the Julianna Nieuwsma, North Carolina State University Development of College Students’ STEM Identity Gail Jones, North Carolina State University Sheila Castro, Florida International University Kathyrn Rende, North Carolina State University Heidi Cian, Florida International University Emma Refvem, North Carolina State University Remy Dou, Florida International University Sarah Carrier, North Carolina State University Integrating Authentic Learning with Career Role Jill Grifenhagen, North Carolina State University Models to Promote Student Interest in Biosciences Cesar Delgado, North Carolina State University Stephanie Couch, Massachusetts Institute of Technology Pamela Huff, North Carolina State University Melanie Kalainoff, Kalainoff Consulting and Exploring Interactions between Urban Science Research, LLC Teachers’ Epistemological Beliefs and their Leigh Estabrooks, Lemelson-MIT Program Understanding of Argumentation Helen Zhang, Boston College Teresa Massey, Georgia State University Anthony Perry, Lemelson-MIT Program Patrick Enderle, Georgia State University Alazar Ayele, Biogen Community Lab, Biogen Inc. Desmond Lee, Georgia State University Amanda Marvelle, Biogen Community Lab, Biogen Inc. Claudia Hagan, Georgia State University Connor Hanley, Biogen Community Lab, Biogen Inc. Alex Cameron, Biogen Community Lab, Biogen Inc.

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 89 Friday, April 9, 2021 Program

Instructional Decision-Making for Preservice Strand 7: Teachers’ Socioscientific Issues-Based Teaching Pre-service Science Teacher Education Melanie Kinskey, Sam Houston State University Development of Pedagogy and Practice Dana Zeidler, University of South Florida of Pre-service Teachers Pre-service Teachers’ Experiences and Perceptions 10:45 am – 11:45 am of Learner-Learner Talk: A Lens into Future Teaching Advanced Pre-recorded Viewing and Live Q&A Methods Nomfundo Radebe, University of Witwatersrand Presider: Emmanuel Mushayikwa, University of the Witwatersrand Karin Lohwasser, University of California, Santa Barbara Influence of a COVID-19 SSI Unit on Elementary Teachers’ Trust in Science and Scientists Examining Asset and Deficit Perspectives Lisa Borgerding, Kent State University of Preservice Science Teachers’ Knowledge Bridget Mulvey, Kent State University and Learning Ron Gray, Northern Arizona University Scott McDonald, Pennsylvania State University Strand 10: David Stroupe, Michigan State University Curriculum and Assessment Curricular innovations in High School Biology Reflective Practice in Microteaching: An Analysis of Preservice Secondary STEM Teachers’ 10:45 am – 11:45 am Video-Vased Reflections Advanced Pre-recorded Viewing and Live Q&A Deepika Menon, University of Nebraska-Lincoln Rosetta Ngugi, Towson University Presider: Cari Herrmann Abell, BSCS Science Learning Employing Distinctiveness as a Framework to Understand Teacher Noticing Measuring the Efficacy of an Approach to Lu Wang, Indiana University Kokomo Integrating Quantitative Reasoning in High School Biology From Fractured to Structured: Examining the Molly Stuhlsatz, BSCS Science Learning Characteristics of Preservice Science Teachers’ Melissa Kjelvik, Michigan State University PCK and PCK Development Elizabeth Schultheis, Michigan State University William Reynolds, North Carolina State University Jeffrey Snowden, BSCS Science Learning Soonhye Park, North Carolina State University Brian Donovan, BSCS Science Learning Mwenda Kudumu, North Carolina State University Louise Mead, Michigan State University

Teacher Decision-Making in High School Biology Strand 7: Curriculum Co-Design: A Comparative Case Pre-service Science Teacher Education Study Analysis Taking Up Socioscientific Issues Elizabeth Chatham, New Visions for Public Schools 10:45 am – 11:45 am Kiran Purohit, New Visions for Public Schools Advanced Pre-recorded Viewing and Live Q&A

Presider: Stephen Witzig, University of Massachusetts, Dartmouth

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 90 Friday, April 9, 2021 Program

Teaching an SSI Unit in an Inclusive Secondary A Systematic Review of the Conceptual Framework Biology Classroom of Attitude Toward Science Instruments Rachel Juergensen, University of Missouri, Columbia Radu Bogdan Toma, Universidad de Burgos Laura Zangori, University of Missouri Jesús Ángel Meneses Villagrá, Universidad de Burgos Patricia Friedrichsen, University of Missouri, Columbia Norman Lederman, Illinois Institute of Technology Tanner Oertli, University of Missouri, Columbia Troy Sadler, University of North Carolina at Chapel Hill Career Aspirations in Elementary Students: A Comparison of Three Measures Kelli Paul, Indiana University Strand 10: Adam Maltese, Indiana University Curriculum and Assessment Merredith Portsmore, Tufts University Evaluating Science Identity, Attitudes, Karen Miel, Tufts University and Career Aspirations Jungsun Kim, Indiana University 10:45 am – 11:45 am Reproducing Oppression: Identifying How Four Advanced Pre-recorded Viewing and Live Q&A Levels of Oppression are Reproduced within the Science Classroom Presider: Khanh Tran, Purdue University Xiaoming Zhai, Michigan State University Selcen Guzey, Purdue University

A Survey to Measure Secondary School Students’ Identity in Research (IR-SH) Linda Morrell, University of California, Berkeley Shruti Bathia, University of California, Berkeley Ben Koo, University of California, Berkeley Perman Gochyyev, University of California, Berkeley Mark Wilson, University of California, Berkeley Rebecca Smith, University of California, San Francisco

y t t y i Pove r v e h t s l i c a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 91 Friday, April 9, 2021 Program

Gender Differences in Early STEM Capital: A Focus Strand 11: on K-4 STEM Experiences Cultural, Social, and Gender Issues Susie Cohen, Florida International University Science Education Research in Culturally Zahra Hazari, Florida International University and Linguistically Diverse Contexts: Critical Gerhard Sonnert, Harvard Smithsonian Views and Emerging Questions Philip Sadler, Harvard Smithsonian 10:45 am – 11:45 am ‘It Was a Completely Different Change in Advanced Pre-recorded Viewing and Live Q&A Environment’: Contribution of Immigration History to STEM Identity Presiders: Alexandra Martinez, Florida International University Sara Wilmes, University of Luxembourg Remy Dou, Florida International University Christina Siry, University of Luxembourg Heidi Cian, Florida International University

Discussant: Building Community and Leveraging Cultural Maria Varelas, University of Illinois at Chicago Resources: Black & Latina Girls in a Virtual STEM Camp Presenters: Laura Peña, Georgia State University Sara Wilmes, University of Luxembourg Natalie King, Georgia State University Christina Siry, University of Luxembourg Helen Douglass, University of Tulsa Shakhnoza Kayumova, University of Massachusetts, Strand 12: Dartmouth Technology for Teaching, Learning, Minjung Ryu, University of Illinois at Chicago and Research Casey Elizabeth Wright, Purdue University Related Paper Set Sara Salloum, University of Balamand Mavreen Rose Tuvilla, Texas State University Leveraging Mixed-reality Classroom Geeta Verma, University of Colorado Denver Simulators for Professional Development Maria Varelas, University of Illinois at Chicago to Support Student-centered STEM Learning Environments 10:45 am – 11:45 am Strand 12: Technology for Teaching, Learning, Advanced Pre-recorded Viewing and Live Q&A and Research Using TeachLivE Mathematics Diagnosis Simulations STEM Capital with Pre-service Elementary Teachers 10:45 am – 11:45 am Enrique Ortiz, University of Central Florida Advanced Pre-recorded Viewing and Live Q&A How Do GTAs Conceptualize and Utilize Error Framing in a Mixed-Reality Classroom Simulator Presider: Ashley Geraets, University of Central Florida Cassie Quigley, University of Pittsburgh Constance Doty, University of Central Florida Constructing “STEM Identity”: Test of an Expanded Andrew Chesire, University of Central Florida Identity Model Tong Wan, Westminster College Remy Dou, Florida International University Jacqueline Chini, University of Central Florida Heidi Cian, Florida International University Erin Saitta, University of Central Florida

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 92 Friday, April 9, 2021 Program

Impact of GTA Practice with Questioning Strategies Differences and Interrelations between Science and Using a Mixed-Reality Simulator Engineering—Stereotypes and Experts’ Perceptions Constance Doty, University of Central Florida Lior Keren, Technion, Israel Institute of Technology Ashley Geraets, University of Central Florida Shulamit Kapon, Technion, Israel Institute of Tong Wan, Westminster College Technology Erin Saitta, University of Central Florida Jacqueline Chini, University of Central Florida NARST Membership Meeting Mixed Reality Integrated Learning Environment for 12:00 pm – 1:00 pm Teaching Training of STEM Teaching Assistants Fengfeng Ke, Florida State University Presider: Zhaihuan Dai, Florida State University Eileen Carlton Parsons, NARST President Chih-Pu Dai, Florida State University Luke West, Florida State University Lunch Break (on your own) Xin Yuan, Florida State University 12:00 pm – 1:00 pm Strand 13: History, Philosophy, Sociology, and Nature of Science CONCURRENT SESSION #8 The Nature of Science & Engineering 1:15 pm – 2:45 pm | Real-Time/Live Practices 10:45 am – 11:45 am Administrative Sponsored Session Advanced Pre-recorded Viewing and Live Q&A Equity and Ethics Committee Presider: Making the Case to Empower, Evoke, and Sahar Alameh, University of Kentucky Revolutionize the Culture of Science for Social Equity The Nature of Scientific Explanation (NOSE): Examining the Quality and ‘Goodness’ of Explanation 1:15 pm – 2:45 pm | Real-Time/Live among Students, Teachers, and Scientists Presenters: Sahar Alameh, University of Kentucky Sami Kahn, Princeton University Fouad Abd-El-Khalick, University of North Carolina at Stefanie Marshall, University of Minnesota Chapel Hill Shari Watkins, American University David Brown, University of Illinois

County Science Specialists’ Views of Aligning Administrative Sponsored Session Historical and Experimental Sciences with NGSS Publications Advisory Committee Science Practices Laura Schneider, St. Mary’s College of Maryland How to Get Your Research Published Julie Kittleson, University of Georgia in Science Education Journals Epistemic Aspects of Engineering for K-12 Education 1:15 pm – 2:45 pm | Real-Time/Live Ezgi Yesilyurt, Weber State University Presiders: Hasan Denzi, University of Nevada, Las Vegas Shakhnoza Kayumova, University of Massachusetts, Erdogan Kaya, George Mason University Dartmouth Tina Cheuk, Stanford University Dante Cisterna, Educational Testing Service

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 93 Friday, April 9, 2021 Program

Presenters: Administrative Sponsored Session Asia-Pacific Science Education Continental and Diasporic Africa in Sonya Martin, Seoul National University Science Education (CADASE) RIG Cultural Studies of Science Education CADASE RIG: Educative STEM Materials Catherine Milne, New York University that Use and Evoke African American Capital Christina Siry, University of Luxembourg 1:15 pm – 2:45 pm | Real-Time/Live Evolution: Education and Outreach Ross Nehm, Stony Brook University Going beyond Ceremony: Creating Educative STEM Materials that Use and Evoke African American International Journal of Science Education Capital Gail Jones, North Carolina State University Catherine Quinlan, Howard University Journal of Research in Science Teaching CADASE Posters Felicia Mensah, Columbia University Science Education, A Public Good for the Good of Troy Sadler, University of North Carolina at Chapel Hill the Public? Research on and for the African Journal of Science Education and Technology Diaspora to Empower, Evoke, and Revolutionize Kent Crippen, University of Florida, Gainesville Applying the Ecosystem Services Framework to Journal of Science Teacher Education Engage African American Undergraduate Students in Geeta Verma, University of Colorado, Denver Environmental Sciences Todd Campbell, University of Connecticut Mark Dugo, Johnson C. Smith University

Journal of Teacher Education Through Rated Responses to Cognitive Resources Gail Richmond, Michigan State University and Equity: Nigerian Students’ Productive Beginnings through Science Inquiry Responses Research in Science Education Mark Akubo, Florida State University Angela Fitzgerald, University of Southern Queensland Oluwafunke Ogunya, Florida State University

Science Education Collegiate Student Perspectives on Coastal Sherry Southerland, Florida State University Environmental Conservation Stanton Belford, Martin Methodist College Science & Education Sibel Erduran, University of Oxford eNVision: A Collaborative Redesign of Pre-service Teacher Candidates and Faculty Experiences through Studies in Science Education a Professional Development School Partnership Lucy Avraamidou, University of Groningen Rona Robinson-Hill, Ball State University, Muncie, IN Justin Dillon, University of Exeter

CBE-Life Science Education Kimberly Tanner, San Francisco State University Jeff Schinske, Foothill College

School Science and Mathematics Bridget Miller, University of South Carolina Christie Martin, University of South Carolina

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 94 Friday, April 9, 2021 Program

Administrative Sponsored Session Should High School Biology Teachers Relate to President Students’ Religious Faith during Evolution Class? Reut Stahi-Hitin, Weizmann Institute of Science National Academies of Sciences (NAS) Board Anat Yarden, Weizmann Institute of Science of Science Education (BOSE) Contribution to Science Education as a Public Good Disparities in Mentoring Experiences and Academic/Career Outcomes of STEM 1:15 pm – 2:45 pm | Real-Time/Live Undergraduates during the COVID-19 Pandemic Guan Saw, Claremont Graduate University Presenters: Chi-Ning Chang, University of Kansas Heidi Schweingruber, National Academies of Science, Paul Hernandez, Texas A&M University BOSE Kenne Dibner, The National Academies of Sciences, Engineering and Medicine Strand 3: Megan Bang, Northwestern University Science Teaching—Primary School Maya Garcia, Colorado Department of Education (Grades preK-6) William Penuel, University of Colorado Related Paper Set The Roles and Uses of Crosscutting Strand 2: Concepts in Elementary Teaching Science Learning: Contexts, Characteristics, 1:15 pm – 2:45 pm | Real-Time/Live and Interactions Social Factors in College Science Presider: Anna Maria Arias, Kennesaw State University 1:15 pm – 2:45 pm | Real-Time/Live Co-Occurring Crosscutting Concept Use in Presider: Elementary Preservice Teachers’ Lesson Plans to Veronique Merritt, Columbia University Support Ambitious Teaching and Three-dimensional Group Interaction Patterns during Argument-Based Science Learning Data Interpretation Tasks in Undergraduate Biology Amanda Benedict-Chambers, Missouri State University Andy Cavagnetto, Washington State University Carrie-Ann Sherwood, Southern Connecticut State Olivia Prestis, Washington State University University Ayden Hackett, Washington State University A Comparative Case Study of Preservice and Larry Collins, Washington State University Inservice Teachers’ Implicit Use of CCCs in Lesson Jessie Arneson, Washington State University Planning Jacob Woodbury, Washington State University Tina Vo, University of Nevada, Las Vegas William Davis, Washington State University Nicole Thomas, University of Nevada, Las Vegas Erika Offerdahl, Washington State University Astha Metha, University of Nevada, Las Vegas What Professors Say during Collaborative Tasks: Exploring Relationships among Educative Materials Facilitation in a POGIL Chemistry Class and Elementary Teachers’ Use of CCCs in NGSS- Shaghayegh Fateh, Middle Tennessee State University Based Instruction Zubeyde Demet Kirbulut, Harran University Sarah Fick, Washington State University Amy Phelps, Middle Tennessee State University Jennifer Chiu, University of Virginia Joshua Reid, Middle Tennessee State University Gregory Rushton, Middle Tennessee State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 95 Friday, April 9, 2021 Program

Inservice Elementary Teachers’ Successes and Challenges in Using the Crosscutting Concepts Strand 7: in Three-dimensional Learning Pre-service Science Teacher Education Anna Maria Arias, Kennesaw State University Beliefs and Efficacy Among Pre-service Brendan Callahan, Kennesaw State University Teachers Michael Dias, Kennesaw State University 1:15 pm – 2:45 pm | Real-Time/Live Karen Kuhel, Kennesaw State University Deborah Hanuscin, Western Washington University Presider: Jennifer Maguire, Virginia Tech University

Strand 4: Experiences in Science Methods Courses and Science Teaching—Middle and High School Science Teaching Efficacy (Grades 5-12) Sheryl McGlamery, University of Nebraska Omaha Related Paper Set Bridget Franks, University of Nebraska at Omaha Saundra Shillingstad, University of Nebraska at Omaha Investigating Aspects of the Modeling Competence: Practices and Metaknowledge Influence of Pre-service Science Teachers’ Beliefs 1:15 pm – 2:45 pm | Real-Time/Live and Goals in the Learning Tasks They Design Diego Rojas-Perilla, Columbia University Examining Student Engagement with ST and CT through Modeling in a Science Classroom Changes in Pre-service Elementary Teachers’ Jonathan Bowers, Michigan State University Science Teaching Self-efficacy and Reformed-Based Science Teaching and Learning Beliefs Characterizing Students Progression Patterns Laura Eicher, Clemson University in CT and ST through Modeling Cynthia Deaton, Clemson University Emil Eidin, Michigan State University Israel Touitou, Michigan State University To Teach or not to Teach: Examining Persistence of Interest in Mathematics and Science Teaching Validation of a Rating Scale to Assess Learners’ Andrew Marichal, Florida International University Meta modeling Knowledge using the Argument-Based Zahra Hazari, Florida International University Approach Gerhard Sonnert, Harvard Smithsonian Paul Engelschalt, Humboldt University of Berlin Philip Sadler, Harvard Smithsonian Anna Beniermann, Humboldt University of Berlin Annette Upmeier Zu Belzen, Humboldt-Universität Zu Berlin Strand 8: Dirk Krueger, Freie Universitaet Berlin In-service Science Teacher Education Handbook of Research on Science Evaluating Pre-service Science Teachers’ Teacher Education Metacognitive Knowledge of the Modeling Process Tom Bielik, Freie Universitaet Berlin 1:15 pm – 2:45 pm | Real-Time/Live Moretz Krell, Freie Universitaet Berlin Discussant: Dirk Krueger, Freie Universitaet Berlin Michele Koomen, Gustavus Adolphus College

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 96 Friday, April 9, 2021 Program

Presenters: High School Students’ Ability to Connect Biological Julie Luft, University of Georgia Processes when Studying Evolution Gail Jones, North Carolina State University Rebecca Ellis, Michigan State University Andrew Gilbert, George Mason University Louise Mead, Michigan State University Elizabeth Edmondson, Virginia Commonwealth Frieda Reichsman, The Concord Consortium University Jim Smith, Michigan State University Allan Feldman, University of South Florida Kiley McElroy-Brown, The Concord Consortium Michael Reiss, University of London Genevive Bondaryk, Brandeis University Eve Manz, Boston University Maria Berry, Michigan State University David Stroupe, Michigan State University Pete White, Michigan State University Michele Koomen, Gustavus Adolphus College Shannon Navy, Kent State University Strand 11: Cultural, Social, and Gender Issues Strand 10: Whiteness Curriculum and Assessment 1:15 pm – 2:45 pm | Real-Time/Live Assessing Student Reasoning in the Context of Systems and Processes Presider: 1:15 pm – 2:45 pm | Real-Time/Live Natalie King, Georgia State University

Presider: The Power of Faculty Learning Communities Molly Stuhlsatz, BSCS on the development of Inclusive Teaching in STEM Learning Environments Improving Student’s Understanding of Biological Mojtaba Khajeloo, University of Missouri, Columbia Variation in Experimental Design and Analysis Marcelle Siegel, University of Missouri, Columbia through a Curricular Intervention Yejun Bae, University of Missouri, Columbia Anita Schuchardt, University of Minnesota Terrell Morton, University of Missouri, Columbia Jessica Dewey, University of Minnesota Charles Nilon, University of Missouri, Columbia Jenna Hicks, University of Minnesota Johannes Schul, University of Missouri, Columbia Courtney Ngai, University of Missouri, Columbia Uncovering Students’ Developing Understanding Adele Du, University of Missouri, Columbia of Interdependent Relationships in Ecosystems Sara Dozier, Stanford University STEM Schools as a Property of Whiteness Anna MacPherson, American Museum of Natural in Urban Areas History Katie Wade-Jaimes, University of Nevada, Las Vegas Linda Morell, University of California, Berkeley Bonelli Dobbs, University of Memphis Weerephat Suksiri, University of California, Berkeley Mark Wilson, University of California, Berkeley Hear and Listen: Experiences of Adult Black Jonathan Osborne, Stanford University Women in Science Classes Reneé Schwartz, Georgia State University Rethinking Assessments for Systems Melissa Schoene, Georgia State University Karyn Housh, Indiana University Abeera Rehmat, Indiana University-Bloomington Discourses White Men Use to Maintain White Cindy Hmelo-Silver, Center for Research on Learning and Male Supremacy in Physics and Technology Melissa Dancy, Dancy Consulting Dante Cisterna, Educational Testing Service Apriel Hodari, Eureka Scientific Inc Lei Liu, Educational Testing Service

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 97 Friday, April 9, 2021 Program

Comparing two Task Analysis Guides in Science: Strand 11: Examination of Cognitive Demand Cultural, Social, and Gender Issues Richard Lamb, East Carolina University Motivation and Under-Representation Troy Sadler, University of North Carolina 1:15 pm – 2:45 pm | Real-Time/Live at Chapel Hill Knut Neumann, Leibniz Institute for Science Analyzing Discussions of Under-Representation in a Education High School Classroom David Fortus, Weizmann Institute of Science Ben Archibeque, Florida International University Pavlo Antonenko, University of Florida Geoff Potvin, Florida International University Amanda Kavner, East Carolina University Zahra Hazari, Florida International University Douglas Hoston, East Carolina University Robynne Lock, Texas A&M Commerce Integrating Flipgrid for Science Formative Individualistic or Systemic? High School Girls Make Assessment: A Case Study of an Elementary Sense of Gender Inequality in Engineering Preservice Teacher’s Learning Tatiane Russo-Tait, University of Texas at Austin Sharfun Islam Nancy, University of South Florida Katherine Doerr, University of Texas at Austin Karl Jung, University of South Florida Catherine Riegle-Crumb, University of Texas at Austin Ursula Nguyen, University of Texas at Austin Strand 14: Motivational Factors Mediating Attitudes Toward Environmental Education and Sustainability STEM Careers Amongst a National Sample of Middle Education for Environmental Science School Students Literacy Elif Oz, University of Notre Dame 1:15 pm – 2:45 pm | Real-Time/Live Matthew Kloser, University of Notre Dame Presider: Making Explicit Latinx Female Physics Students’ May Lee, University of Groningen Goal Contents Brian Zamarripa Roman, University of Central Florida Secondary Students’ Sense-Making of Graphs Jacqueline Chini, University of Central Florida Related to Climate Change May Lee, University of Groningen Strand 12: Alicia Alonzo, Michigan State University Technology for Teaching, Learning, Unifying Formal Academic and Environmental and Research Education Priorities: Student Outcomes Framework Alternate Avenues of Assessment for Environmental Literacy Education 1:15 pm – 2:45 pm | Real-Time/Live Amy Green, University of Maryland, College Park John Baek, NOAA Education Presider: Reimagining Open Schooling as a Sustainable Jamie Mikeska, Educational Testing Service Goal in the Pandemic Era Exploring the Effect of Construct Complexity on Giulia Tasquier, University of Bologna Machine Learning Assessments of Argumentation Olivia Levrini, University of Bologna Kevin Haudek, Michigan State University Paola Fantini, University of Bologna Xiaoming Zhai, Michigan State University Erik Knain, University of Oslo Alfredo Jornet Gil, University of Oslo

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 98 Friday, April 9, 2021 Program

Perceptions of Environmental Literacy NETWORKING/SOCIAL Preparedness: An Intrastate Systemic Analysis CONCURRENT SESSIONS of Districts’ Environmental Literacy Plan Implementation 3:15 pm – 5:30 pm | Real-Time/Live Tamara Peffer, Pennsylvania Department of Education Ann Gaudino, Millersville University Among Us Scholars Nanette Marcum-Dietrich, Millersville University (duration: 60 min) Steven Kerlin, Stroud Water Research Center Participants for this session will play the video game “Among us”. Strand 14: Environmental Education and Sustainability Organizer: Karina Del Carmen Mendez Perez, University Designing Learning for Just and Resilient of Texas at Austin Climate Action Enjoying or Enduring the Process of Tenure during 1:15 pm – 2:45 pm | Real-Time/Live the COVID-19 Pandemic Presider: (duration: 60 min) Rachel Han, University of Washington Organizer: Discussant: Justina Ogodo, Baylor University Alberto Saldamando, Indigenous Environmental This general session is open to all non-tenure, tenure- Network track professors and postdoctoral fellows. The goals Presenters: are 1) to socialize and get to know others who are in the Rachel Han, University of Washington tenure process, 2) to use discourse to ease our pent-up Alberto Saldamando, Indigenous Environmental stress and emotions, and 3) to amuse, uplift, share, and Network guide each other on ways to fulfill this self-enamored Sara Tolbert, Te Whare Wananga o Waitaha, milestone, which we all hope to achieve. Lastly, it will University of Canterbury provide a networking opportunity for collaborative work Daniel Wildcat, Haskell Indian Nations University for those with similar interests. Asli Sezen-Barrie, University of Maine Informal Music Sharing/Jamming Networking David Long, Morehead State University (duration: 60 min) Alexandra Gillis, Brooklyn College Christina Guevara, University of Washington Organizer: Roberta Hunter, Michigan State University Joseph Taylor, University of Colorado, Deb Morrison, University of Washington Colorado Springs

The session will start by networking fellow musicians within the NARST community. We will discuss common musical interests and any instruments we play (including vocals). This could lead to collaborations between annual meetings that could lead to fun live performances and or/ sing-a-longs at annual meetings. At the session, if time permits, we might even jam a little.

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 99 Friday, April 9, 2021 Program

Mindfulness Practices for Stress Relief and Self Care in Evaluating a Network Improvement Community the Time of COVID Program: A Cohort-Based Study of Longitudinal (duration: 90 mins) Student STEM Outcomes Jessica Richardi, University of Rhode Island Organizer: Shane Tutwiler, University of Rhode Island Paula Huffman, University of North Carolina Jay Fogleman, University of Rhode Island at Chapel Hill Sara Sweetman, University of Rhode Island UNC Program on Integrative Medicine This Mindfulness workshop will: Science Teachers’ Discourse and Professional Vision of Student Motivation — Develop strategies for using Mindfulness Techniques Wisam Sedawi, Ben-Gurion University of the Negev that can be practiced anywhere, anytime. Livat Eshchar-Netz, Ben-Gurion University — Practice techniques that help to cultivate the ability to of the Negev respond from a calmer baseline to daily life events. Hasida Yakobov, Ben-Gurion University of the Negev — Learn ways to slow the ruminating mind, thereby Dana Vedder-Weiss, Ben-Gurion University decreasing catastrophic thinking and its effect on our of the Negev overall well-being. Developing Ambitious Instruction through — Enhance stress resiliency as we develop techniques Pedagogical Reasoning with Peers for intentionally focusing on positive and pleasurable Kimberly Lebak, Stockton University life events. A Review of Intervention Studies to improve Teacher 21st Century Skills POSTER SESSION #2 Hiya Almazroa, Princess Nourah Bint Abdulrahman University The following posters are available for viewing for a Wadha Alotaibi, Princess Nourah Bint Abdulrahman 23-hour window for asynchronous interactions. University Attendees can view the poster (links will be provided) and post comments to the presenter, to which the Invested Students are Engaged Students: Science presenter can respond. The posters will become Teachers’ Focus on Student Behavior and Student- inactive and inaccessible after Saturday, 7:00 am. Centered Teaching Vance Kite, North Carolina State University Megan Polzin, North Carolina State University Strand 8: POSTERS Wm. Matthew Reynolds, North Carolina State University Moving Beyond Providing Resources: A Multi-system Soonhye Park, North Carolina State University Analysis of Science Teacher Leadership “That’s not Evidence!”: Teacher’s Navigating Rachel Ruggirello, Washington University St. Louis Conceptual and Pedagogical Dilemmas in Earth Alison Brockhouse, Washington University St. Louis Science Teaching Maia Elkana, Washington University St. Louis Jonathan McCausland, Pennsylvania State University Derek Scott, Wentzville School District Jennifer Jackson, Pennsylvania State University PD for Elementary Teachers’ Instruction for Space- Scott McDonald, Pennsylvania State University Sciences Lessons Focusing on Crosscutting Concepts Amy Pallant, The Concord Consortium Soon Lee, Kennesaw State University Hee-Sun Lee, The Concord Consortium

From Being a Science Teacher to a Science Teacher Leader: A Review of the Literature Hatice Ozen Tasdemir, University of Georgia Julie Luft, University of Georgia

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 100 Friday, April 9, 2021 Program

A Study of Teacher Sensemaking about Productive Challenges of Prospective Science Teacher Educators Student Talk in Science Classrooms Problem when Designing Science Methods Courses: Analysis Danielle Vande Zande, Florida State University through a PCK Lens Miray Tekkumru Kisa, Florida State University Jose Pavez, University of Georgia

District Science Coordinators and Science Teaching- Conceptual Models of Technological Solutions: Research Officers: A Review of the Literature Assessing Graduate Engineering Students’ Novelty Comparing Science Teacher Leaders in the United and Model-Based Systems Thinking States and Mainland China Rea Lavi, Massachusetts Institute of Technology Yuxi Huang, University of Georgia Yehudit Judy Dori, Technion, Israel Institute of Julie Luft, University of Georgia Technology; Samuel Neaman Institute for National Policy Research Supporting Novice STEM Teachers through Dov Dori, Technion, Israel Institute of Technology; the Noyce Buddy Program Massachusetts Institute of Technology Sarah Guffey, University of South Alabama Susan Ferguson, University of South Alabama Does the Term “Argument” make it Harder to Measure Andre Green, University of South Alabama Argument? Item Difficulty After Revised Wording Andrea Ash, University of Iowa Talking about English Learners: Integrating Gavin Fulmer, University of Iowa Language and Content in Inquiry Science Brian Hand, University of Iowa Bethany Daniel, Vanderbilt University Jihyun Hwang, University of Iowa Exploring Experienced Science Teachers’ Jee Kyung Suh, University of Alabama Vision for Science Teaching Assessing Algorithmic Thinking Skills in Early Primary Alfred Limbere, Montclair State University School Amid Environmental Studies Mika Munakata, Montclair State University Kalliopi Kanaki, University of Crete Emily Klein, Montclair State University Michail Kalogiannakis, University of Crete Monica Taylor, Montclair State University Emmanouil Poulakis, University of Thessaly Panagiotis Politis, University of Thessaly

Strand 10: POSTERS Evolution Acceptance and Knowledge in Europe: Developing Assessment Tasks to Measure A Systematic Review of the State of Research Model-Based Reasoning in Biology Anna Beniermann, Humboldt-Universität zu Berlin Cari Herrmann Abell, BSCS Science Learning Paul Kuschmierz, Justus Liebig University Giessen; Brian Donovan, BSCS Science Learning Institute for Didactics of Biology Emily Harris, BSCS Science Learning Andra Meneganzin, Università degli Studi di Padova Jeffery Snowden, BSCS Science Learning Rianne Pinxten, University of Antwerp; Antwerp Molly Stuhlsatz, BSCS Science Learning Telmo Pievani, Università degli Studi di Padova Christopher Wilson, BSCS Science Learning Dragana Cvetkovi, University of Belgrade Evangelia Mavrikaki, National and Kapodistrian Exploring Science Teacher Educators’ Evaluation University of Athens of a Score Report to Support Content Knowledge Dittmar Graf, Justus Liebig University Giessen; for Teaching Institute for Didactics of Biology Dante Cisterna, Educational Testing Service Jamie Mikeska, Educational Testing Service Katherine Castellano, Educational Testing Jennifer Lentini, Educational Testing Service

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 101 Friday, April 9, 2021 Program

How does Integrated STEM Life Sciences Unit Affect Introducing Engineering as an Altruistic STEM Middle School Students’ Engagement and Academic Career to Broaden Participation Success? Joni M Lakin, University of Alabama Zeynep Akdemir, Purdue University Edward W Davis, Auburn University Saira Anwar, University of Florida Zahra Karimi, Auburn University Muhsin Menekse, Purdue University Lindsay Norris, Auburn University Selcen Guzey, Purdue University Virginia Davis, Auburn University

Investigating students’ performance on Transnational Ph.D. Students’ Learning Trajectories explanations, developing and using model via the with the Lens of Identity Resources use of Next Generation Science Assessment (NGSA) Selin Akgun, Michigan State Mao-Ren Zeng, National Taiwan Normal University Mei-Hung Chiu, National Taiwan Normal University Factors Affecting High School Students’ Stem Career Peng He, Michigan State University Interest: Findings from A 4-Year Study Joseph Krajcik, Michigan State University Alpasian Sahin, Harmony Public Schools Hersh Waxman, Texas A&M University, College Station Diversity in Knowledge, Conformity in Acceptance of Evolution? Lessons From a Cross-European Building Antiracist Science Teachers for Indigenous Evolution Assessment Schools: Lessons from a Science Professional Paul Kuschmierz, Justus Liebig University Giessen; Development Workshop Institute for Didactics of Biology Bhaskar Upadhyay, University of Minnesota Anna Beniermann, Humboldt University of Berlin Maintaining Critical Virtual Counterspaces for Dittmar Graf, Justus Liebig University Giessen; Minoritized Communities in the COVID-19 Pandemic Institute for Didactics of Biology Ann Varnedoe, Vanderbilt University The Effect of Teacher Talk on Student Engagement William Robinson, Vanderbilt University during an Integrated Unit Ebony McGee, Vanderbilt University Valarie Bogan, Purdue University Factors Affecting Science Academic Achievement Selcen Guzey, Purdue University of Women and Girls of Color: A Meta-Synthesis Assessment of Student Learning in Integrated STEM Joe De Leon, University of Texas Rio Grande Valley Education: A Descriptive Study Maria Rodriguez, University of Texas Rio, Grande Valley Benny Mart Hiwatig, University of Minnesota, Twin Cities Strand 12: POSTERS Gillian Roehrig, University of Minnesota In Their Words: How Students Discuss Motivation, Success, and Learning After Designing STEM Strand 11: POSTERS Video Games STEM Career Transformation: Influences to the Denise M. Bressler, East Carolina University Pathways of Community College Women of Color Len Annetta, East Carolina University STEM Majors Richard Lamb, East Carolina University Melo-Jean Yap, San Diego State University Alexis Dunekack, East Carolina University

Preparing Culturally Responsive Elementary Science Teachers: The SCI-Bridge Model Brian Williams, Georgia State University Nancy Schafer, Georgia State University Diane Truscott, Georgia State University Ana Solana-Campos, Georgia State University Stephanie Byrd, Georgia State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 102 Friday, April 9, 2021 Program

Teacher Perceptions about an Engineering Describing Perceptions of Presence Among Argumentation Discussion within a Simulated Students with ADHD in Using Emerging Classroom after Feedback and Practice Technologies for Science Learning Jamie Mikeska, Educational Testing Service Rebecca Hite, Texas Tech University Pamela Lottero-Perdue, Towson University Gina Childers, Texas Tech University Debra Brockway, Educational Testing Gail Jones, North Carolina State University Dante Igor, Cisterna-Alburquerque, Pontificia Elysa Corin, Institute for Learning Innovation Universidad Católica de Chile Mariana Pereyra, Universidad De La República Uruguay Samira Sackietey, Educational Testing Service Joseph Ciofalo, Educational Testing Service A CSCL Approach for Learning Communities: Supporting Development of Students’ Scientific Developing Online Assignments: Chemistry Competencies and STEM Identities Teachers’ Knowledge and Perceptions Elena Boldyreva, University of Toronto Orit Hercovitz, Technion, Israel Institute of Technology James Slotta, University of Toronto Merav Versano, Technion, Israel Institute of Technology Yehudit Judy Dori, Technion, Israel Institute of Technology; Samuel Neaman Institute for National Strand 13: POSTERS Policy Research, Haifa Empowering Informed Action Using an Integrated Nature of Science and Socio-Scientific Reasoning Development of Representational Competence Framework through a Sequence with Augmented Reality Zoubeida Dagher, University of Delaware for the Learning of Chromatography Cristian Merino, Pontificia Universidad Católica Upper Elementary Students’ Interactions with de Valparaíso Nature of Science Read-Alouds Ainoa Marzabal, Pontificia Universidad Católica Jeanne Brunner, University of Massachusetts, Amherst de Chile Christine McGrail, University of Massachusetts, Amherst Waldo Quiroz, Pontificia Universidad Católica Kathleen Mahoney, University of Massachusetts, Amherst de Valparaíso Sonia Pino, Pontificia Universidad Católica The Most Common Ideas Secondary Students de Valparaíso Considered when Making Decisions Across Brant Miller, University of Idaho Socioscientific Issue Topics Dawnne LePretre, Illinois Institute of Technology Technological Pedagogical Content Knowledge in Norman Lederman, Illinois Institute of Technology Biology Education: Educational Technologies in Secondary and Post-Secondary Classrooms a Exploring School Students’ Ability to Recognise Systematic Literature Review Warrants in Interdisciplinary Argumentation Olena James, Middle Tennessee State University between Science and Religious Education Grant Gardner, Middle Tennessee State University Liam Guilfoyle, University of Oxford Sibel Erduran, University of Oxford Exploring User Actions while Engaged with a Haptically-Enabled Science Simulation (HESSs) How Scientists Perceive and Value Communicating for Teaching about Buoyancy the Nature of Science to the Public James Minogue, North Carolina State University Sarah Poor, Texas A&M University Emily Brunsen, North Carolina State Benjamin Herman, Texas A&M University Kern Qi, Davidson College Tabitha Peck, Davidson College David Borland, University of North Carolina at Chapel Hill

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 103 Friday, April 9, 2021 Program

Investigating University Students’ Perceptions of Caring about Where We are: Exploring Philosophical the Nature of Science and Pedagogical Perspectives of Place Selin Akgun, Michigan State University Sara Salisbury, Middle Tennessee State University Ebru Kaya, Bogazici University How do Faculty at a Business School Conceptualize New Directions in Socioscientific Issues Research Environmental Issues and Incorporate these Issues Dana Zeidler, University of South Florida in their Classrooms? Benjamin Herman, Texas A&M University Hamza Malik, University of Massachusetts, Dartmouth Troy Sadler, University of North Carolina at Chapel Hill Stephen Witzig, University of Massachusetts, Dartmouth

Illustrating Linkages between Natures of Science Relationships between College Students’ and Engineering Epistemological Beliefs about Climate Science Jeffrey Radloff, SUNY Cortland and Attitudes toward Climate Change Brenda Capobianco, Purdue University Lisa Borgerding, Kent State University Jeff Papa, Kent State University Selecting Parts of History of Developing and Barb Currey, Kent State University Using Models: Are Modeling Practices Really New Generation? Seeing Stuff Differently: Inquiry Science Didn’t Ayca Fackler, University of Georgia Change the Environmental Worldview of Preservice Teachers But... Exploring Physicist, Chemist, and Biologist Jean-Philippe Ayotte-Beaudet, Université De Views of Scientific Models Sherbrooke Yi-Wen Huang, National Changhua University of Bryan Nichols, Florida Atlantic University Education Meng-Fei Cheng, National Changhua University Climate Change Education in Rural Spaces of Education Jean-Philippe Ayotte-Beaudet, Université De Sherbrooke Exploring Physicists’ Views of Scientific Models Madison Scheer, Colorado State University Meng-Fei Cheng, National Changhua University Meena Balgopal, Colorado State University of Education Yi-Wen Huang, National Changhua University Science Education Contexts of Culture, Land, and of Education Community: An ‘Aina-Based Model Supporting Chien-Yu Lin, National Changhua University Teacher Eco-Identity Development of Education Sheri Fitzgerald, Pacific American Foundation

Turkish Preschool Teachers’ Professional Strand 14: POSTERS Development Needs: A Joint Collaboration Project A Multi-Perspective Reflection of High School on Education for Sustainability Science Students on Environmental Issues Tulin Guler Yildiz, Hacettepe University Mercy Nyamekye, University of Education of Ridvan Elmas, Afyon Kocatepe University Winneba, Ghana Savas Pamuk, Akdeniz University Sakyiwaa Danso, University of the Witwatersrand, Deniz Kahriman-Pamuk, Mersin University Johannesburg Gelengul Haktanir, Ankara University

Art and Travel Abroad: Influencing Student Goals, Environmental Interests and Conceptions of Science Susannah Sandrin, Arizona State University Becky Ball, Arizona State University Richard Lerman, Arizona State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 104 Friday, April 9, 2021 Program

Approaches to Learning Biology of Women of Color: Strand 15: POSTERS The Intersectionality of Gender, Race, and Science Translating Research into Classroom Practice: Identity Who is Publishing in Science Education Practitioner Angela Google, Middle Tennessee State University Journals (SEPJs)? Anna Grinath, Idaho State University Joseph A. Taylor, University of Colorado, Grant Gardner, Middle Tennessee State University Colorado Springs How a “Judgement Free” Space Influences African G. Michael Bowen, Mount Saint Vincent University American Girls Sisterhood and STEM Identity Marcus Kubsch, Leibniz Institute for Science and Faith Freeman, Guilford County Schools Mathematics Education Edna Tan, University of North Carolina at Greensboro Ryan Summers, University of North Dakota Patricia Patrick, Columbus State University Gendered Preferences for Science Education Abdirizak Warfa, University of Minnesota Disciplines in Elementary Grades Cathy Lachapelle, Boston College Radu Bogdan Toma, University of Burgos Asli Sezen-Barrie, University of Maine Selcen Guzey, Purdue University Teaching Practices in Large STEM Classes: Perception from Undergraduate and Graduate Spectacle and Policy: STEM in the Early Trump Students Administration Ngawang Gonsar, University of Minnesota and Matthew Weinstein, University of Washington, Tacoma Gustavus Adolphus College Lorelai Patrick, Fort Hays State University BASU SCHOLARS POSTERS Sehoya Cotner, University of Minnesota 2019 Basu Scholars BASU SCHOLARS POSTERS Examining Elementary Students’ Images of Engineers and Interests in Engineering Careers 2018 Basu Scholars Ezgi Yesilyurt, Weber State University Supporting Multilingual Students’ Engagement in Science Practices: A Case for Fostering Minority STEM Undergraduates: A Comprehensive Translanguaging Science Classrooms Model for STEM Identity and Self-efficacy María González-Howard, University of Texas Kelly Shepard, Illinois Institute of Technology at Austin Ivan Mutis, Illinois Institute of Technology Karina Mendez Perez, University of Texas at Austin Urban Science Teacher Education Across Contexts: Sage Andersen, University of Texas at Austin An Examination of Teacher Learning through the Becoming a Teacher: Reflective Practice as a Way Lenses of Identity and Agency of Exploring Secondary Science Teacher Beliefs Lisa Marco-Bujosa, Villanova University and Practices A Case Study of How Science and Mathematics Preethi Titu, Kennesaw State University Teachers’ Knowledge and Beliefs Influence Their Gillian Roehrig, University of Minnesota Implementation of a Problem and Project-Based Joshua Ellis, Florida International University Curriculum Science for Our Children: Othermothering within Mary Nyaema, University of Iowa an Elementary Science Network Stefanie Marshall, University of Minnesota, Twin Cities Jessica Forrester, University of Minnesota, Twin Cities

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 105 Saturday, April 10, 2021 Program

CONCURRENT SESSION #9 Strand 2: 8:00 am – 9:30 am | Real-Time/Live Science Learning: Contexts, Characteristics, and Interactions Administrative Sponsored Session Socio-Scientific Issues-Based Instruction for International Committee Scientific Literacy Development 8:00 am – 9:30 am | Real-Time/Live ESERA: Crossing Boundaries: Examining and Problematizing Interdisciplinarity Presider: in Science Educations Wardell Powell, Framingham State University

8:00 am – 9:30 am | Real-Time/Live Discussant: Aysegul Oguz Namdar, Recep Tayyip Erdogan University Presider: Sonya Martin, Seoul National University Presenters: Discussant: Sami Kahn, Princeton University Sibel Eduran, University of Oxford Wardell Powell, Framingham State University Aysegul Oguz Namdar, Recep Tayyip Erdogan Presenters: University Laura Branchetti, University of Parma, Italy Hyunok Lee, Seoul National University Olivia Levrini, University of Bologna Mark Newton, East Carolina University Shulamit Kapon, Technion, Israel Institute of Technology Dilek Karisan, Adnan Menderes University Maayan Schvartzer, Technion, Israel Institute Gillian Roehrig, University of Minnesota of Technology Benzegül Durak, Duzce University Tal Peer, Acheret Center, Israel Li Ke, University of North Carolina at Chapel Hill Wonyong Park, University of Oxford Dana Zeidler, University of South Florida Jen-Li Wu, National Taiwan Normal University Sharona Levy, University of Haifa Asnat Zoharm, University of Haifa Strand 4: Ilana Dubovi, Ben-Gurion University Science Teaching—Middle and High School (Grades 5-12) NGSS Practices and Implementation Administrative Sponsored Sessions Awards Committee 8:00 am – 9:30 am | Real-Time/Live ODRA and ECRA: On a Continuum of the Presider: Professional Scholarly Trajectories in Teresa Massey, Georgia State University Science Education: The Urgent Questions for the Next Generation of Science Education Impacts of COVID-19 on Science Instruction and Research NGSS Enactment in Grades 6-8 Meghan Macias, University of California, Santa Barbara 8:00 am – 9:30 am | Real-Time/Live Ashley Iveland, WestEd Elizabeth Arnett, WestEd Presenter: Melissa Rego, WestEd Noemi Waight, University at Buffalo Maya Salcido White, WestEd

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 106 Saturday, April 10, 2021 Program

Teachers’ Use of the Next Generation Science Standards for Alignment of Instructional Materials Strand 10: Jamie Tanas, University of Iowa Curriculum and Assessment Gavin Fulmer, University of Iowa Learning and Assessment in Project-based and Problem-based Curricula How Middle-School Science Teachers Enact Phenomena in NGSS Classrooms 8:00 am – 9:30 am | Real-Time/Live Jonathan Boxerman, WestEd Presider: Kimberly Nguyen, WestEd Jeffery Nordine, Leibniz Institute for Science and Jasmine Marckwordt, University California Santa Mathematics Education Barbara Ashley Iveland, WestEd Integrating Computer Science in Science Classrooms: Learning Computational Thinking and The Effect of 5E Instructional Model-Based Class on Expanding Perceptions of Computer Science Students’ Understanding of Crosscutting Concepts Eric Greenwald, University of California, Berkeley Dongxue Jin, Beijing Normal University Ari Krakowski, University of California, Berkeley Enshan Liu, Beijing Normal University The Performance and Assessment of Students’ Collaborative Problem Solving in Project-Based Strand 7: Learning Pre-service Science Teacher Education Yanan Zhao, Beijing Normal University Related Paper Set Lei Wang, Beijing Normal University Pre-service Teachers’ Use of Learning Examining the Relationships between Post-unit Progressions to Inform Classroom Instruction Assessments and Summative Assessment in 8:00 am – 9:30 am | Real-Time/Live Elementary Project-Based Science Classrooms Tingting Li, CREATE for STEM Institute How Do Pre-service Teachers Use Learning I-Chien Chen, Michigan State University Progressions when Interpreting Student Thinking Emily Miller, University of Wisconsin Madison in Mechanics? Kayla Bartz, Michigan State University Cristoph Münster, Justus Liebig University, Giessen Joseph Krajcik, Michigan State University Claudia Von Aufschnaiter, Justus Liebig University, Giessen Tracking the Progress of High School Students’ Modeling Proficiencies Across Sequential Investigating How Pre-service Teachers Draw on Project-Based Learning Chemistry Curriculum: Their Understanding of Student Ideas to Elicit A Longitudinal Study Student Thinking Peng He, Michigan State University James Hancock, Alma College I-Chien Chen, Michigan State University Alicia Alonzo, Michigan State University Israel Touitou, Michigan State University Pre-service Teachers’ Use of Learning Progressions Sarah Maestrales, Michigan State University when Responding to Students’ Ideas Joseph Krajcik, Michigan State University Sisi Han, Beijing Normal University Alicia Alonzo, Michigan State University

A Pre-service Teacher’s Use of Learning Progressions when Planning Instruction in Two Contexts Julia Christensen, Michigan State University Sisi Han, Beijing Normal University Alicia Alonzo, Michigan State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 107 Saturday, April 10, 2021 Program

Experience Doesn‘t Matter but the Direction Does: Strand 14: Differential Accurracy in Relative Motion Problems Environmental Education and Sustainability Jason Morphew, Purdue University Traditional Ecological Knowledge (TEK): Water Stories, Sustainability, Models, Mapping the Territory: The Development of and Evidence Students’ Repertoires of Ideas about Energy Marcus Kubsch, Leibniz Institute for Science and 8:00 am – 9:30 am | Real-Time/Live Mathematics Education

Presider: The Development of Middle School Students’ Bhaskar Upadhyay, University of Minnesota Conceptual Learning on Energy Transformations through Design Thinking Discussant: Ayse Ciftci, Mus Alparslan University Femi Otulaja, University of the Witwatersrand Mustafa Topcu, Yildiz Technical University Presenters: The Process of Doing Science—A Study of Three Rouhollah Aghasaleh, Humboldt State University Students Exploring Sound and Light Bhaskar Upadhyay, University of Minnesota Sebastian Björnhammer, Stockholm University Sharon Nelson-Barber, WestEd Jakob Gyllenpalm, Stockholm University Pauline Chinn, University of Hawaii at Manoa Iann Lundegård, Stockholm University Jonathan Boxerman, WestEd Paichi Shein, National Sun Yat-sen University Kai-Lung Wang, National Sun Yat-sen University Strand 2: Wei-Ting Li, Taichung Municipal Sha-Lu Junior Science Learning: Contexts, Characteristics High School and Interactions Peresang Sukinarhimicc, Indigenous People Cultural Development Center Contextual, Socio-Emotional, and Attitudinal Femi Otulaja, University of the Witwatersrand Factors across K-12 Education 9:45 am – 10:45 am Advanced Pre-recorded Viewing and Live Q&A CONCURRENT SESSION #10 9:45 am – 10:45 am Presider: Henriette Burns, Washington State University Advance Viewing of Pre-recorded Presentations with 60-minute Real-Time/Live Q&A The Efficacy of Project-based Learning Science on Supporting Students’ Learning Energy in No-Western Classroom Strand 1: Jie Yang, Beijing Normal University Science Learning: Development of Student Sisi Han, Beijing Normal University Understanding Jian-Xin Yao, National Institute for Curriculum and Students’ Understanding of Physical Textbook Research, P. R. China Science Concepts Yu-Ying Guo, Beijing Normal University 9:45 am – 10:45 am Joseph S. Krajcik, Michigan State University Advanced Pre-recorded Viewing and Live Q&A Addressing the Affective Dimension of Learning through Biophilia in Classroom Gardening Presider: Aimee Fraulo, North Carolina State University Jennifer Tripp, University at Buffalo

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 108 Saturday, April 10, 2021 Program

The Trade-Off between STEM Knowledge Anchoring Epistemic Agency and Participation Acquisition and Language Learning in Short-Scale within Place-based Learning Progressions Bilingual Implementations Lezly Taylor, Virginia Polytechnic Institute and Tamara Roth, University of Bayreuth State University Franz Bogner, University of Bayreuth Brenda Brand, Virginia Tech University George Glasson, Virginia Polytechnic Institute and State University Strand 2: Science Learning: Contexts, Characteristics and Interactions Strand 4: Epistemic & Disciplinary Engagement in Science Teaching—Middle and High School Middle and Secondary School (Grades 5-12) 9:45 am – 10:45 am Socioscientific Issues in the Science Classroom Advanced Pre-recorded Viewing and Live Q&A 9:45 am – 10:45 am Presider: Advanced Pre-recorded Viewing and Live Q&A Zoe Buck Bracey, BSCS Presider: Small Teacher Moves with Big Impacts in Shaping Joseph Brobst, Old Dominion University Students’ Sensemaking and Intellectual Authority in Science Teaching Science during a Pandemic: A National Jennifer Schellinger, Florida State University Study of Teacher Decision Making Sierra Morandi, Florida State University Patrick Smith, Horizon Research, Inc. Sherry Southerland, Florida State University Peggy Trygstad, Horizon Research, Inc. Lama Jaber, Florida State University Laura Craven, Horizon Research, Inc. Miray Tekkumru Kisa, Florida State University Harini Krishnan, Florida State University The Most Challenges and Needs for Teachers to Engaging Students in SSI Learning “Dude... Just Put a Mirror Here”: Examining Jing Lin, Beijing Normal University Epistemic Practices in Middle School Collaborative Huilei Han, Beijing Normal University Engineering Contexts Liang Zeng, Beijing Normal University Ramya Sivaraj, University of Minnesota Troy Sadler, University of North Carolina at Chapel Hill Jeanna Wieselmann, Southern Methodist University Knut Neumann, Leibniz Institute for Science and Gillian Roehrig, University of Minnesota Mathematics Education

Finding Alignment in Framing: Dynamics of Teaching Controversial Socio-Scientific Issues: Collaborative Disciplinary Engagement in Science Challenges and Affordances Harini Krishnan, Florida State University Janelle Bailey, Temple University Lama Jaber, Florida State University Ananya Matewos, St. Norbert College Jennifer Schellinger, Florida State University Sanlyn Buxner, Planetary Science Institute, University Sherry Southerland, Florida State University of Arizona

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 109 Saturday, April 10, 2021 Program

Teacher Emphasis and What It Reveals about Strand 4: Chemical Ideas and Practices Science Teaching—Middle and High School Gregory Banks, University of Massachusetts, Boston (Grades 5-12) Hannah Sevian, University of Massachusetts, Boston Student Thinking and Interest in Science What Epistemological Resources Affect Chemistry 9:45 am – 10:45 am Teachers’ Sense of “What Worked” Advanced Pre-recorded Viewing and Live Q&A Adam Schafer, University of Wisconsin, Madison Ryan Stowe, University of Wisconsin, Madison Presider: John Holmquist, Florida Institute of Technology Expanding the STEM Teacher Pool: A History Teacher’s Experience Teaching a High School An Analysis of Secondary Student Views of Engineering Course Quantum Physics Adam Carberry, Arizona State University Zac Patterson, Ohio State University Medha Dalal, Arizona State University Lin Ding, Ohio State University Malay Nagda, Arizona State University Brendan McCarthy, College Park Academy Enhancing Students’ Interest in Science and STEM Careers: The Role of Career-based Scenarios Challenges and Supports for Secondary Science and Irene Drymiotou, University of Cyprus and University Mathematics Teacher Retention of Groningen Christine Lotter, University of South Carolina Lucy Avraamidou, University of Groningen Jennifer Crooks-Monastra, University of South Constantinos Constantinou, University of Cyprus Carolina Greysi Irdam, University of South Carolina Enacting Rigorous Science Lessons: Leveraging Jan Yow, University of South Carolina Students’ Ideas for Enhancing Demand on Student Thinking Problem Ozlem Akcil Okan, Florida State University Strand 5: Miray Tekkumru Kisa, Florida State University College Science Teaching and Learning (Grades 13-20) Concept Maps in Learning Biology: Concept Mapping from Memory is more Beneficial than Authentic Learning Inside and Outside from Text the Classroom Sina Lenski, University of Cologne 9:45 am – 10:45 am Jörg Großschedl, University of Cologne Advanced Pre-recorded Viewing and Live Q&A

Strand 4: Presider: Jorge Solis, University of Texas at San Antonio Science Teaching—Middle and High School (Grades 5-12) Exploring Students’ Values and Classroom Teacher Learning through Practice Experiences across a Consortium of Four Universities 9:45 am – 10:45 am Gili Marbach-Ad, University of Maryland Patrick Sheehan, University of Maryland Advanced Pre-recorded Viewing and Live Q&A Katerina Thompson, University of Maryland Lindsay Wheeler, University of Virginia Presider: Cindy Ghent, Towson University Gregory Banks, University of Massachusetts, Boston Jackie Bortiatynski, Pennsylvania State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 110 Saturday, April 10, 2021 Program

Establishing a Baseline of Science Communication Skills Strand 6: Heather Bergan-Roller, Northern Illinois University Science Learning in Informal Contexts Rashmi Shivni, Northern Illinois University Creating in Informal Science Christin Cline, Northern Illinois University 9:45 am – 10:45 am Morgan Newport, Northwestern University Shupei Yuan, Northern Illinois University Advanced Pre-recorded Viewing and Live Q&A

How Different Course-Based Undergraduate Presider: Research Experience Models Impact Student Elgin Leary, University of Georgia Perceptions of the Scientific Research Culture Once Upon a Time We Had to Stay at Home: STEM Jessica Dewey, University of Minnesota Stories and Phone Photos in My (or Any) Family Anita Schuchardt, University of Minnesota Culture Phyllis Katz, University of Maryland, College Park Strand 5: Making Board Games as Building Models: What College Science Teaching and Learning are Some Implications for Environmental Science (Grades 13-20) Education? Reasoning and Thinking about STEM Priyanka Parekh, Transylvania University 9:45 am – 10:45 am Elisabeth Gee, Arizona State University Kelly Tran, High Point University Advanced Pre-recorded Viewing and Live Q&A Earl Aguilera, California State University, Fresno Presider: Scott Cohen, Georgia State University Taylor Kessner, Arizona State University Luis E. Pérez Cortés, Arizona State University Students’ Visual Patterns in Solving Synthesis Sinem Siyahhan, Calfornia State University, San Marcos Physics Tasks Bashirah Ibrahim, University of Bahrain Creating Comics about COVID-19 to Understand Lin Ding, Ohio State University the Intersections between Science, Community, and Equity Student Explanations about Molecular Processes in Shakuntala Devi Gopal, SUNY Buffalo Information Flow and Transfer in Biology Anthony White, SUNY Buffalo Juli Uhl, Michigan State University Jessica Scates, SUNY Buffalo Kevin Haudek, Michigan State University Sameer Honwad, SUNY Buffalo Ryan Rish, SUNY Buffalo An Investigation of Undergraduate Students’ Spatial Thinking about Groundwater Photo-elicitation as a Technique for Identifying Holly White, University of Nebraska, Lincoln Triggers of Situational Interest during a Nature Cory Forbes, University of Nebraska, Lincoln Reserve Visit Bhamini Kamudu, University of Witwatersrand Sensemaking Opportunities for Mathematical Marissa Rollnick, University of Witwatersrand Equations Differ Across Instructors Teaching the Eunice Nyamupangedengu, University of Witwatersrand Same Scientific Phenomenon FangFang Zhao, NanJing Normal University Linh Chau, University of Minnesota Anita Schuchardt, University of Minnesota

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 111 Saturday, April 10, 2021 Program

Gendered Engagement with Posts Authored by Strand 6: Female Scientists on Facebook Science Learning in Informal Contexts Keren Dalyot, Technion, Israel Institute of Technology Experiences in Informal Science Yael Rozenblum, Technion, Israel Institute of Technology 9:45 am – 10:45 am Ella Lachman, Little Big Science Ayelet Baram-Tsabari, Technion, Israel Institute Advanced Pre-recorded Viewing and Live Q&A of Technology

Presider: Science News Websites: Making Science Accessible Henry James Evans, University of Copenhagen for All Ifat Zimmerman, Technion, Israel Institute A Mixed Blessing: High School Students’ Visiting a of Technology University: Self-Reported Experience and a Wishlist Tali Tal, Technion, Israel Institute of Technology Efrat Nativ Ronen, Technion, Israel Institute of Avshalom Ginosar, The Academic College of Technology Emek Yezreel Tali Tal, Technion, Israel Institute of Technology Depression and Test Anxiety in Science Stream High An Authentic Experience with a SEM as Schoolers: Influence of Dummy Schools in India Enacting Endogenous Science for Capacity Building Parth Soni, Indian Institute of Management Ella Yonai, Weizmann Institute of Science Ahmedabad Ron Blonder, Weizmann Institute of Science Kathan Shukla, Indian Institute of Management, Ahmedabad Strand 6: Science Learning in Informal Contexts Strand 7: Informal Science in Media and Society Pre-service Science Teacher Education 9:45 am – 10:45 am COVID and Course Design Advanced Pre-recorded Viewing and Live Q&A 9:45 am – 10:45 am Presider: Advanced Pre-recorded Viewing and Live Q&A Sanlyn Buxner, University of Arizona Presider: Supports and Challenges during Educational Crisis: Elizabeth Lewis, University of Nebraska, Lincoln Examining the Impact of the Pandemic on Youth Emergency Remote Teaching of Science Methods Pathways Courses during the COVID-19 Pandemic Rachel Chaffee, American Museum of Natural History Martha Canipe, Northern Arizona University Preeti Gupta, American Museum of Natural History Karen Hammerness, American Museum of Ed+gineering Teams of Undergraduate Education Natural History and Engineering Students Transition Online to Timothy Podkul, SRI International Teach Elementary Students Engineering Anna MacPherson, American Museum of Natural History Kristie Gutierrez, Old Dominion University Michael Chavez-Reilly, American Museum of Orlando Ayala, Old Dominion University Natural History Jennifer Kidd, Old Dominion University Kea Anderson, SRI International Pilar Pazos, Old Dominion University Daniel Princiotta, SRI International Stacie Ringleb, Old Dominion University Daniela Saucedo, SRI International Krishna Kaipa, Old Dominion University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 112 Saturday, April 10, 2021 Program

Supporting Preservice Elementary Teachers’ Development of Science Concepts and Practices in Strand 13: an Online Course History, Philosophy, Sociology, and Nidaa Makki, The University of Akron Nature of Science Danielle Dani, Ohio University Using Augmented Reality and Mixed Reality Andrea Maria Anderson, Ohio University to Enhance Science Learning 9:45 am – 10:45 am Strand 8: Advanced Pre-recorded Viewing and Live Q&A In-service Science Teacher Education Presider: Sociocultural Perspectives on Teacher Richard Lamb, East Carolina University Learning and Classroom Practice 9:45 am – 10:45 am Working as Intended? How Procedural Fidelity and Flow Impact Learning in a Game-Based Science Advanced Pre-recorded Viewing and Live Q&A Curriculum Presider: Shane Tutwiler, University of Rhode Island Jennifer Maguire, Virginia Tech Denise Bressler, East Carolina University Len Annetta, East Carolina University Opportunities for Reflecting on Opposition to Learning Evolution during a Teacher Training Using Augmented-Reality to Reduce Cognitive Load Course while Learning Organic Chemistry Merav Siani, Weizmann Institute of Science and Sebastian Keller, University of Duisburg, Essen Herzog College Stefan Rumann, University of Duisburg, Essen Reut Stahi-Hitin, Weizmann Institute of Science Sebastian Habig, University of Duisburg-Essen Anat Yarden, Weizmann Institute of Science A Study of Mixed Realty Technology on Elementary Analyzing whether Teachers’ Task Values Influenced School Students Reading of Science Expository Text Their Implementation of Bioeconomy-focused Len Annetta, East Carolina University Lessons: A Pilot Study Denise Bressler, East Carolina University Margaret Blanchard, North Carolina State University Ashley Holder, Fayetteville State University Karen Collier, North Carolina State University Alexis Dunekack, East Carolina University Aparajita Rajwade, North Carolina State University Katherine McCance, North Carolina State University CONCURRENT SESSION #11 Shana Mcalexander, North Carolina State University Richard Venditti, North Carolina State University 11:00 am – 12:00 pm Advance Viewing of Pre-recorded Presentations Formative Interventions for Expansive Teacher with 60-minute Real-Time/Live Q&A Learning in Multilingual Science Education: Change Laboratories for Transformation of Practice Sara Salloum, University of Balamand Strand 5: Saouma Boujaoude, American University of Beirut College Science Teaching and Learning (Grades 13-20) Buttress and Barriers to Constructing College Cultures of STEM 11:00 am – 12:00 pm Advanced Pre-recorded Viewing and Live Q&A

Presider: Shana Mcalexander, North Carolina State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 113 Saturday, April 10, 2021 Program

Approaches to Learning Biology of Women of Color: Non-traditional Adult Learners as Legitimate The Intersectionality of Gender, Race, and Science- Participants in Undergraduate STEM Outreach Identity Programs Angela Google, Middle Tennessee State University Hannah Huvard, University of Colorado, Denver Anna Grinath, Idaho State University Robert Talbot, University of Colorado, Denver Grant Gardner, Middle Tennessee State University Michael Ferrara, National Science Foundation Eshan Patel, Middle Tennessee State University Creating Communities of Support at Two-Year HSIs: A Qualitative Investigation of Students’ Acceptance Serving Underrepresented Students in STEM of Evolution Victoria Rodriguez-Operana, San Diego State University Ryan Dunk, University of Northern Colorado Gabriela Kovats Sánchez, San Diego State University Jason Wiles, Syracuse University Felisha Herrera, San Diego State University Marlena Wolfgramm, San Diego State University Culturally Responsive Teaching in Undergraduate Science Learning Spaces Hillary Barron, University of Minnesota, Twin Cities Strand 6: Julie Brown, University of Florida Science Learning in Informal Contexts Sehoya Cotner, University of Minnesota Informal Educator Experiences Physical Science Doctoral Students’ Perspectives 11:00 am – 12:00 pm on Obstacles and Opportunities for Identity Advanced Pre-recorded Viewing and Live Q&A Development in Graduate School Anne McAlister, University of Virginia Presider: Sarah Lilly, University of Virginia Clausell Mathis, University of Washington Jennifer Chiu, University of Virginia Preservice Elementary Teachers’ Perspectives of Informal Science Spaces Strand 5: Michelle Forsythe, Texas State University College Science Teaching and Learning Yun-Wen Chan, Texas State University (Grades 13-20) Teaching Science to Refugees: A Multi-Site Case Alternative Routes to College STEM Study of Volunteer Educators in Non-Formal 11:00 am – 12:00 pm Education Settings Advanced Pre-recorded Viewing and Live Q&A Erika Gillette, College of Mount Saint Vincent

Presider: Informal Science Educators’ Perceptions of Effective Petra Kranzfelder, University of California, Merced Facilitation Practices Alexandria Muller, University of California, Santa Nature of Uncertainty in Undergraduate Non- Barbara Majors Biology Labs: Face-to-Face vs. Online Kyle Van Loon, University of California, Santa Barbara Formats Molly Hay, University of California, Santa Barbara Samantha Skrob, Florida State University Jasmine Marckwordt, University of California, Santa Sherry Southerland, Florida State University Barbara Ron Skinner, MOXI, The Wolf Museum of Exploration “In the End, You Actually Remember Learning and Innovation Stuff”: First-Generation College Undergraduates Danielle Boyd Harlow, University of California, Santa Perspectives of Student-Centered Instruction Barbara Ashley Harlow, University of California, Irvine Brian Sato, University of California, Irvine

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 114 Saturday, April 10, 2021 Program

Parent-Child Science Talk to Support Children’s Informal Learning at Home Strand 7: Wahyu Setioko, Ohio State University Pre-service Science Teacher Education Lin Ding, Ohio State University Development of Pre-service Teacher Knowledge and Practice Strand 6: 11:00 am – 12:00 pm Science Learning in Informal Contexts Advanced Pre-recorded Viewing and Live Q&A Informal Science Clubs Presider: 11:00 am – 12:00 pm Bridget Miller, University of South Carolina Advanced Pre-recorded Viewing and Live Q&A Fostering the TPACK of Science Teacher Students Presider: in a Pedagogical Makerspace Alpaslan Sahin, Harmony Public Schools Anna-Lisa Max, PH Weingarten Sarah Lukas, PH Weingarten Bridging Formal and Informal Education in an Holger Weitzel, PH Weingarten Afterschool Science Club for Children from Low Income Communities The Effects of Modeling Based STEM Education on Megan Pham-Quan, University of Toronto Alternative Nature of Science Understandings of Lydia Burke, University of Toronto Pre-service Science Teachers Novella Ricotti, University of Toronto Ayse Buber, Dokuz Eylul University Natalie Marentic, University of Toronto Gul Unal Coban, Dokuz Eylul University

Investigating How 4-H Project Manuals Engage Impact of Professional Learning Communities on Children in Science & Engineering Practices Preservice Teacher Usage of Reformed Teaching Ashley Kooken, West Virginia University Practices Jennifer Murray, West Virginia University Rachael Tawbush, University of Alabama Melissa Luna, West Virginia University Dennis Sunal, University of Alabama

Students as Informed Citizens: Constructing Towards a Deeper Understanding—The Impact of Socioscientific Arguments in an Elementary Cognitive Support on Pre-service Teachers’ Content After-School Program Knowledge Melissa Cieto, University of Massachusetts, Dartmouth Dustin Schiering, Leibniz Institute for Science and Stephen Witzig, University of Massachusetts, Dartmouth Mathematics Education Stefan Sorge, Leibniz Institute for Science and “A Leg Up”: Accelerating High School Students’ Mathematics Education Career Trajectories through Informal STEM Knut Neumann, Leibniz Institute for Science and Programs Mathematics Education Kathryn Rende, North Carolina State University Emma Refvem, North Carolina State University M. Gail Jones, North Carolina State University Sarah Carrier, North Carolina State University Megan Ennes, University of Florida Julianna Nieuwsma, North Carolina State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 115 Saturday, April 10, 2021 Program

John Keller, University of Colorado Strand 7: Melissa Yisak, American Institutes for Research Pre-service Science Teacher Education Bo Zhu, American Institutes for Research Expanding the Toolkit for Pre-service Deidre Sessoms, Sacramento State University Teachers Dermot Donnelly-Hermosillo, Fresno State 11:00 am – 12:00 pm Elsa Bailey, San Francisco State University Stamatis Vokos, Cal Poly, San Luis Opisbo Advanced Pre-recorded Viewing and Live Q&A Critical Events as Catalysts for Cultivating Teachers’ Presider: Understandings about Science through Firsthand Imran Tufail, University of Waikato Research Experiences Shannon Davidson, Florida State University Opportunities and Tensions when Teaching for the Lama Jaber, Florida State University edTPA Sherry Southerland, Florida State University Karin Lohwasser, University of California, Santa Barbara Soo-Yean Shim, University of Washington Designing Professional Learning Experiences to Caroline Hadley Long, University of Washington Support Teachers’ Computational Thinking, Learning Mark Windschitl, University of Washington and Confidence Amanda Peel, Northwestern University Lessons from Using PAR as Pedagogy in Science Jacob Kelter, Northwestern University Methods with Elementary Pre-service Teachers Michael Horn, Northwestern University Rachel Askew, Vanderbilt University Uri Wilensky, Northwestern University Engaging International Emerging Teachers in The Efficacy of SciWorld in Solving the Transfer Coauthoring Tools through a TAS Framework Problem and Supporting Teacher Enactment of the Moyu Zhang, New York University Next Generation Science Standards How Practice-Oriented Teacher-Training Modules Darby Feldwinn, University of California, Santa Barbara Affect Pre-service Biology Teachers’ Views on Sarah Hough, University of California, Santa Barbara Inclusive Science Education Sammi Lambert, University of California, Santa Barbara Elizabeth Watts, Friedrich Schiller Universität Jena Vanessa Woods, University of California, Santa Barbara

Strand 8: Strand 8: In-service Science Teacher Education In-service Science Teacher Education Teacher Engagement in Science Practices Teacher Self-efficacy and Perceptions 11:00 am – 12:00 pm 11:00 am – 12:00 pm Advanced Pre-recorded Viewing and Live Q&A Advanced Pre-recorded Viewing and Live Q&A

Presider: Presider: Nidaa Makki, The University of Akron Elizabeth Lewis, University of Nebraska, Lincoln

Research Experience Enriches Teachers’ Classroom Supporting Elementary Teachers in High-Need Practices Related to Science and Engineering Schools to Teach STEM Practices and STEM Careers Amanda Gunning, Mercy College Sanlyn Buxner, University of Arizona Meghan Marrero, Mercy College Daniel Moreno, University of Arizona Elena Nitecki, Mercy College Larry Horvath, San Francisco State University Latanya Brandon, SUNY New Paltz Kristen Larson, Mercy College Brian Baldwin, Kean University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 116 Program

Teachers’ Self-efficacy Beliefs for Teaching Science as Inquiry: A Large National Sample in Oman Strand 10: Mohamed Shahat, Sultan Qaboos University Curriculum and Assessment Ambusaidi Abdullah, Sultan Qaboos University Curriculum and Assessment in the Context David Treagust, Curtin University of Physics

A Comparative Analysis of High School Science 11:00 am – 12:00 pm Teachers’ Perceived Approach and Efficacy Advanced Pre-recorded Viewing and Live Q&A Teaching Problem-Solving Bryanna Nelson, Purdue University Presider: Hui-Hui Wang, Purdue University Ya-nan Zhao, Beijing Normal University Neil Knobloch, Purdue University Analysis of the Spanish-Language Force Concept Sarah LaRose, Purdue University Inventory: Lost in Translation? Cesar Delgado, North Carolina State University Strand 8: Hye Sun You, Arkansas Tech University In-service Science Teacher Education Natalia Murillo-Quirós, Instituto Tecnológico de Costa Rica Approaches to STEM Implementation Mónica Hernández-Campos, Instituto Tecnológico 11:00 am – 12:00 pm de Costa Rica Advanced Pre-recorded Viewing and Live Q&A Subject Matter as a Discipline-culture a New Presider: Curricular Organization for Improving Understanding Matthew Johnson, Pennsylvania State University in Learning Science Lina Vinitsky-Pinsky, Achva Academic College, Israel Exploring Science Teacher Noticing in Informal Irena Vladimirsky, Achva Academic College, Israel Science Settings Igal Galili, Hebrew University of Jerusalem, Israel Sara Heredia, University of North Carolina, Greensboro Ti’Era Worsley, University of North Carolina, Greensboro Student Facets of Thinking in Parallel Contexts Jakayla Clyburn, University of North Carolina, Philip Hernandez, Stanford University Greensboro Jim Minstrell, FACET Innovations, LCC Maria Araceli Ruiz-Primo, Stanford University Digging Deeper into Conceptions of Integrated Min Li, University of Washington STEM: Focusing on 21st Century Skills and STEM Klint Kanopka, Stanford University Careers Ruth Anderson, FACET Innovations, LLC Emily Dare, Florida International University Dongsheng Dong, University of Washington Khomson Keratithamkul, University of Minnesota Xiaoming Zhai, Michigan State University Benny Mart Hiwatig, University of Minnesota Feng Li, Florida International University Analyzing the Use of Educative Curriculum Materials in Physics Teaching Engaging Agency to Teach Science: Examining Judith Breuer, Universität Paderborn Elementary Teachers’ Participation and Enactment Christoph Vogelsang, Universität Paderborn of School-Based Professional Development Peter Reinhold, Universität Paderborn Jessica Chen, Columbia University

Enhancement of the Pedagogy of Scientific Argumentation and Supporting Teacher Agency in the Secondary Classroom Zeynep Guler, University College London

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 117 Saturday, April 10, 2021 Program

Strand 11: Strand 11: Cultural, Social, and Gender Issues Cultural, Social, and Gender Issues Students and STEM Teacher Leadership and Engagement in PD 11:00 am – 12:00 pm 11:00 am – 12:00 pm Advanced Pre-recorded Viewing and Live Q&A Advanced Pre-recorded Viewing and Live Q&A

Presider: Presider: Maria Wallace, University of Southern Mississippi Kimberly Staples, Kansas State University

“It Just Represents, You Know, Me”: Latinx Students Science Teachers’ Process Skills, Inquiry, and Developing Identities as Engineers-in-Training Problem-Based Learning during Induction: A Jasmine McBeath Nation, California Polytechnic Randomized Controlled Trial University Shannon Navy, Kent State University Francesca Sen, Youth and Family Services, Santa Jennifer Maeng, University of Virginia Barbara YMCA Randy Bell, Oregon State University Fatma Kaya, Kent State University Science Practices as an Opportunity for Student Language Development: Affordances, Tensions, Experiences of School Science Coordinators during and Ideological Contradictions the COVID-19 Pandemic: An International Emily Reigh, Stanford University Perspective Harleen Singh, University of Georgia Shifting Stereotypes: Low-stakes Assignments Hong Tran, University of Georgia Highlighting Counterstereotypical Scientists Hatice Ozen Tasdemir, University of Georgia Alter Students’ Perceptions of and Relatability Yuxi Huang, University of Georgia to Scientists Julie Luft, University of Georgia Kelsey Metzger, University of Minnesota, Rochester Bradley Craker, University of Minnesota, Rochester Science Teacher Engagement in Professional Yuefei Shen, University of Minnesota, Twin Cities Learning Irit Vivante, Ben Gurion University of the Negev Influences on Historically Underrepresented Dana Vedder-Weiss, Ben-Gurion University of the Negev Minority Students’ Decisions to Enroll and Persist in STEM Majors Shetay Ashford-Hanserd, Texas State University Strand 11: Kristy Daniel, Texas State University Cultural, Social, and Gender Issues Dana García, Texas State University STEM Identity Yasiry Lerma, Texas State University 11:00 am – 12:00 pm Rosio Pedroso, Texas State University Advanced Pre-recorded Viewing and Live Q&A

STEM Identities, First-Generation College Students, and Family Influence Megan McGinty, University of Alaska Fairbanks Laura Carsten Conner, University of Alaska Fairbanks

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 118 Saturday, April 10, 2021 Program

Developing STEM Identities in Students in the “Big Different Teaching Experience: How Teachers Middle”. Connections between Identity and Personalized a Teaching Unit in an Online Socioeconomic Level Chemistry Learning System Carme Grimalt-Álvaro, Universitat Rovira I Virgili Ehud Aviran, Weizmann Institute of Science Digna Couso, Crecim-Universitat Autonoma Ron Blonder, Weizmann Institute of Science De Barcelona

Examining the Intersection of Spirituality Strand 12: Religiousness, Race/Ethnicity, and Gender on the Technology for Teaching, Learning, and Physics Career Choices Research Saeed Moshfeghyeganeh, Florida International University Teaching and Learning with Technology Amanda Smith, Florida International University through the COVID-19 Pandemic Zahra Hazari, Florida International University 11:00 am – 12:00 pm Who is a STEM Person?: Analysis of Criteria Used to Advanced Pre-recorded Viewing and Live Q&A Define and Differentiate STEM People Elizabeth Palma-D’Souza, Florida International Presider: University Miri Barak, Technion, Israel Institute of Technology Remy Dou, Florida International University Heidi Cian, Florida International University The COVID-19 Pandemic Implications on a Flipped Project-Based MBSE Course Niva Wengrowicz, Technion, Israel Institute Strand 12: of Technology Technology for Teaching, Learning, Hanan Kohen, Technion, Israel Institute of Technology and Research Dov Dori, Technion, Israel Institute of Technology

Digital Tools to Support Inservice and Uncharted Territories: Teaching Science Virtually in Pre-service Teachers’ Professional Learning the Era of COVID-19 11:00 am – 12:00 pm Justina Ogodo, Baylor University Advanced Pre-recorded Viewing and Live Q&A Marsha Simon, University of West Georgia Dana Morris, Baylor University Presider: Mark Akubo, Florida State University Yael Feldman-Maggor, Weizmann Institute of Science Learning Experience and Instructional Design Promote Computational Thinking of Middle School Efforts Promoting Self-efficacy and Task-Value in Teachers through Sparc-Integrated Science Undergraduate Science Online Courses Instruction Joseph Wong, University of California, Irvine Jianlan Wang, Texas Tech University Brad Hughes, University of California, Irvine Yuanlin Zhang, Texas Tech University Joshua Hawkins, Texas Tech University Monica Romero, Texas Tech University

Elementary Pre-service Teachers’ Learning of Content Knowledge: A Qualitative Research Using Top Hat Digital Platform Samantha Lynch, Wayne State University Jazlin Ebenezer, Wayne State University

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 119 Saturday, April 10, 2021 Program

Strand 14: Author-Scheduled Presentations Day Environmental Education and Sustainability and Time Learning Out of Doors Day and Time to be determined by authors. 11:00 am – 12:00 pm If not listed here, then please consult program Advanced Pre-recorded Viewing and Live Q&A addendum/changes.

Presider: Science Teachers’ Perceptions Regarding Digital Sara Salisbury, Middle Tennessee State University Curation as a Personalized Learning Activity that Promotes Professional Learning Engaging the Urban Classroom with the Natural Thursday, April 8 | 8:00 am – 8:30 am World: Lessons Learned during a Pandemic Gary Holliday, The University of Akron Efrat Dayan, Technion, Israel Institute of Technology Lara Roketenetz, The University of Akron Dina Tsybulsky, Technion, Israel Institute of Technology

Impacts of Contextualized Outdoor Education on STEM Teachers’ Professional Learning Community What and How Elementary Students Learn about during the COVID-19 Pandemic Ecosystem Relationships Thursday, April 8 | 11:30 am – 12:00 pm Jean-Philippe Ayotte-Beaudet, Université De Zehavit Kohen, Technion, Israel Institute of Technology Sherbrooke Orit Cohen Nissan, Technion, Israel Institute Pierre Chastenay, Université du Québec à Montréal of Technology Alain Paquette, Université du Québec à Montréal Michael Giamellaro, Oregon State University Fostering Transformative Agency in Science Marie-Claude Beaudry, Université de Sherbrooke Education: Students Imagining Technological Futures Kassandra L’Heureux, Université de Sherbrooke Friday, April 9 | 9:00 am - 9:30 am Estelle Desjarlais, Université du Québec à Montréal Antti Laherto, University Pre-service Teachers’ Perceptions and Practices of of Helsinki Outdoor Learning: A Case Study of Time Spent Tapio Rasa, University Outdoors of Helsinki Gerald Tembrevilla, University of British Columbia, Elina Palmgren, Vancouver University of Helsinki Hartley Banack, University of British Columbia

y CLOSING SESSION t t y i Pove r v 12:15 pm – 1:00 pm | Real-Time/Live e h t s l i c Presidential Closing Remarks a Pande m e 2022 Conference Information H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 120 NARST 94TH ANNUAL INTERNATIONAL CONFERENCE Author Index

Alajmi, Talal Antonenko, Pavlo Atkinson, Daniel A 43 98 81 Abd-El-Khalick, Fouad Alameh, Sahar Anutza Almog, Hana Atwater, Mary 18, 23, 93 16, 74, 93 52 15, 24, 38, 63 Abdullah, Ambusaidi Al-Balushi, Khadijah Anwar, Saira Avargil, Shirly 117 54 102 25, 46, 57, 87 Abramovich, Anat Al-Balushi, Sulaiman Anwar, Tasneem Aviran, Ehud 61 16, 54 16, 56 119 Abramovitch, Shahar Alcaraz-Dominguez, Silvia Aptyka, Helena Avraamidou, Lucy 16, 82 60 15, 83 64, 94, 110 Adams, Jennifer Alexandron, Giora Arada, Kathleen Awaah, Fred 64, 75, 80 82 66 51, 84 Adesina, Adewale Al-Harthi, Ibrahim Archer, Louise Ayala Chavez, Regina 58 54 70 81 Adewusi, Michael Alkhouri, Jourjina Archibeque, Ben Ayala, Orlando 15 61 98 112 Adler, Idit Almazroa, Hiya Argudo, Yessenia Ayele, Alazar 13, 15, 26, 48, 87 100 42 89 Adsit-Morris, Chessa Al-Mherzi, Rashid Arias, Anna Maria Ayers, Kate 64 54 14, 27, 48, 95, 96 78 Affolter, Renee Alonzo, Alicia Ariely, Moriah Ayotte-Beaudet, Jean- 86 14, 98, 107 16, 82 Philippe Agbanimu, Deborah Alotaibi, Wadha Arneson, Jessie 15, 43, 104, 120 14, 51, 58 100 95 Azam, Saiqa Aghasaleh, Rouhollah Al-Saadi, Khalid Arnett, Elizabeth 16 26, 80, 108 54 106 Azzam, Mohammad Aguilera, Earl Alston, Daniel Arya, Diana 59 111 84 78 Ahmed, Khadija Ambusaidi, Abdullah Asakle, Shadi B 86 54 16, 58 Bae, Yejun Ajayi, Oluseyi Andersen, Lori Aschermann, Ellen 97 51 15, 26, 43, 87 55 Baek, John Akcil Okan, Ozlem Andersen, Sage Ash, Andrea 98 16, 54, 86, 110 57, 105 101 Bahng, E. J. Akdemir, Zeynep Anderson, Andrea Ash, Doris 79 17, 102 14 18, 42 Bahnson, Anna Akerson, Valarie Anderson, Charles Ashford-Hanserd, Shetay 40 16, 52 82 118 Bailey, Elsa Akgun, Selin Anderson, Kea Asim, Sumreen 116 102, 104 112 78 Bailey, Janelle Akubo, Mark Anderson, Ruth Askew, Rachel 15, 109 94, 119 117 16, 64, 116 Bailey, Makayla Akuoko, Eric Andrews, Chelsea Askinas, Karen 61 67 14, 67 85 Bain, Connor Al-Aghbari, Mohammed Annetta, Len Astroga, Ann 64 54 15, 26, 102, 113 50

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 121 Author Index

Baker, Lauren Baze, Christina Billman, Alison Box, Angela 42 54, 55 68 50 Baldwin, Brian Beaudry, Marie-Claude Binding, Maia Boxerman, Jonathan 116 43, 120 43 107, 108 Balgopal, Meena Becker, Lukas Bintz, Jody Branchetti, Laura 66, 104 15, 55 85 106 Ball, Becky Beckert, Betsy Bird, Erin Brand, Brenda 104 41 65 109 Ballard, Heidi Beeth, Michael Björnhammer, Sebastian Brandon, Latanya 59, 65, 70 62 108 116 Banack, Hartley Belcastro, Amy Blades, David Bressler, Denise 120 85 62 3, 14, 72, 74, 113 Bancroft, Senetta Bell, Philip Blanchard, Margaret Breuer, Judith 50 53 42, 69, 113 117 Bang, Megan Bell, Randy Blonder, Ron Bricker, Leah 65, 95 118 58, 88, 112, 119 65 Banks, Gregory Ben Zvi Assaraf, Orit Bodas, Moran Brien, Sinead 110 16, 55 88 70 Barak, Miri Benavides Lahnstein, Ana Bogan, Valarie Britton, Stacey 16, 45, 58, 87, 119 70 16, 102 80 Baram-Tsabari, Ayelet Bencze, Lawrence Bogner, Franz Brobst, Joseph 14, 70, 78, 112 64 14, 109 15, 67, 109 Bardar, Erin Benedict-Chambers, Amanda Bolch, Charlotte Brockhouse, Alison 65 95 77 100 Barelli, Eleonora Beniermann, Anna Boldyreva, Elena Brockway, Debra 14, 49 14, 78, 96, 101, 102 103 103 Barendsen, Erik Benita, Christine Bondaryk, Genevive Brodsky, Lauren 68 65 97 43 Barratt, Clare Benjamin, Ruha Bonebrake, Victoria Brown, Bryan 77 37 50 38, 63 Barron, Hillary Bennett, Dorothy Borda, Emily Brown, Daniel 114 42 87 50 Bartholomay, Lyric Bennett, Robert Borgerding, Lisa Brown, David 88 16, 52 15, 25, 90, 104 93 Bartley, Jeanette Bennion, Adam Borland, David Brown, Julie 76 14, 50 103 72, 114 Bartz, Kayla Bergan-Roller, Heather Borowski, Andreas Brown, Michelle 68, 107 15, 111 50, 79, 82 40 Bate, Jeff Bergmann, Alexander Bortiatynski, Jackie Bruce, Corrie 65 78 110 40 Bateman, Kathryn Berkowitz, Alan Botch, Madison Bruna, Katherine 15, 45, 66 47, 55 54, 56 88 Bathia, Shruti Berry, Maria Boujaoude, Saouma Brunner, Jeanne 78, 91 97 45, 75, 113 15, 26, 103 Batrouny, Nicole Bevis, Todd Boulden, Danielle Brunsen, Emily 67 86 83 103 Bauer, Jennifer Bex, Richard Bowen, G. Bryan, Lynn 72 72 14 55 Bayer, Irene Bhattacharya, Devarati Bowen, Michael Buber, Ayse 48, 87 14, 41, 47, 59 13, 26, 27, 53, 105 115 Bayram-Jacobs, Dürdane Bielik, Tom Bowers, Jonathan Buck Bracey, Zoe 24, 60, 68 50, 55, 96 96 17, 63, 77, 109

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 122 Author Index

Bucknor, Carmen Carletta, Liz Chavez-Reilly, Michael Chung, Shiao-Lan 44 86 112 47 Bugallo-Rodriguez, Anxela Carlson, Janet Chen, I-Chien Cian, Heidi 48 43 15, 68, 107 15, 89, 92, 119 Burgess, Terrance Carrier, Sarah Chen, Jessica Cieto, Melissa 16, 57 16, 24, 89, 115 15, 117 115 Burke, Lydia Carroll Steward, Kimberly Chen, Ya-Chun Ciftci, Ayse 115 41, 47 81 108 Burns, Henriette Carsten Conner, Laura Chen, Ying-Chih Ciofalo, Joseph 15, 24, 68, 108 15, 118 17, 49, 54 103 Busch, K. C. Castellano, Katherine Cheng, Maurice Cisterna, Dante 15, 81 101 68 26, 51, 93, 97, 101 Buschhüter, David Castro, Sheila Cheng, Meng-Fei Cleary, Timothy 82 89 104 49 Büssing, Alexander Caushi, Klaudja Cherbow, Kevin Cline, Christin 78 39, 48 15, 41, 66, 86 111 Buxner, Sanlyn Cavagnetto, Andy Chesire, Andrew Clough, Michael 16, 109, 112, 116 41, 54, 95 92 44 Buxton, Cory Cayton, Emily Chesnut, Lynn Clyburn, Jakayla 43 48, 78 81 49, 117 Byrd, Christyn Cesare, Amber Chesnutt, Katherine Coenraad, Merijke 44 14, 71, 91 48, 78 56 Byrd, Stephanie Cesljarev, Claire Cheuk, Tina Cohen Nissan, Orit 102 52 26, 63, 93 120 Byrne, Virginia Ceyhan, Gaye Childers, Gina Cohen, Rachel 56 14, 49 78, 103 69 Cha, Daniel Childress Price, Tiffany Cohen, Scott C 47 48 42, 47, 111 Caballero, Marcos Chabalengula, Vivien Chin, Doris Cohen, Susie 40 17 65 16, 92 Cabrera, Lautaro Chaffee, Rachel Chini, Jacquelyn Cohen, Whitney 56 16, 112 15 65 Calabrese-Barton, Angela Chakraverty, Devasmita Chinn, Pauline Colandene, Michele 38, 70 14, 25, 51 40, 108 76 Callahan, Brendan Chan, Yun-Wen Chis, Jacqueline Cole, Merryn 14, 96 114 69 15, 76 Cameron, Alex Chandler, Mark Chiu, Jennifer Collier, Karen 89 41 49, 95, 114 113 Campbell, Todd Chang, Chi-Ning Chiu, Mei-Hung Collins, Darrin 59, 94 95 47, 102 64 Canipe, Martha Chao, Jie Chiu, Ying-Ting Collins, Larry 15, 112 44 47 95 Caplan, Bess Chaparian, Shaghig Cho, Kyungjin Conner, Charles 47, 55 44, 45 15, 26, 39, 54 44 Capobianco, Brenda Chappell, Mindy Christensen, Julia Constantine, Angelina 67, 104 48 107 85 Caramaschi, Martina Chastenay, Pierre Christman, Devon Constantinou, Constantinos 52 120 78 110 Carberry, Adam Chatham, Elizabeth Chu, Hye-Eun Cook Whitt, Katahdin 110 41, 90 15, 75, 76 65 Carey, Lisa Chau, Linh Chu, Lawrence Cook, Nicole 71 111 55 85

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 123 Author Index

Cope, Dale Dagher, Zoubeida Deaton, Cynthia Donze, Jennifer 57 17, 103 96 75 Cormas, Peter Dai, Chih-Pu DeCoito, Isha Dori, Dov 16, 77 93 15, 88 84, 101, 119 Coscolluela, Nicole Dai, Zhaihuan DeLaRosa, Mia Dori, Yehudit Judy 81 93 67 57, 61, 101, 103 Cotner, Sehoya Dalal, Medha Delaval, Marine Doty, Constance 105, 114 110 83 92, 93 Couch, Brock Dalyot, Keren Delen, Ibrahim Dou, Remy 14, 75 15, 78, 112 24, 56 16, 24, 53, 89, 92, 119 Couch, Stephanie Dancy, Melissa DeLeón, André Douglass, Helen 89 15, 97 53 92 Couso, Digna Dani, Danielle Delgado, Cesar Dozier, Sara 119 14, 24, 113 13, 14, 26, 48, 53, 75, 89, 117 62, 97 Covitt, Beth Daniel, Bethany DeLisi, Jacqueline Drits-Esser, Dina 13, 26, 37, 57 43, 101 65 41, 76 Crabtree, Lenora Daniel, Kristy Desjarlais, Estelle Drymiotou, Irene 63 78, 118 120 110 Craker, Bradley Danielsson, Anna DeVaul, Renee Du, Adele 118 25, 64 85 97 Craven, Laura Dankenbring, Chelsey Deverel-Rico, Clarissa Dubovi, Ilana 109 55 51 106 Crawford, Richard Danner, Patrick Dewey, Jessica Duffield, Catie 55 63 15, 97, 111 75 Crippen, Kent Danso, Sakyiwaa Dias, Michael Dunekack, Alexis 69, 72, 77, 94 16, 104 96 102, 113 Crissman, Sally Dare, Emily Dibner, Kenne Dunk, Ryan 88 14, 61, 87, 117 95 114 Criswell, Brett Dauer, Jenny Dickerson, Daniel Durak, Benzegül 86 40, 49 87 106 Crockett, Cynthia Dauer, Joseph Dierking, Lynn Dursun, Jale 13, 26, 53 81 59, 78 15, 67 Crooks-Monastra, Jennifer Davidesco, Ido Dillon, Justin Dyer, Elizabeth 110 15, 88 94 69 Cruz-Deiter, Katherine Davidson, Shannon Ding, Lin 60 16, 60, 79, 116 110, 111, 115 E Cullinane, Alison Davis, Elizabeth Dkeidek, Iyad Eames, Chris 13, 26, 37, 52 38, 50 15, 76 68 Culp, Katherine Davis, Natalie Dobbs, Bonelli Ebenezer, Jazlin 42 48 97 119 Currey, Barb Davis, Virginia Doering, Jessica Ebisin, Aderonke 104 102 62 51, 58 Curry, Kevin Davis, William Doerr, Katherine Eckels, Lacey 15, 61 95 98 85 Czerniak, Charlene Dayan, Efrat Dong, Dongsheng Eddy, Rebecca 76, 86 120 117 85 De Boer, George Donham, Cristie Edmondson, Elizabeth D 43 61 97 Dabholkar, Sugat De La Cruz, Iliana Donnelly-Hermosillo, Dermot Edwards, Kirsten 16, 64 45 116 15, 82 Dagan, Or De Leon, Joe Donovan, Brian Eicher, Laura 88 102 63, 90, 101 96

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 124 Author Index

Eidin, Emil Farris, Amy Fortus, David Gardner, April 61, 96 14, 40, 71, 91 14, 51, 76, 98 63 Elby, Andy Faruqi, Farah Fowler, Kelsie Gardner, Grant 69 85, 87 39, 45 14, 41, 53, 75, 103, 105, 114 Elkana, Maia Fateh, Shaghayegh Fowler, Samantha Gardner, Stephanie 100 95 59 54, 85 Ellis, Joshua Fazio, Xavier Fowler, Tatiana Garner, Joanna 15, 87, 105 45 44 67 Ellis, Rebecca Feldman, Allan Fracchiolla, Claudia Gaston, Joe 97 97 14, 87 72 Elmas, Ridvan Feldman-Maggor, Yae Franks, Bridget Gaudino, Ann 88, 104 17, 58, 119 96 99 Emerson Leak, Anne Feldwinn, Darby Fraser, Barry Gautam, Dinesh 13, 14, 40, 61 116 48 40 Enderle, Patrick Fenker, Kristin Fraulo, Aimee Gawryla, Rosalind 47, 86, 89 41, 76 14, 108 61 Engelschalt, Paul Ferguson, Susan Frausto, Alejandra Gay, Cynthia 96 101 48 85 Ennes, Megan Fernandez, Maria Fredrick, Kyle Gee, Elisabeth 15, 48, 78, 81, 115 85 77 111 Enriquez, Araceli Fernandez, Patricia Fridman, Ronit George, Frikkie 75 61 54 14 Entress, Cole Ferrara, Michael Friedrichsen, Patricia Georgen, Chris 39 114 40, 91 41 Ercan-Dursun, Jale Ferrari, Brittney Frodsham, Sarah Geraets, Ashley 58 61 16, 40 92, 93 Erduran, Sibel Fick, Sarah Fuchs, Travis Ghadiri, Maryam 25, 52, 94, 103 27, 49, 95 45 70 Erickson, Sara Fiedler, Daniela Fulmer, Gavin Ghalichi, Narmin 88 83 25, 58, 67, 86, 101, 107 16, 77 Estabrooks, Leigh Firestone, Jonah Funk, Sarah Ghazal, Ihsan 89 13, 15, 55, 58 50 15, 75 Estaiteyeh, Mohammed Fitzgerald, Angela Furtak, Erin Ghent, Cindy 16, 88 94 25, 51, 73 110 Evans, Robert Fitzgerald, Sheri Giamellaro, Michael 56 16, 104 G 43, 120 Eysa, Nael Fitzhugh, Virginia Gabriele-Black, Kaitlin Gilbert, Andrew 76 65 50 14, 23, 79, 97 Flantroy, Krystal Gainsback, Katie Giles, Ingelise F 58, 67 63 85 Fackler, Ayca Fleming, Kevin Galili, Igal Gill, Arashnoor 14, 38, 82, 104 15, 27, 47, 55 117 61 Faikhamta, Chatree Flores, Raymond Gallagher, Jennifer Gillette, Erika 55 62 87 114 Falk, John Flowers, Sharleen Gao, Su Gillis, Alexandra 25, 59, 78 54 60 99 Fantini, Paola Fogleman, Jay Garah, Lulu Gilmartin, Shannon 98 25, 100 15, 57 63 Faraj, Salih Forbes, Cory García, Dana Ginosar, Avshalom 16 41, 76, 111 118 112 Farias, Abel Forsythe, Michelle Garcia, Maya Gioli, Antonella 48 16, 114 53, 66, 95 50

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 125 Author Index

Gitari, Wanja Green, Kathryn Gweon, Gey-Hong Hapgood, Susanna 17 24, 38 44 16, 40, 68, 76, 86 Glasson, George Greenberg, Day Gweon, Gey-Hong Sam Hardcastle, Joseph 109 38 63 15, 43 Gochyyev, Perman Greenwald, Eric Gyllenpalm, Jakob Hardee, Allison 78, 91 14, 107 108 86 Goldstein, Shani Grieger, Krystal Hardy, Lisa 52 77 H 44 Gonczi, Amanda Grifenhagen, Jill Ha, Heesoo Harlow, Ashley 84 89 15, 81 114 Gonsalves, Allison Griffith, Elizabeth Habig, Bobby Harlow, Danielle 25, 64 85 42 89 Gonsar, Ngawang Grimalt-Álvaro, Carme Harris, Christopher 72, 105 14, 119 Habig, Sebastian 68 113 Gonzalez, Casandra Grinath, Anna Harris, Cornelia 86 53, 105, 114 Hackett, Ayden 70 95 Gonzalez-Donoso, Alexis Grooms, Jonathon Harris, Emily 49 27, 55 Hadley Long, Caroline 65, 101 116 González-Howard, María Großschedl, Jörg Haskel Ittah, Michal 15, 24, 105 55, 83, 110 Hagan, Claudia 15, 83 86, 89 Google, Angela Grysko, Rebeca Hasseler, Elizabeth 105, 114 60 Haines, Sarah 89 78 Gopal, Shakuntala Guerrero, Brenda Haudek, Kevin 16 39 Haktanir, Gelengul 63, 98, 111 104 Gordon, Rachael Guevara, Christina Haverly, Christa 16 99 Hall, Jonathan 12, 14, 24, 38 15, 44 Gould, Deena Guffey, Sarah Hawkins, Joshua 14, 26, 42, 53 101 Hamerski, Paul 119 16, 40 Gould, Gregg Guilfoyle, Liam Hay, Molly 77 15, 103 Hammack, Rebekah 114 56 Gould, Ian Guler Yildiz, Tulin Hazari, Zahra 42 104 Hammerness, Karen 85, 92, 96, 98, 119 112 Gourneau, Bonni Guler, Zeynep He, Peng 40 117 Han Tosunoglu, Cigdem 16, 43, 57, 82, 102, 107 14 Governor, Donna Gunning, Amanda Helding, Brandon 13, 26, 75 116 Han, Huilei 89 76, 109 Grady, Vanessa Gun-Yildiz, Semiha Helikar, Tomáš 38, 70 75 Han, Rachel 81 99 Graf, Dittmar Guo, Lu Hellmann, Katharina 101, 102 75 Han, Sisi 86 16, 107, 108 Granger, Ellen Guo, Shuchen Hel-Or, Hagit 25, 86 84 Hancock, James 52 107 Grapin, Scott Guo, Yanhong Henrie, Andrea 76 75 Hand, Brian 43 58, 67, 86, 101 Gray, Ron Guo, Yu-Ying Henson, Harvey 16, 77, 90 108 Handler, Robert 50 84 Greca, Ileana Gupta, Preeti Hercovitz, Orit 47 112 Hanley, Connor 16, 103 89 Green, Amy Gutierrez, Kristie Heredia, Sara 98 15, 112 Hanuscin, Deborah 16, 44, 117 87, 96 Green, Andre Guzey, Selcen Herman, Benjamin 101 26, 40, 55, 91, 102, 105 44, 52, 103, 104

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 126 Author Index

Hernandez, Paul Hong, Zuway-R Jewett, Samantha 95 17, 81, 84 I 59 Hernandez, Philip Honwad, Sameer Ibourk, Amal Jia, Zhigang 117 61, 111 64 39, 60 Hernández-Campos, Mónica Horn, Michael Ibrahim, Bashirah Jiang, Jingrui 117 64, 116 14, 111 59 Herrera, Felisha Horvath, Larry Idema, Jenn Jin, Dongxue 69, 114 116 78 107 Herrmann Abell, Cari Hoston, Douglas Idsardi, Robert Jin, Hui 14, 43, 83, 90, 101 98 16, 49, 55 51 Herro, Dani Hough, Sarah Im, Sungmin Jin, Qingna 68 116 47 16, 66 Hershkovitz, Arnon Housh, Karyn Infante, Masiel Johnson, Heather 64 15, 97 52 15, 43, 78 Heuring, Jeanna Hsu, Wen-Yi Irdam, Greysi Johnson, Matthew 76 84 110 15, 71, 91, 117 Heydari, Roya Hu, Peter Irmak, Meltem Johnson, Natasha 70 49 50 57 Hicks, Jenna Huang, Yi-Wen Irving, Paul Johnson, Rebecca 97 104 40 70 Higgins, Lila Huang, Yuxi Iveland, Ashley Jone, Gail 70 101, 118 14, 50, 68, 106, 107 14, 48, 78, 89, 94, 97, 103, 115 Hill, Kathleen Huff, Pamela Jones, Gail 71, 91 89 J 14, 48, 78, 89, 94, 97, 103, 115 Hillier, Judith Hufnagel, Elizabeth Jaber, Lama Jones, Jasmine 52 14 60, 62, 79, 109, 116 48 Hinckle, Madeline Hug, Barbara Jackson, Ashley Jones, M. Gail 83 69 60 48, 78, 115 Hirsch, Sarah Hughes, Brad Jackson, David Jong, Jing-Ping 78 119 57 47 Hite, Rebecca Hughes, Carys Jackson, Jennifer Jordan, Michelle 16, 103 50 71, 91, 100 67 Hiwatig, Benny Mart Hume, Anne Jackson, Whitney Jornet Gil, Alfredo 14, 87, 102, 117 79 77 98 Hmelo-Silver, Cindy Hungwe, Ledwina Jadallah, Christopher Joyce, Michelle 97 59 14, 59 16, 72 Hodari, Apriel Hunter, Ally James, Julie Judson, Eugene 97 27, 60 77 14, 24, 51 Holder, Ashley Hunter, Joshua James, Olena Juergensen, Rachel 113 40 103 39, 91 Holley, Dorothy Hunter, Roberta James, Sylvia Jung, Karl 45 45, 99 16, 44 15, 71, 98 Holliday, Gary Hutner, Todd Janniello, Elena Juuti, Kalle 14, 120 16, 55, 89 50 56 Hollmann, Victoria Huvard, Hannah Jardine, Hannah 83 114 15, 85 K Holmquist, John Hvidsten, Connie Jennewein, Jessie Kahn, Sami 110 85 70 93, 106 Homburger, Sheila Hwang, Jihyun Jeon, Jooyoung Kaipa, Krishna 41, 76 101 15, 81 112 Hong, Minju Jeong, Sophia (Sun Kyung) Kalogiannakis, Michail 56 49 15, 101

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 127 Author Index

Kamp, Brandi Kelter, Jacob Ko, Mon Lin Kudumu, Mwenda 84 64, 116 69 90 Kampourakis, Kostas Keratithamkul, Khomson Kochevar, Randy Kuhel, Karen 83 61, 87, 117 65 96 Kamudu, Bhamini Keren, Lior Kohen, Hanan Kuschmierz, Paul 111 93 84, 119 101, 102 Kanaki, Kalliopi Kerlin, Steven Kohen, Zehavit Kusnick, Judith 101 99 17, 55, 120 77 Kang, Da Yeon Kessner, Taylor Kohn, Craig Kyza, Eleni 47 111 45 55 Kang, Nam-Hwa Ketelhut, Diane Konz, Rebecca 16, 50 56 62 L Kanopka, Klint Khajeloo, Mojtaba Koo, Ben Lachapelle, Cathy 117 97 78, 91 105 Kapon, Shulamit Khan, Samia Kook, Janna Lachman, Ella 57, 93, 106 49 65 112 Karch, Jessica Kidd, Jennifer Kooken, Ashley Laclede, Laura 15, 38, 55 112 115 49, 77 Karimi, Zahra Killen, Heather Koomen, Michele Lacy, Sara 102 15, 56 96, 97 88 Karippadath, Anupriya Kim, Jungsun Koul, Rekha Laherto, Antti 14, 85 91 48 120 Karisan, Dilek Kim, Mijung Koushyar, Hoda Lakin, Joni 106 66 81 15 Kasper, Lutz Kim, Won Kovats Sánchez, Gabriela Lamb, Richard 15, 51 17, 70 69, 114 16, 56, 98, 102, 113 Kasper, Victor King, Natalie Kowalski, Susan Lambert, Ann 60 16, 38, 70, 92, 97 71, 85 41, 76 Katz, Phyllis Kinskey, Melanie Krajcik, Joseph Lambert, Sammi 16, 111 15, 24, 38, 90 43, 48, 51, 68, 82, 102, 107 116 Kavner, Amanda Kirbulut, Zubeyde Demet Krakowski, Ari Lammert, Catherine 98 95 107 67 Kaya, Ebru Kirby, Caitlin Kramarczuk, Kristina Land, Allison 104 14, 40 15, 39 69 Kaya, Erdogan Kite, Vance Kramer, Laird Langbeheim, Elon 93 16, 56, 100 85 13, 14, 26, 51, 52 Kaya, Fatma Kitsantas, Anastasia Kranjc Horvat, Anja Larkin, Douglas 118 49 50 14, 86 Kayumova, Shakhnoza Kittleson, Julie Kranzfelder, Petra LaRose, Sarah 26, 53, 64, 92, 93 61, 93 16, 61, 114 117 Ke, Fengfeng Kjelvik, Melissa Krell, Moritz Larson, Kristen 93 90 50 15, 85, 116 Ke, Li Klavon, Timothy Krishnan, Harini Larson, Lincoln 26, 40, 60, 106 38 15, 24, 109 81 Keen, Clarissa Klein, Emily Krishnan, Sandhya Laszcz, Martyna 14, 42 101 16, 49 39 Keller, John Kloser, Matthew Krist, Stina Lavi, Rea 116 76, 98 16, 69 16, 61, 101 Keller, Sebastian Knain, Erik Krueger, Dirk Lavonen, Jari 113 98 96 56 Kelly, Susan Knobloch, Neil Kubsch, Marcus Leammukda, Felicia Dawn 69 117 15, 26, 43, 105, 108 57

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 128 Author Index

Leary, Elgin Levrini, Olivia Liu, Lei 14, 111 49, 52, 98, 106 97 M Lebak, Kimberly Levy, Marissa Liu, Xiufeng MacDowell, Una 100 64 74, 82 65 Lederman, Judith Levy, Sharona Livni Alcasid, Gur Machaka, Nessrine 52, 76 47, 52, 106 83 69 Lederman, Norman Lewis, Elizabeth Lo, Abraham Macias, Christina 52, 91, 103 14, 43, 89, 112, 116 85 42 Lee, Carrie Lewis, Tiffany Lock, Robynne Macias, Meghan 87 71, 91 98 15, 106 Lee, Desmond Li, Feng Lockyer, Lori MacPherson, Anna 89 87, 117 75 14, 97, 112 Lee, Hee-Sun Li, Min Lohwasser, Karin Maeng, Jennifer 44, 63, 66, 100 117 15, 90, 116 67, 84, 118 Lee, Hyunju Li, Siqi Lombardi, Doug Maestrales, Sarah 63 16, 83 74, 75 107 Lee, Hyunok Li, Tingting Long, Charnell Maguire, Jennifer 106 16, 43, 68, 82, 107 14, 51 15, 96, 113 Lee, Jane Li, Wei-Ting Long, David Mahmud, Anina 87 108 99 51 Lee, May Liang, Ling Lopez-Colson, Gianna Mahoney, Kathleen 15, 98 15, 49 14, 44, 88 103 Lee, Okhee Lightner, Lindsay Lord, Trudi Makki, Nidaa 25, 38 38 44 3, 13, 25, 113, 116 Lee, Samuel Likely, Rasheda Lore, Chris Malik, Hamza 57 63, 67 44 15, 104 Lee, Sarah Lilly, Sarah Lorke, Julia Malone, Molly 43 16, 39, 49, 114 70 41, 76 Lee, Soon Limbere, Alfred Lotter, Christine Maltese, Adam 16, 100 14, 101 110 91 Lee, Tammy Lin, Chien-Yu Lottero-Perdue, Pamela Mansour, Nasser 16, 87 104 103 25 Lehman, Elizabeth Lin, Huann-Shyang Lowell, Benjamin Manz, Eve 86 81, 84 14, 66, 86 14, 41, 97 Lemons, Paula Lin, Jing Lu, Ying-Yan Marbach-Ad, Gili 49 15, 24, 25, 76, 109 17, 84 14, 41, 55, 110 Lemus, Judith Lin, Mu-Yin Lucas, Lyrica Marckwordt, Jasmine 76 16, 59 15, 81, 89 107, 114 Lenski, Sina Lin, Shan Luft, Julie Marco-Bujosa, Lisa 16, 110 82 25, 53, 97, 100, 101, 118 15, 42, 105 Lentini, Jennifer Lindsay, William Lukas, Sarah Marcum-Dietrich, Nanette 101 45 115 99 LePretre, Dawnne Lipsitz, Kelsey Luna, Melissa Marentic, Natalie 14, 103 26 115 115 Lerma, Yasiry Liu, ChangChia Lundegård, Iann Marichal, Andrew 118 14 108 96 Lerman, Richard Liu, Chenyan Lundgren, Lisa Marrero, Meghan 104 68 15, 26, 72 116 Letourneau, Susan Liu, Conghui Lynch, Samantha Marsh, Jamie 16, 42, 89 52 119 78 Liu, Enshan Marshall, Karen 84, 107 44

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 129 Author Index

Marshall, Stefanie McCurdy, Regina Menon, Deepika Morales-Doyle, Daniel 16, 24, 66, 93, 105 16, 39, 60 78, 90 48, 63 Martin, Sonya McDeed, Patrick Mensah, Felicia Morandi, Sierra 16, 25, 47, 76, 94, 106 65 70, 74, 85, 94 109 Martinez Hinestroza, Jose Mcdonald, Christine Mercier, Alison Morell, Linda 79 14 14, 54, 64, 67 78, 97 Martinez, Alexandra McDonald, Scott Merino, Cristian Moreno, Daniel 92 16, 44, 53, 56, 66, 90, 100 14, 103 116 Marvelle, Amanda McElroy-Brown, Kiley Merker, Amelia Moreno, Nancy 89 97 42 57 Marzabal, Ainoa McGee, Ebony Merritt, Veronique Moriarty, Tammy 103 102 95 43 Massey, Teresa McGinty, Megan Mesa, Jennifer Morphew, Jason 16, 89, 106 5, 118 62 15, 108 Massicotte, Joyce McGlamery, Sheryl Metcalf, Allison Morris, Dana 57 96 14, 78, 79 119 Matewos, Ananya McGowan, Brian Metzger, Kelsey Morrison, Deb 109 58 15, 118 24, 53, 99 Mathayas, Nitasha McGowan, Veronica Mickens, Ronald Morton, Terrell 16, 58, 69 65 58 13, 16, 26, 37, 97 Mathis, Clausell McGrail, Christine Miel, Karen Moshfeghyeganeh, Saeed 14, 72, 114 103 91 16, 119 Matos, Luis McGregor, Deb Mientus, Lukas Mueller, Andreas 55 40 79 83 Matsuura, Takuya McKinley-Hicks, Megan Mikeska, Jamie Mullen, Claire 16, 75 15 25, 87, 98, 101, 103 87 Mavrikaki, Evangelia McKinney, David Miller, Annie Muller, Alexandria 101 14, 66, 83 70 14, 42, 78, 114 Mawyer, Kirsten McLure, Felicity Miller, Brant Muller, Carol 78 48 103 63 Max, Anna-Lisa McNeill, Katherine Miller, Bridget Multani, Satbir 115 41, 57, 66, 86 14, 71, 94, 115 42 Mbaezue, Chielo McPadden, Daryl Miller, Cory Mulvey, Bridget 63 40 68 24, 90 Mbajiorgu, Ngozika Mead, Louise Miller, Emily Mumba, Frackson 58 90, 97 107 70, 85 Mcalexander, Shana Mehaan, Maria Miller, Kristen Munakata, Mika 16, 113 87 41 16, 101 McAlister, Anne Meijer, Paulien Miller, Mikhail Münster, Cristoph 49, 114 68 63, 67 107 McCance, Katherine Melton, Josie Miller-Rushing, Anica Murillo-Quirós, Natalia 15, 42, 113 87 67 117 McCance, Katie Mendez Perez, Karina Milne, Catherine Murphy, Robert 39 57, 105 94 68 McCarthy Hintz, Mary Meneganzin, Andra Minogue, James Murray, Jennifer 77 101 15, 25, 103 115 McCarthy, Brendan Menekse, Muhsin Minstrell, Jim Mushayikwa, Emmanuel 110 102 117 14, 59, 77, 90 McCausland, Jonathan Meneses Villagrá, Jesús Ángel Mohan, Lindsey Mutegi, Jomo 15, 66, 100 91 71 25, 38 McCoy, Whitney Meng, Yueyuan Morales, Consuelo 84 83 48, 87

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 130 Author Index

Nieuwsma, Julianna Olson, Joanne Park, Wonyong N 89, 115 44, 84 17, 52, 106 Nagda, Malay Nijenhuis-Voogt, Jacqueline Onowugbeda, Franklin Patel, Eshan 110 15, 68 51, 58, 84 114 Nagle, Courtney Nilon, Charles Orozco, Socorro Paton, Claire 71, 91 97 78 75 Nancy, Sharfun Islam Nilsson, Pernilla Ortega, Kassandra Patrick, Patricia 16, 98 56 78 16, 26, 55, 77, 105 Nation, Jasmine Nitecki, Elena Ortiz, Enrique Patterson Williams, Alexis 15 116 92 59 Nativ Ronen, Efrat Nixon, Ryan Ortiz, Miriam Patterson, Zac 112 13, 25, 71 44 17, 49, 110 Navas Iannini, Ana Maria Nolan, Charlene Osborne, Jonathan Paul, Kelli 81 65 62, 63, 66, 97 91 Navy, Shannon Nordine, Jeffrey Osborne, Scott Pavez, Jose 13, 26, 71, 97, 118 15, 56 76 101 Nazaretsky, Tanya Nouri, Noushin Otulaja, Femi Payne, Corey 82 70 25, 108 14, 69, 77 Nebus Bose, Frances Nowak, Anna Owens, David Pazos, Pilar 40 82 14, 44 112 Nehm, Ross Nuñez Cruz, Eduardo Jose Oz, Elif Peake, Leigh 16, 77, 94 60 98 65 Nelson, Bryanna Nyachwaya, James Ozen Tasdemir, Hatice Pearson, Willie 117 15, 24, 77 100, 118 58 Nelson-Barber, Sharon Nyamekye, Mercy Ozturk, Nilay Pedretti, Erminia 80, 108 104 16, 50 81 Neumann, Knut Nyamupangedengu, Eunice Pedroso, Rosio 12, 26, 51, 53, 76, 98, 109, 115 111 P 118 Newell, Alana Peel, Amanda 14, 57 Pachman, Mariya O 75 14, 64, 116 Newman, Steven Peer, Tal 79 Odekeye, Tokunbo Palincsar, Annemarie 51 86 106 Newport, Morgan Peffer, Tamara 111 Oertli, Tanner Pallant, Amy 91 44, 56, 63, 66, 100 16, 45, 99 Newton, Mark Pelech, Sharon 15, 25, 52, 87, 106 Offerdahl, Erika Palmgren, Elina 95 120 16, 62 Ngai, Courtney Peleg, Ran 97 Ogodo, Justina Pamuk, Savas 15, 24, 70, 99, 119 88, 104 16, 50, 81 Ngugi, Rosetta Peña, Laura 90 Oguz Namdar, Aysegul Papa, Jeff 106 104 15, 38, 92 Nguyen, Kimberly Penella, Robyn 107 Ojeda-Ramírez, Santiago Paquette, Alain 85 120 78 Nguyen, Ursula Penuel, William 98 Okafor, Ngozi Parekh, Priyanka 16 16, 60, 111 66, 95 Nichols, Bryan Pérez, Greses 52, 104 Okebukola, Peter Park Rogers, Meredith 16, 18, 24, 51, 58, 84 77, 79 14, 63 Nicholson, Louise Perry, Anthony 77 Oladejo, Adekunle Park, Mihwa 14 62 89 Niebert, Kai Perry, Netta 77 Oliveira, Alandeom Park, Soonhye 70 45, 56, 75, 90, 100 16, 54 Nielsen, Katia Pershing, Andrew 64 Olson, Alister Park, Sunyoung 14, 44 56, 76 65

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 131 Author Index

Petchey, Sara Potvin, Geoff Rap, Shelley Riegle-Crumb, Catherine 16, 77 98 16, 88 98 Peter, Esther Poulakis, Emmanouil Rasa, Tapio Ringleb, Stacie 51, 58 101 120 112 Peters-Burton, Erin Powell, Wardell Rebello, Carina Ring-Whalen, Elizabeth 14, 49 17, 106 14, 26 61, 87 Petitt, Destini Pratt-Taweh, Sasha Refvem, Emma Rish, Ryan 44 70 89, 115 111 Pham-Quan, Megan Preece, Christopher Rego, Melissa Robertson Konz, Rebecca 115 14, 72 68, 106 57 Phan, Trang Prestis, Olivia Rehmat, Abeera Robinson, Julie 62 95 97 40 Phelps, Amy Priemer, Burkhard Reichsman, Frieda Robinson, Lucy 95 82 14, 97 70 Phelps, David Princiotta, Daniel Reid, Joshua Robinson-Hill, Rona 41 112 15, 60, 62, 84, 86, 95 38, 94 Phillips, Andrea Purohit, Kiran Reigh, Emily Roby, ReAnna 14, 77 15, 41, 90 14, 66, 118 44, 46 Pickens, Mario Pusey, Téa Reinhold, Peter Rodriguez, Maria 60 61 117 102 Pierson, Ashlyn Puvirajah, Anton Reiss, Michael Rodriguez-Operana, Victoria 14, 43, 76 13, 25, 59 55, 97 17, 114 Pietros, Jennifer Reiss, Shari Roehrig, Gillian 15, 48 Q 57 27, 57, 61, 62, 85, 87, 102, 105, 106, 109 Pievani, Telmo Qi, Kern Rende, Kathryn 101 103 115 Rojas-Perilla, Diego 14, 96 Pimentel, Daniel Quigley, Cassie Restrepo Nazar, Christina 14, 43 14, 68, 92 78 Rollnick, Marissa 25, 111 Pinxten, Rianne Quiroz, Waldo Reynante, Brandon 101 103 63 Romero, Monica 119 Plank, Holly Reynolds Brubaker, Eric 68 63 Ropohl, Mathias R 25, 56, 79 Pleasants, Jacob Reynolds, William Matthew 15, 45, 84 Race, Alexandra 17 Roseler, Katrina 14 78 Plummer, Julia Rhinehart, Abby 3, 13, 15, 25, 54 Rachmatullah, Arif 66 Rosenfeld, Sherman 14, 83 88 Podkul, Timothy Rhodes, Jennifer 112 Radebe, Nomfundo 50 Ross, Lydia 90 51 Politis, Panagiotis Riccio, Jessica 101 Radloff, Jeffrey 85 Roth, Kathleen 15, 67, 104 85 Polizzi, Samuel Rich, Peter 62 Rajwade, Aparajita 49 Roth, Tamara 113 16, 109 Polzin, Megan Richardi, Jessica 100 Ramirez Villarin, Lorraine 100 Rouleau, Mark 15, 59 87 Pongsophon, Pongprapan Riche, Alexis 55 Ran, Hua 77 Rozenblum, Yael 72 112 Poole Patzelt, Suzanne Richmond, Gail 86 Rand, Angela 45, 94 Ruggirello, Rachel 72 16, 100 Poor, Sarah Ricotti, Novella 44, 103 Rao, Asha 115 Ruiz-Primo, Maria Araceli 44 117 Portsmore, Merredith Ridgway, Judith 91 41

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 132 Author Index

Rumage, Jamie Sample McMeeking, Laura Schvartzer, Maayan Shechter, Taly 53 66 106 84 Rumann, Stefan Sampson, Victor Schwanewedel, Julia Sheehan, Patrick 113 54, 55 79 110 Ruppert, John Sandrin, Susannah Schwartz, Daniel Shein, Paichi 15, 52 16, 104 65 40, 108 Rushton, Greg Santiago, Marisol Mercado Schwartz, Reneé Shen, Ji 62 63 3, 12, 16, 17, 20, 24, 25, 47, 52, 57, 72 97 Rushton, Gregory Sasson, Irit Shen, Yuefei 53, 62, 86, 95 58 Schwarz, Christina 118 12, 26, 41 Russell, Melody Sato, Brian Sheng, Yanyan 24, 54, 58 114 Schweingruber, Heidi 50 95 Russo-Tait, Tatiane Saucedo, Daniela Sheppard, Sheri 98 112 Schwichow, Martin 63 15, 86 Rutt, Alexis Saw, Guan Sherry-Wagner, Jordan 70 95 Scott, Derek 65 100 Ryu, Minjung Sbeglia, Gena Sherwood, Carrie-Anne 26, 92 14, 77 Scott, Sandra 14 45 Scates, Jessica Shillingstad, Saundra S 111 Sedaghatjou, Mina 96 59 Saba, Janan Schafer, Adam Shim, Soo-Yean 52 110 Sedawi, Wisam 69, 116 17, 100 Saban, Yakup Schafer, Nancy Shin, Donghee 88 102 Segura, David 81 14, 63 Saberi, Maryam Schaffer, Kristen Shin, Hyo-Jeong 70 81 Sessoms, Deidre 51 116 Sackietey, Samira Scheer, Madison Shin, Myunghwan 103 15, 104 Setioko, Wahyu 16, 42, 62 115 Sadler, Philip Schellinger, Jennifer Shin, Namsoo 45, 92, 96 15, 86, 109 Severance, Samuel 43 78 Sadler, Troy Schiering, Dustin Shinnick-Gordon, Isabel 13, 26, 40, 44, 74, 91, 94, 98, 14, 115 Severance, Sara 77 65 104, 109 Schloss, Dana Shivni, Rashmi Sahin, Alpaslan 42 Sevian, Hannah 111 42, 48, 50, 55, 110 58, 115 Schmeling, Sascha Shreiber, Merav Sailors, Misty 50 Sexton, Chelsea 55 14, 38 57 Schneider, Barbara Shukla, Kathan Saitta, Erin 68 Sezen-Barrie, Asli 112 26, 55, 60, 99, 105 92, 93 Schneider, Laura Shwarts Asher, Daphna Salcido White, Maya 15, 93 Shaby, Neta 57 13, 16, 25, 50, 55, 59, 78 106 Schoene, Melissa Shwartz, Gabriela Saldamando, Alberto 97 Shackley, Matthew 87 39 99 Schroeder, Margaret Shwartz, Yael Salgado, Michelle 62 Shahat, Mohamed 17, 61 117 41 Schuchardt, Anita Siani, Merav Salisbury, Sara 14, 82, 97, 111 Sharlin, David 113 69 16, 104, 120 Schul, Johannes Siddique, Mohammad Salloum, Sara 97 Shaw, Bob 16, 51 76 16, 92, 113 Schultheis, Elizabeth Siegel, Marcelle Samiphak, Sara 90 Shaw, Jerome 97 12, 78 16, 83 Schussler, Elisabeth Siehl, Sharon 41 65

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 133 Author Index

Signorini, Adriana Songer, Nancy Stowe, Ryan Tembrevilla, Gerald 61 86 110 14, 120 Silander, Megan Soni, Parth Stroupe, David Terada, Takeshi 51 16, 112 37, 90, 97 49 Silfver, Eva Sönmez, Elif Stuhlsatz, Molly Thomas, Misty 47 85 16, 63, 85, 90, 97, 101 54 Silva Mangiante, Elaine Sonnert, Gerhard Suarez, Enrique Thomas, Nicole 14, 50 45, 92, 96 48 95 Simon, Marsha Soobard, Regina Suh, Jee Kyung Thompson, Katerina 60, 119 16 67, 101 110 Simpson, Lauren Sorensen, Amanda Suh, Jennifer Thompson, Stephen 77 40 79 16, 70 Sindiani, Ayshi Sorge, Stefan Sukinarhimi, Peresang Tierney-Fife, Peter 88 16, 56, 115 40, 108 65 Singh, Harleen Southerland, Sherry Suksiri, Weerephat Tillotson, John 15, 118 42, 72, 74, 78, 94, 109, 114, 116 62, 97 18, 49 Sinthuwa, Waralee Spektor-Levy, Ornit Sun, Ying Tippins, Deborah 55 13, 16, 26, 54, 84 82 57, 77 Siry, Christina Spurgin, Caroline Sunal, Dennis Titu, Preethi 92, 94 14, 42 115 16, 24, 57, 87, 105 Sivaraj, Ramya Stadler, Matthias Sweetman, Sara Tobin, Roger 39, 109 56 48, 100 88 Siyahhan, Sinem Stahi-Hitin, Reut Szopiak, Michael Tolbert, Sara 111 95, 113 76 42, 64, 99 Skinner, Ron Staples, Kimberly Toma, Radu Bogdan 42, 114 15, 118 T 16, 91, 105 Skrob, Samantha Stark, Louisa Tal, Marina Tompkins, Amanda 16, 86, 114 41, 76 61 14, 71 Slotta, James Staudt, Carolyn Tal, Tali Topcu, Mustafa 103 57 12, 24, 48, 55, 112 108 Smith, Amanda Staus, Nancy Talbot, Robert Toro, Stephanie 119 16, 50, 59, 78 38, 114 85 Smith, Brittany Stehle, Stephanie Tanas, Jamie Tosun, Gozde 14, 69 49 107 14, 71 Smith, Cody Steimle, Alice Tankersley, Amy Touitou, Israel 14, 49 77 89 96, 107 Smith, Jim Stennett, Betty Tashiro, Lynn Tran, Hong 97 71, 85 77 77, 118 Smith, Patrick Stephen, Magdeline Tasquier, Giulia Tran, Kelly 16, 109 15, 41, 77 14, 98 111 Smith, Rebecca Stepp, Zachary Tawbush, Rachael Tran, Khanh 78, 91 72 16, 115 91 Smith, Theila Stern, Florian Taylor, Joseph Tran, Susan 16, 24, 38, 64 83 99 64 Sneed, Stacey Stevenson, Kathryn Taylor, Lezly Treagust, David 75 81 109 117 Snowden, Jeffery Stimac, Catherine Taylor, Monica Tripp, Jennifer 65, 101 71 101 15, 27, 40, 108 Sodini, Claudia Stinken-Rösner, Lisa Teeter, Stephanie Tröbst, Steffen 50 15, 58 16, 42 55 Solis, Jorge Stivers, Alexander Tekkumru Kisa, Miray Truscott, Diane 110 61 42, 54, 101, 109, 110 102

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 134 Author Index

Trygstad, Peggy Vazquez-Ben, Lucia Wan, Tong White, Holly 109 15, 48 92, 93 39, 76, 111 Tsybulsky, Dina Vedder-Weiss, Dana Wang, Changzhao White, Pete 14, 120 59, 100, 118 72 97 Tufail, Imran Venditti, Richard Wang, Cong Whittington, Kirby 15, 68, 116 69, 113 14, 82 42 Turner, Emily Verma, Geeta Wang, Hui-Hui Whitworth, Brooke 52 59, 92, 94 117 12, 25, 77 Turner, Kristal Versano, Merav Wang, Jian Wickler, Nicole 75 103 82 85 Tutwiler, Shane Visintainer, Tammie Wang, Jianlan Wiebe, Eric 16, 100, 113 88 15, 50, 75, 119 83 Tuvi-Arad, Inbal Vivante, Irit Wang, Kai-Lung Wiener, Gerfried 58 118 108 50 Tuvilla, Mavreen Rose Vladimirsky, Irena Wang, Lei Wierzbicki, Annette 92 117 82, 107 49 Tzou, Carrie Vo, Tina Wang, Lu Wieselmann, Jeanna R. 65 16, 26, 27, 56, 60, 95 15, 90 24 Vogelsang, Christoph Wang, Yuanhua Wildcat, Daniel U 117 75 99 Uchinokura, Shingo Vogt, Patrik Wang, Yun-Ciao Wilensky, Uri 49 51 40 64, 116 Ugwu, Patrick Vokos, Stamatis Warfa, Abdirizak Wiles, Benjamin 58 116 105 71 Uhl, Juli Von Aufschnaiter, Claudia Watkins, Shari Wiles, Jason 15, 111 107 58, 73, 93 114 Unal Coban, Gul Vos, Paul Watts, Elizabeth Wilhelm, Jennifer 115 87 14, 116 76 Upadhyay, Bhaskar Voss, Daniel Waxman, Hersh Williams, Brian 12, 14, 24, 40, 57, 80, 102, 108 69 102 102 Upmeier Zu Belzen, Annette Vossoughi, Shirin Weiland, Travis Williams, Christopher 82, 96 48 64 58 Usher, Maya Weinberg, Andrea Wilmes, Sara 87 W 66 25, 47, 92 Uygun, Cansu Basak Wade-Jaimes, Katherine Weinstein, Matthew Wilson, Christopher 52 15 15, 25, 64, 105 63, 85, 101 Wager, James Weitzel, Holger Wilson, Grant 15, 115 76 V 70 Wagner, Catherine Welter, Virginia Wilson, Mark Valdmann, Ana 55 62, 78, 91, 97 14 76 Waight, Noemi Wendell, Kristen Windschitl, Mark Van Loon, Kyle 67 116 114 12, 16, 25, 27, 37, 40, 47, 72, 74, 80, 106 Wengrowicz, Niva Wipfli, Kyle Van Staaden, Moira 16, 84, 119 75 77 Waka, Mark 39 Wenk Gotwals, Amelia Witzig, Stephen Vande Zande, Danielle 86 16, 56, 75, 90, 104, 115 14, 54, 101 Wallace, Jamie 15 West, Luke Wolf, Rachel Varelas, Maria 93 65 25, 63, 92 Wallace, Maria 15, 64, 118 Wheeler, Lindsay Wolfgramm, Marlena Varnedoe, Ann 15, 110 114 102 Walter, Emily 61, 81 White, Anthony Wong, Joseph 111 15, 119

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE | April 7-10, 2021 135 Author Index

Wong, Sissy Yow, Jan Zhang, Yingzhi 16, 75 Y 110 17, 68 Woodbury, Jacob Yachin, Tal Yuan, Shupei Zhang, Yuanlin 95 45 111 119 Woodruff, Karen Yahdi, Mohammed Yuan, Xin Zhang, Zongfang 39 77 93 83 Woods, Vanessa Yakobov, Hasida Zhao, FangFang 100 116 Z 14, 111 Wooten, Michelle Yang, Jie Zhao, Ya-nan 15, 82, 108 Zamarripa Roman, Brian 53, 64 98 117 Wray, Kraig Yang, Yang Zhou, Xinhui 83 Zangori, Laura 15, 56, 66 15, 40, 68, 84, 91 83 Wright, Casey Elizabeth Yao, Jian-Xin Zhu, Bo 108 Zeidler, Dana 92 52, 90, 104, 106 116 Wright, Christopher Yap, Melo-Jean Zhu, Yicong 15, 69, 102 Zembal-Saul, Carla 63, 67 40 62 Wright, Diane Yarden, Anat Zimmerman, Ifat 52, 95, 113 Zemel, Yoram 14, 66 87 112 Wright, Gary Yelton, Charles Zuluaga-Arias, Catalina 81 Zeng, Liang 14, 75 76, 109 85 Wright, Tanya Yesilyurt, Ezgi Zummo, Lynne 14, 93, 105 Zeng, Mao-Ren 86 47, 102 15 Wu, Sally Yilmaz, Elanur Zwick, Melissa 14, 85 Zhai, Xiaoming 16, 64, 87 63, 82, 91, 98, 117 27, 60 Wui, Ma Glenda Yilmaz-Tuzun, Ozgul Zygouris-Coe, Vassiliki 16, 52 Zhang, Helen 75 89 60 Wulff, Peter Yisak, Melissa 116 Zhang, Jie 16, 25, 79, 82 75 Yonai, Ella 112 Zhang, Moyu X 116 You, Hye Sun Xin, Yajie 15, 56, 76, 117 83 Young, Heather 71

y t t y All elections policies (and other policies) are found on the NARST website i Pove r v e h https://narst.org/sites/default/files/2021-01/Policies_Procedures_12-20_0.pdf t s l i c in the NARST Policies and Procedures manual. a Pande m e H d Long l Food n a Insecurity a b lo ing G Water S carcity g A Su stainability

NARST 94TH ANNUAL INTERNATIONAL CONFERENCE, April 7-10, 2021 136 GET INVOLVED Help NARST achieve its mission “to help all learners achieve science literacy” by taking an active role in leadership.

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• The Call for Nominations will be emailed to NARST members in May 2021. • Nominees need 10 NARST member endorsements. — Collect them at the conference! — Note: An email “I support x’s nomination” will suffice. • Complete and submit nomination package by June 2021 deadline (details included in the Call).

For more details, talk with Board or Elections Committee members

All elections policies (and other policies) are found on the NARST website https://narst.org/sites/default/files/2021-01/Policies_Procedures_12-20_0.pdf in the NARST Policies and Procedures manual.