Wednesday, April 7, 2021
Welcome & Plenary Session Award 2020 & 2021 DCRA Citations
9:15 am-11:00 am 11:00 am- 11:30 am Real-time/ live Presider: Noemi Waight, University of Buffalo
Welcome Eileen Parsons, NARST President Networking / Social Sessions
Plenary Keynote Title: Beyond Buzzwords: Reimagining the Default Settings of Science & 11:30pm -1:30 pm Society Real-time/ live Keynote Presenter: Ruha Benjamin, Princeton University Participate in the “round robin.” Please visit committees in 15-minute segments from 11:30- Presenter Introduction: 12:15. Meet the leadership and find David Stroupe, Michigan State University out more about any three of the following: Presiders: • Awards Committee Terrell Morton, University of Missouri • Elections Committee Beth Covitt, University of Montana • External Policy and Relations Committee Alison Cullinane, University of Oxford • Program Committee • Research Committee Plenary Abstract: From everyday apps to complex • Website Committee algorithms, data science and technology have the potential to hide, speed, and deepen discrimination, Drop-In Visit #1: 11:30 am-11:45 am while appearing neutral and even benevolent when Drop-In Visit #2: 11:45 am-12:00 pm compared to racist practices of a previous era. In this Drop-In Visit #3: 12:00 pm-12:15 pm talk, Ruha Benjamin explores a range of discriminatory designs that encode inequity – what Following the drop-in visits, please join the business she terms the “New Jim Code.” This presentation meeting of a committee from 12:30-1:30 (except for takes us into the world of biased bots, altruistic the Elections Committee scheduled on Friday, April algorithms, and their many entanglements, and 9th from 8:30 am-9:30 am). 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 LUNCH BREAK (on your own) default settings of science, technology, and society. 11:30am -12:30pm
1 Wednesday, April 7, 2021
Research Interest Groups (RIGs) Meetings
Continental and Diasporic Africa in Science Education (CADASE) 12:30pm – 1:30pm Real-time/ live Presiders: Mary Atwater, University of Georgia Rona Robinson-Hill, Ball State University
The mission of CADASE is to support research in science education that will have a positive impact on the lives of people of African ancestry. This is accomplished by (a) encouraging science educators to engage in research aimed at meeting the needs of people of African ancestry; and (b) providing intellectual, professional, and personal space for science educators engaged in such research. At the 2021 business meeting, CADASE members will approve the minutes of the last business meeting- 2019, receive information about how to become a CADASE member, hear a brief treasurer report, learn about the election procedures for the candidates, and break out into rooms in which the CADASE Standing Committees will meet.
Contemporary Methods for Science Education Research 12:30pm – 1:30pm Real-time/ live Presiders: Robert Talbot, University of Colorado Denver; Joe Taylor, University of Colorado Colorado Springs
The broad purpose of this RIG is to advance the mission of NARST by maintaining the rigor of science education studies, as well as promoting more standardized research practices across the organization such that we are better able to learn from and synthesize each other’s work. The intent is that these outcomes will, in turn, allow us to keep advancing the field and maintain the relevance of our research to improving science teaching and learning. 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 discuss RIG leadership positions in preparation for the upcoming election.
2 Wednesday, April 7, 2021
Concurrent Session # 1 (Format: Real Time / Live) 1:45 pm-3:15 pm
Administrative Sponsored Session Effects of preservice biology teachers’ conceptions Strand 11: Cultural, Social, and Gender of purpose on engagement of learners’ funds of knowledge Issues Matthew Shackley, University of California - Santa Barbara Engaging Science Education Research and Praxis for the Good of the “Public” Amid Global Pandemics Engaging in Sensemaking For Equity: STEM Teacher 1:45 pm -3:15 pm Professional Development in Core Practices Real time/ live Karen Woodruff, Montclair State University
Presenters: Investigating Perceptions, Experiences, and Bryan Brown, Stanford University Collectivism within Interdisciplinary Collaborations: Angela Calabrese-Barton, University of Michigan A National Survey Natalie King, Georgia State University Katie McCance, North Carolina State University Okhee Lee, New York University Jomo Mutegi, Indiana University, IUPUI The Girl Boat: Shifting marginalized Mexican Vanessa Grady, Georgia State University students’ identities, participation, and agency Laura Peña, Georgia State University through community conservation Elizabeth Davis, University of Michigan Kelsie Fowler, University of Washington Leslie Herrenkohl, University of Michigan Day Greenberg, Michigan State University Opportunities for Sense-Making in Science for Students with Learning Disabilities/Difficulties: A Mixed Methods Study Administrative Sponsored Session Rachel Juergensen, University of Missouri Columbia Graduate Student Committee Towards a Conceptual Profile of Chemical Control Graduate Student Research Symposium Klaudja Caushi, University of Massachusetts Boston
1:45pm-3:15pm Real time/ live / posters Biology Methods: A Course in Need of a Catalogue Cole Entress, Columbia University
Presiders: A Portrait of Identity and Context: Manifestation of Christa Haverly, Northwestern University Postsecondary STEM Teaching Kathryn Green, University of Georgia Sule Aksoy, Syracuse University Melanie Kinskey, Sam Houston State University Theila Smith, University of Groningen Going Virtual: Underrepresented Student Timothy Klavon, Temple University Experiences in a Virtual Computing Camp Lindsay Lightner, Washington State University Kristina Kramarczuk, University of Maryland, College Jessica Karch, University of Massachusetts Boston Park Chelsea Sexton, University of Georgia Klaudja Causi, University of Massachusetts – Boston Intersectionality of Black Male College Students: Ayca Fackler, University of Georgia Their Science Identity, Science Learning, and Science Profession Decisions Regina McCurdy, University of Central Florida
3 Wednesday, April 7, 2021
An Investigation of Undergraduate Students' Administrative Sponsored Session Spatial Thinking about Groundwater Indigenous Science Knowledge Research Holly White, University of Nebraska - Lincoln Interest Group Tracking elementary pre-service teachers’ teaching efficacy and attitudes towards STEM after Science Education, a Public Good for the Good of engagement with nanotechnology basics the Public? Contributing Indigenous Methodologies Martyna Laszcz, University of Massachusetts Boston to Teaching, Learning and Research 1:45pm-3:15pm Elementary Teachers’ Verbal Support of Disciplinary Real time/ live Integration in an NGSS-Aligned Unit Sarah Lilly, University of Virginia Presenters: Julie Robinson, University of North Dakota Exploring Epistemic Practices of Middle School Joshua Hunter, University of North Dakota Students in Collaborative Contexts Bonni Gourneau, University of North Dakota Ramya Sivaraj, University of Minnesota Anna Bahnson, United Tribes Technical College Pauline Chinn, University of Hawai’I at Manoa Informal Education Outreach to Combat Deficit Dinesh Gautam, Shree Jagadamba Higher Secondary SciComm Training in University STEM Students School Brenda Guerrero, Florida International University Yun-Ciao Wang, National Museum of Marine Biology and Aquarium How Do Young Children Learn Science through Bhaskar Upadhyay, University of Minnesota Narrative, Embodiment, and Play? Paichi Shein, National Sun Yat-sen University Kyungjin Cho, Pennsylvania State University Peresang Sukinarhimi, Rukai Cultural Museum of the Indigenous People Cultural Development Center An Exploration of Urban Latinx Youth Growth Mindsets in a Middle School Science Classroom Mark Waka, University of Buffalo
What are the sources of teaching self-efficacy for international graduate students? A survey study Zhigang Jia, Middle Tennessee State University
4 Wednesday, April 7, 2021
Strand 1: Science Learning: Strand 2: Science Learning: Contexts, Development of Student Understanding Characteristics and Interactions
Ethics and Decision-Making in Science Education Contexts, Characteristics, and Interactions in 1:45 pm -3:15 pm Science Education Real time/ live 1:45 pm -3:15 pm Presider: Amy Farris, Pennsylvania State University Real time/ live Presider: Susanna Hapgood, University of Toledo Developing and Using Multiple Models to Promote Scientific Literacy Sounds of Science Sensemaking: Interrogating the Li Ke, University of North Carolina at Chapel Hill Norms of Learning Spaces with Acoustemology and Troy Sadler, University of North Carolina at Chapel Critical Frames Hill Michelle Brown, Pennsylvania State University Laura Zangori, Univeristy of Missouri - Columbia Frances Nebus Bose, Pennsylvania State University Patricia Friedrichsen, University of Missour i- Carla Zembal-Saul, Pennsylvania State University Columbia The Influence of Teacher Questioning Approaches Consideration of participatory ethics when eliciting on Students' Productive Thinking etic and emic perspectives of learning Anne Emerson Leak, High Point University Sarah Frodsham, Oxford Brookes University Corrie Bruce, High Point University Deb McGregor, Oxford Brookes University Selcen Guzey, Purdue University
Defining Skills Required in the Decision-Making Defining the Future and Standing Apart: Process around Socioscientific Issues Opportunity Structures at an Urban, Inclusive Caitlin Kirby, University of Nebraska – Lincoln STEM-Focused High School Amanda Sorensen, Michigan State University Jennifer Tripp, University of Buffalo Jenny Dauer, University of Nebraska – Lincoln Noemi Waight, University of Buffalo
What's the Point?: Student Perspectives on Computation in Physics Class Paul Hamerski, Michigan State University Daryl McPadden, Michigan State University Marcos Caballero, Michigan State University Paul Irving, Michigan State University
5 Wednesday, April 7, 2021
Strand 3: Science Teaching—Primary Strand 4: Science Teaching—Middle School (Grades preK-6) and High School (Grades 5-12)
Engaging Young Children in Science and Curricular Sensemaking and Implementation Engineering Practices: A Conversation about 1:45 pm -3:15 pm Approaches to Research and Design Real time/ live 1:45 pm -3:15 pm Presider: Magdeline Stephen, University of Real time/ live Witwatersrand
Dance-STEP: Collective Embodied Science Models Changing Teacher Practice at Scale through and the Particulate Nature of Matter Instructional Routines: Findings from a Field Test of Chris Georgen, Boston University High School Materials Kiran Purohit, New Visions for Public Schools Using Iterative Co-Design to Develop Classroom Elizabeth Chatham, New Visions for Public Schools Empirical Activity Eve Manz, Boston University Teacher planning for epistemic agency in Betsy Beckert, Boston University discussion-based, storyline unit lessons Kevin Cherbow, Boston College Kindergarten Playground Collisions: Katherine McNeill, Boston College Reconceptualizing Gravity as a Necessary Intellectual Resource Secondary Science Teachers Implementation of a Michelle Salgado, University of Washington Curricular Intervention when Teaching with Global David Phelps, University of Washington Climate Models Kimberly Carroll Steward, University of Nebraska – Considerations when Engaging Young Learners in Lincoln Scientific Modeling for Sense-making Devarati Bhattacharya, University of Nebraska – Christina Schwarz, Michigan State University Lincoln Eve Manz, Boston University Cory Forbes, University of Nebraska – Lincoln Mark Chandler, Columbia University
3D Alignment Between Curriculum and Assessments Matters: Results from a New Genetics Curriculum Field Test Ann Lambert, University of Utah Dina Drits-Esser, University of Utah Sheila Homburger, University of Utah Kristin Fenker, University of Utah Molly Malone, University of Utah Louisa Stark, University of Utah
6 Wednesday, April 7, 2021
Strand 5: College Science Teaching Strand 6: Science Learning in Informal and Learning (Grades 13-20) Contexts
Intersection of Socio-cultural factors and college Youth Centered Informal Science STEM 1:45 pm -3:15 pm 1:45 pm -3:15 pm Real time/ live Real time/ live Presider: Ngozi Okafor, University of Lagos Presider: Andy Cavagnetto, Washington State University A Mixed Methods Study of Youths' STEM Interests in an After-School Club Deena Gould, University of New Mexico BioTAP: Barriers and Supports to Conducting Ian Gould, Arizona State University Science Education Research on Graduate Student Teaching Development Practices The Design and Development of a Youth-Centered Grant Gardner, Middle Tennessee State University Art-Science Program Judith Ridgway, Ohio State University Megan McKinley-Hicks, Boston College Gili Marbach-Ad, University of Maryland Michael Barnett, Boston College Kristen Miller, University of Georgia Helen Zhang, Boston College Elisabeth Schussler, University of Tennessee Ariella Suchow, Boston College Knoxville
Facilitating First-Generation College Student Adding narrative elements to engineering activities Persistence in STEM Majors evokes empathy and supports girls' use of Lisa Marco-Bujosa, Villanova University engineering practices Lauren Baker, Villanova University Susan Letourneau, New York Hall of Science Dorothy Bennett, New York Hall of Science Using Cultural-Historical Activity Theory to ChangChia Liu, New York Hall of Science Understand an Interdisciplinary Team's Co- Yessenia Argudo, New York Hall of Science Development of High School Lab Activities Dana Schloss, New York Hall of Science Katherine McCance, North Carolina State University Amelia Merker, New York Hall of Science Stephanie Teeter, North Carolina State University Satbir Multani, New York Hall of Science Margaret Blanchard, North Carolina State University Katherine Culp, New York Hall of Science Richard Vanditti, North Carolina State University Hearing the Engineering in Children's Talk Productive Patterns of Overcoming Struggle During Ron Skinner, MOXI, The Wolf Museum of Exploration Undergraduate Chemistry Laboratory Activities and Innovation Clarissa Keen, University of Massachusetts Boston Danielle Harlow, University of California at Santa Hannah Sevian, University of Massachusetts Boston Barbara Alexandria Muller, University of California at Santa Barbara
7 Wednesday, April 7, 2021
Strand 7: Pre-service Science Teacher Strand 8: In-service Science Teacher Education Education
Equity-driven approaches among pre-service Approaches to PD Supporting Teacher Learning teachers 1:45 pm -3:15 pm 1:45 pm -3:15 pm Real time/ live Real time/ live Presider: Elizabeth Lewis, University of Nebraska– Presider: Scott Cohen, Georgia State University Lincoln
Examining Relevance in Pre-service Science Teacher Comparing Contexts for Professional Development: Lesson Plans Student Work Analysis and Video Club Kirby Whittington, Gooru.Org Heather Johnson, Vanderbilt University Sherry Southerland, Florida State University Andrea Henrie, Vanderbilt University Miray Tekkumru Kisa, Florida State University Bethany Daniel, Vanderbilt University Ashlyn Pierson, Ohio State University Pre-Service Science Teachers' Development of Danielle Kiefert, University of North Texas Equitable and Just Approaches to Practice in University Methods Coursework Elementary Science Teachers' Purposes and Rachel Gordon, University of Michigan Practices for Connecting Multiple Representations Ashlyn Pierson, Ohio State University 'Staying with the Trouble': Praxis Crisis in Science Danielle Kiefert, University of North Texas Teacher Education for Emergent Bilingual Learners Sarah Lee, Vanderbilt University Sara Tolbert, Te Whare Wananga O Waitaha Heather Johnson, Vanderbilt University University of Canterbury Andrea Henrie, Vanderbilt University Caroline Spurgin, University of California- Santa Cruz Doris Ash, University of California- Santa Cruz Supporting Science Instruction with Vertical Teams: Teachers' Perceptions of Mixed Grade-Band "Others have it, why can't they?" Leveraging Professional Learning Communities collaborative inquiry in science teacher education Daniel Pimentel, Stanford University Christina Macias, California State University- Fresno Tammy Moriarty, Stanford University Myunghwan Shin, California State University- Fresno Janet Carlson, Stanford University
Preparing Science Educators for Contextualized Instruction Kassandra L'Heureux, Université de Sherbrooke Michael Giamellaro, Oregon State University Marie-Claude Beaudry, Université de Sherbrooke Jean-Philippe Ayotte-Beaudet, Université de Sherbrooke Cory Buxton, Oregon State University Talal Alajmi, Oregon State University
8 Wednesday, April 7, 2021
StrandStrand 11:11: Cultural,Cultural, Social,Social, andand Gender Strand 10: Curriculum and Assessment GenderIssues Issues
NGSS aligned assessment and instruction Science Identity 1:45 pm -3:15 pm 1:45 pm -3:15 pm Real time/ live Real time/ live Presider: Marcus Kubsch, Leibniz Institute for Presider: Terrell Morton, University of Missouri- Science and Mathematics Education Columbia
Noticing-Sensemaking-Modeling: A Framework for Figured Worlds of Successful Women in Science the Crosscutting Concepts During Their School Years Lori Andersen, University of Hawaii at Manoa Jonathan Hall, University of West Florida
A Three-Dimensional Integrated Learning Novice to Expert: Science Identity Development in Progression and Aligned Assessments to Monitor Academically Proficient Students at an HBCU Middle School Student Proficiency of Energy, Karen Marshall, Oakwood University Modeling and Cause and Effect Carmen Bucknor, Oakwood University Namsoo Shin, Michigan State University Sylvia James, National Science Foundation Peng He, Michigan State University Christyn Byrd, Oakwood University Tingting Li, CREATE for STEM Institute Tatiana Fowler, Oakwood University Joseph Krajcik, Michigan State University Promoting Scientific Literacy for All in the Bridging the Gap: Evaluating a Design Approach for Classroom Curriculum-neutral NGSS Benchmark Assessments Gianna Lopez-Colson, University of Texas Rio Grande in Middle School Valley Maia Binding, University of California Berkeley - Miriam Ortiz, University of Texas Rio Grande Valley Lawrence Hall of Science Lauren Brodsky, University of California Berkeley - Afterschool STEM Program as a Transformative Lawrence Hall of Science Space for Teachers to Support Relationship Building with Students Validating a Claim-Evidence-Science Idea-Reasoning Ti'Era Worsely, University of North Carolina at (CESR) Framework for use in NGSS assessment Greensboro Tasks Sara Heredia, University of North Carolina at Joseph Hardcastle, American Association for the Greensboro Advancement of Science Cari Herrmann Abell, BSCS Science Learning George De Boer, American Association for the Advancement of Science
9 Wednesday, April 7, 2021
Strand 12: Technology for Teaching, Strand 13: History, Philosophy, Learning, and Research Sociology, and Nature of Science
Reconstructing Reality through Simulations to Socioscientific Issues Enable Classroom Enactment of Science Practices 1:45 pm -3:15 pm 1:45 pm -3:15 pm Real time/ live Real time/ live Presider: Shaghig Chaparian, American University of Presider: Hee-Sun Lee, The Concord Consortium Beirut Discussant: Scott McDonald, Pennsylvania State University University Biology Students' Pandemic Decisions: The Role of COVID-19 Science Beliefs and Presenters: Sociocultural Membership Hee-Sun Lee, The Concord Consortium Benjamin Herman, Texas A&M University Scott McDonald, Pennsylvania State University Michael Clough, Texas A&M University Amy Pallant, The Concord Consortium Asha Rao, Texas A&M University Chris Lore, The Concord Consortium Joanne Olson, Texas A&M University Jie Chao, The Concord Consortium Alister Olson, Texas A&M University Gey-Hong Gweon, Physics Front Alex Sobota, Texas A&M University Charles Conner, University of South Florida Sarah Poor, Texas A&M University Trudi Lord, The Concord Consortium Lisa Hardy, The Concord Consortium Exploring Undergraduates' Breadth of Socio- Scientific Reasoning through Domains of Knowledge David Owens, Georgia Southern University Troy Sadler, University of North Carolina at Chapel Hill Destini Petitt, University of Nebraska-Lincoln Corey Forbes, University of Nebraska-Lincoln
Changes in NOS Understandings after Engaging in Reflective Discussions and Information Evaluation about Socioscientific Issues Shaghig Chaparian, American University of Beirut Saouma Boujaoude, American University of Beirut
Reviving the Orchard: Visions of Reclaiming Science Education for Nicaragua Kelsie Fowler, University of Washington
10 Wednesday, April 7, 2021
Strand 14: Environmental Education Strand 15: Policy, Reform, and and Sustainability Program Evaluation
Sociocultural and Situated Perspectives of Science teacher resiliency, commitments, and Environmental Science Education disciplinary sense-making within complex systems 1:45 pm -3:15 pm 1:45 pm -3:15 pm Real time/ live Real time/ live Presider: Tamara Peffer, Pennsylvania Department Presider: Kathryn Bateman, Temple University of Education Self-Efficacy and Commitment of Mid and Late An Inclusive Model of Theoretical Rigor in Career High School Science Teachers Environmental Education Dorothy Holley, West Johnston High School Roberta Hunter, Michigan State University Soonhye Park, North Carolina State University Gail Richmond, Michigan State University Disciplinary Conflation in Integrated Science and Productive Disciplinary Engagement in Three- Engineering Dimensional Agriscience Instruction Jacob Pleasants, Keene State College Craig Kohn, Michigan State University Iliana De La Cruz, Texas A&M University
A Situated Learning Approach for Designing and Are the best and brightest high school students Implementation Educational Escape Games about interested in science or mathematics teaching Healthy Nutrition careers? Tal Yachin, Technion - Israel Institute of Technology Travis Fuchs, University of British Columbia Miri Barak, Technion - Israel Institute of Technology Gerhard Sonnert, Harvard Smithsonian Sandra Scott, University of British Columbia Environmental science curriculum development in Philip Sadler, Harvard Smithsonian local communities: A 'Cultural Historical Activity Theory perspective Perceptions of Coherence: Learning About Systems Xavier Fazio, Brock University and Structures Through Participatory Redesign and Implementation William Lindsay, University of Colorado Boulder
11 Wednesday, April 7, 2021
3:30 pm-5:00 pm (Real time/ 5:00 pm-6:00 pm (Real time/ Live) Live)
Administrative Sponsored Session Administrative Sponsored Session Graduate Student Committee Membership Committee
Graduate Student Forum Mentor-Mentee Nexus 3:30 pm- 5:00 pm 5:00 pm- 6:00 pm Real time / live Real-time/ live Presiders: ReAnna Roby, Vanderbilt University The forum aims to guide and encourage beginning Shirly Avargil, Technion Israel Institute of Technology researchers by discussing the various parts of a Sule Aksoy, Syracuse University graduate career, including getting involved in NARST, completing the dissertation, or searching for a This session serves as a context for those first-time position. Attendees of the forum are given the attendees, or those relatively new, to NARST (i.e. opportunity to participate in discussions with Mentee) to interact with more experienced NARST experienced colleagues on matters of academic and members (i.e. Mentor). Session leaders facilitate the career interest. introduction of mentors and mentees by identifying and matching interested parties and creating an environment that supports communication among mentors and mentees.
12 Wednesday, April 7, 2021
6:00 pm- 8:00 pm (Real time/ Live)
NETWORKING/ SOCIAL SESSIONS 6:00 pm-8:00 pm Real Time/ Live
Participate in the “round robin.” Please visit committees in 15-minute segments from 6:00-6:45 pm. Meet the leadership and find out more about any three of the following: • Equity and Ethics Committee • Membership Committee • Publications Advisory Committee • Graduate Student Committee • International Committee
Drop-In Visit #1: 6:00 pm-6:15 pm Drop-In Visit #2: 6:15 pm-6:30 pm Drop-In Visit #3: 6:30 pm-6:45 pm
Following the drop-in visits, please join the business meeting of a committee from 7:00-8:00 pm.
13 Thursday, April 8, 2021
Thursday 8:00am through 6:30am-8:00am Friday 7:00am Real time/ Live
Poster Session #1 Administrative Sponsored Session International Committee Posters are available for viewing for a 23-hour window for asynchronous interactions. Attendees Promoting an International Agenda for Research can view the poster at the indicated link and post and Science Teacher Education to Improve Science comments to which the presenter may respond. The and Special Education posters in Session 1 will become inactive and 6:30am-8:00am inaccessible after Friday, 7:00 am. For a complete Real time/ live listing of Thursday’s posters, please refer to the end of the Thursday schedule. Presenters: Sonya Martin, Seoul National University Ileana Greca, Universidad de Burgos Eva Silfver, Umeå University, Sweden Ying-Ting Chiu, The Ohio State University Author-scheduled 30-minute Da Yeon Kang, Seoul National University Q&A sessions Sungmin Im, Daegu University Daniel Cha, Daegu University Scott Cohen, Georgia State University Presenters will pre-record their presentations. Patrick Enderle, Georgia State University Attendees will view the recorded presentations in Renee Schwartz, Georgia State University advance of the Q&A session. Presenters will schedule a 30-minute block (like “office hours”) on a sign-up sheet in advance of the conference. The scheduled time will be listed in the conference program.
14 Thursday, April 8, 2021
Concurrent Session # 2 (Real Time / Live) 8:00am -9:30am
Administrative Sponsored Session Strand 1: Science Learning: Development Awards Committee of Student Understanding
DCRA: On a Continuum of the Professional Scholarly Science Learning through Modeling Trajectories in Science Education: The Urgent 8:00am-9:30am Questions for the Next Generation of Science Real time/ Live Education Research Presider: Sharona Levy, University of Haifa 8:00am-9:30am Real time/ live Modeling-based Inquiry Instruction for promoting 10th graders' modeling competence and conceptual Presenters: understanding of the Periodic Table Noemi Waight, University at Buffalo Mei-Hung Chiu, National Taiwan Normal University Mao-Ren Zeng, National Taiwan Normal University and Municipal Dazhi High School, Taipei Shiao-Lan Chung, New Taipei Municipal and New Taipei Senior High School Jing-Ping Jong, New Taipei Municipal Jinhe High School
Enhancing Student Modeling within an Integrated Chemistry and Earth Science Curriculum Jonathan Grooms, George Washington University Kevin Fleming, George Washington University Alan Berkowitz, Cary Institute of Ecosystem Studies Bess Caplan, Cary Institute of Ecosystem Studies
Climate Education in Secondary Science: Comparison of Model-Based and Non-Model- Based Investigations of Global Climate Data Devarati Bhattacharya, University of Nebraska Kimberly Carroll Steward, University of Nebraska - Lincoln Corey Forbes, University of Nebraska – Lincoln
15 Thursday, April 8, 2021
Strand 2: Science Learning: Contexts, Strand 2: Science Learning: Contexts, Characteristics and Interactions Characteristics and Interactions
Community & Social Factors in Identity, Motivation, Studying Contestations of Hegemonic Science and Learning Education as Public Good 8:00am-9:30am 8:00am -9:30am Real time/ Live Real time/ live Presider: Cesar Delgado, North Carolina State University Rejecting Narrow Definitions: Reimagining Equitable Science Classroom Discourse Factors Contributing to Career Aspirations: Access Enrique Suarez, University of Massachusetts – to Science Resources and People Amherst M. Gail Jones, North Carolina State University Katherine Chesnutt, North Carolina State University Children's Play in Making as Contestations and Megan Ennes, University of Florida Moves to Sociopolitical Elsewhere(s) Emily Cayton, Campbell University Natalie Davis, Georgia State University Shirin Vossoughi, Northwestern University Health in Our Hands: A community-inspired project- based learning approach to support social and Repurposing the Physics Classroom for emotional learning Environmental Justice Idit Adler, Tel Aviv University Jasmine Jones, University of Illinois at Chicago Consuelo Morales, Michigan State University Irene Bayer, Michigan State University Co-designing Professional Development to Support Tali Tal, Technion - Israel Institute of Technology Science Teachers Transdisciplinary Learning Joseph Krajcik, Michigan State University Daniel Morales-Doyle, University of Illinois at Chicago Gender Differences in STEM Classroom Emotional Alejandra Frausto, Chicago Public Schools Felicity McLure, Curtin University Mindy Chappell, University of Illinois at Chicago Barry Fraser, Curtin University Tiffany Childress Price, University of Illinois at Rekha Koul, Curtin University Chicago Abel Farias, University of Illinois at Chicago Capturing Chemical Control Speaking, Thinking and Doing Klaudja Caushi, University of Massachusetts – Boston Hannah Sevian, University of Massachusetts – Boston
16 Thursday, April 8, 2021
Strand 3: Science Teaching—Primary Strand 4: Science Teaching—Middle and School (Grades preK-6) High School (Grades 5-12)
Engaging Students in Science and Engineering Model-based Teaching and Learning Practices 8:00am-9:30am 8:00am-9:30am Real time/ Live Real time/ Live Presider: Zac Patterson, The Ohio State University Presider: Anna Maria Arias, Kennesaw State University High School Science Teachers' Integration of Computational Thinking into Data Practices to Teaching evolution in a 5th grade Spanish Support Student Investigations classroom: "Why do we have different skin Erin Peters-Burton, George Mason University colours?" Peter Rich, Brigham Young University Lucia Vazquez-Ben, Universidade da Coruña, Spain Laura Laclede, George Mason University Anxela Bugallo-Rodriguez, Universidade da Coruña, Stephanie Stehle, George Mason University Spain Anastasia Kitsantas, George Mason University Timothy Cleary, Rutgers University An Exploratory Study on Computational Thinking in Elementary Science A Preliminary Study to Explore In-Service Science Jennifer Pietros, University of Rhode Island Teachers Assessment Literacy in MBT Sara Sweetman, University of Rhode Island Alexis Gonzalez-Donoso, University of British Columbia Elementary Teachers' Verbal Supports Across Samia Khan, University of British Columbia Science, Engineering, and Computer Science Disciplines in an NGSS-Aligned Unit Engaging secondary school students in model-based Sarah Lilly, University of Virginia reasoning for conceptual understanding Anne McAlister, University of Virginia Shingo Uchinokura, Kagoshima University Sarah Fick, Washington State University Jennifer Chiu, University of Virginia Scientific Simulations as Educational Tools for the Post-Pandemic Era: the Case of the Susceptible- Implementation of NGSS Scientific Practices in Infectious-Removed Model Elementary Science Classrooms: A Comparative Eleonora Barelli, University of Bologna Study of Video Analysis Olivia Levrini, University of Bologna Peter Hu, University of Pittsburgh Ling Liang, La Salle University Ying-Chih Chen, Arizona State University Takeshi Terada, Arizona State University
17 Thursday, April 8, 2021
Strand 5: College Science Teaching and Strand 6: Science Learning in Informal Learning (Grades 13-20) Contexts
Scaffolding and Support for College STEM Learning From 'Physical to Digital': How institutions of 8:00am-9:30am informal science education adapt to an online Real time/ Live presence during the COVID-19 crisis (and beyond) Presider: Robert Idsardi, Eastern Washington 8:00am-9:30am University Real time/ Live Presider: Neta Shaby, Ben Gurion University of the Vygotskian professional development for biology Negev instructors focusing on student thinking Discussant: Ran Peleg, University of Southampton Sophia (Sun Kyung) Jeong, Ohio State University Jakayla Clyburn, University of North Carolina at Presenters: Greensboro Ran Peleg, University of Southampton Paula Lemons, University of Georgia Neta Shaby, Ben Gurion University of the Negev Carys Hughes, University of Southampton Mentoring early-year undergraduate researchers: Sarah Funk, Science Center Network Structures and support mechanisms Claudia Sodini, K-productions Gaye Ceyhan, Bogazici University Nancy Staus, Oregon State University John Tillotson, Syracuse University Victoria Bonebrake, University of Washington Ann Astroga, University of Washington A Framework Situating Failure in Developing Elena Janniello, Università di Pisa Scientific Understanding: Investigating Students' Antonella Gioli, Università di Pisa Scientific Failures in Undergraduate Research Sandhya Krishnan, University of Georgia
Investigating the Relationship Between Self-Efficacy and Approach to Teaching in Undergraduate and Graduate Teaching Assistants Cody Smith, University of Nebraska-Lincoln Annette Wierzbicki, University of Nebraska–Lincoln Jenny Dauer, University of Nebraska–Lincoln
18 Thursday, April 8, 2021
Strand 7: Pre-service Science Teacher Strand 8: In-service Science Teacher Education Education
Making a Case for Emphasizing Modeling and Curriculum and Assessment Engineering 8:00am -9:30am 8:00am-9:30am Real time/live Real time/ Live Presider: Ashley Iveland, WestEd Presider: Jianlan Wang, Texas Tech University Assessment for Learning: High School Science Results of Elementary Preservice Teachers' Teachers' Performance Assessment Practices during Promotion of Norms of Interaction for Engineering Integrated Science Teaching Nam-Hwa Kang, Korea National University of Design Education Elaine Silva Mangiante, Salve Regina University
Kaitlin Gabriele-Black, Salve Regina University Impact of Scoring the Illinois Science Assessment on
Developing Preservice Science Teachers' K-12 Science Teachers' Practices Conceptions of Engineer and Engineering through Senetta Bancroft, Southern Illinois University an Elective STEM Course Carbondale Nilay Ozturk, Kirsehir Ahi Evran University Harvey Henson, Southern Illinois University Meltem Irmak, Gazi University Carbondale Daniel Brown, Illinois State Board of Education Preservice Elementary Teachers Making Sense of Angela Box, Southern Illinois University Carbondale Scientific Modeling: A Longitudinal Study Yanyan Sheng, University of Chicago Jennifer Rhodes, Southern Illinois University Adam Bennion, University of Michigan Elizabeth Davis, University of Michigan Carbondale
Dimensions of modeling: Knowledge, practice and Growth in STEM Teachers' Formative Assessment product Practices as Teachers Remain in High-Need Districts Maximillian Göhner, Freie Universität Berlin Shahar Abramvotich, University of Massachusetts Tom Bielik, Freie Universität Berlin Boston Moritz Krell, Freie Universität Berlin Hannah Sevian, University of Massachusetts Boston
Expectations Regarding Students' Knowledge and Teachers' Content Knowledge in Particle Physics: A Comparative Study Anja Kranjc Horvat, CERN & University of Potsdam Gerfried Wiener, CERN Sascha Schmeling, CERN Andreas Borowski, University of Potsdam
19 Thursday, April 8, 2021
Strand 11: Cultural, Social, and Gender Strand 10: Curriculum and Assessment Issues
Learning progression assessments and teachers' Context, gender, and guidance classroom enactments of curricula 8:00am-9:30am 8:00am-9:30am Real time/ Live Real time/ Live Presider: Charnell Long, University of Wisconsin- Presider: Joseph Krajcik, Michigan State University Madison Discussant: Knut Neumann, Leibniz Institute for Science and Mathematics Education Connections between negative academic experiences and the impostor phenomenon in Presenters: STEM Elon Langbeheim, Ben-Gurion University of the Devasmita Chakraverty, Indian Institute of Negev Management, Ahmedabad David Fortus, Weizmann Institute of Science Jeffery Nordine, Leibniz Institute for Science and Can the Culturo-Techno-Contextual Approach Mathematics Education (CTCA) Dissolve the Barriers of African Students to Knut Neumann, Leibniz Institute for Science and Learning Difficult Concepts in Biology? Mathematics Education Peter Okebukola, Lagos State University Joseph Krajcik, Michigan State University Franklin Onowugbeda, Lagos State University Hui Jin, Educational Testing Service Oluseyi Ajayi, Lagos State University Hyo-Jeong Shin, Educational Testing Service Tokunbo Odekeye, Lagos State University Dante Cisterna, Educational Testing Service Deborah Agbanimu, Lagos State University Erin Furtak, University of Colorado Esther Peter, Lagos State University Clarissa Deverel-Rico, University of Colorado Boulder Aderonke Ebisin, Lagos State University Fred Awaah, University of Professional Studies Accra
Exploring Gender Issues in Higher Secondary Science Classroom Mohammad Siddique, University of Dhaka Anina Mahmud, University of Dhaka
How Biology and Physics Faculty Guide Female and URM Faculty toward Leadership, Research, and Teaching Eugene Judson, Arizona State University Lydia Ross, Arizona State University
20 Thursday, April 8, 2021
Strand 12: Technology for Teaching, Strand 13: History, Philosophy, Sociology, Learning, and Research and Nature of Science
Modeling Tools that Support Thinking and Learning Nature of Science in K-12 Education 8:00am-9:30am 8:00am-9:30am Real time/ Live Real time/ Live Presider: Megan Silander, Center for Children and Presider: Alison Cullinane, University of Oxford Technology Indiana Third/Fourth Grade Students' Conceptions Using Automated Feedback to Engage Students in of the Nature of Scientific Inquiry Discourse-Rich Modeling Practices Valarie Akerson, Indiana University Kihyun Ryoo, University of North Carolina-Chapel Hill Claire Cesljarev, Indiana University Conghui Liu, Indiana University The World as a Lab: Real-life Data in STEM Projects Judith Lederman, Illinois Institute of Technology Lutz Kasper, University of Education Schwaebisch Norman Lederman, Illinois Institute of Technology Gmuend Patrik Vogt, Institute of Teacher Training, Mainz Formative assessment of nature of science in a Grade 10 lesson on paradigm shift Students' development of mental models when Wonyong Park, University of Oxford constructing particle-based computational models Sibel Erduran, University of Oxford of electric conductors Judith Hillier, University of Oxford Elon Langbeheim, Ben Gurion University of the Negev Exploring the Nature of Science in the Italian Sharona Levy, University of Haifa Physics Curriculum Hagit Hel-Or, University of Haifa Alison Cullinane, University of Oxford Janan Saba, University of Haifa Martina Caramaschi, University of Bologna Olivia Levrini, University of Bologna Learning about Photosynthesis and Cellular Sibel Erduran, University of Oxford Respiration in Plants with Cell-based Emergent Models (CEM) NOS and Science Identity: "I Learned I didn't Know Sharona Levy, University of Haifa How to do Science" Shani Goldstein, University of Haifa Robert Bennett, Georgia State University Hana Anutza Almog, University of Haifa Emily Turner, Georgia State University Anat Yarden, Weizmann Institute of Science Renee Schwartz, Georgia State University
21 Thursday, April 8, 2021
Strand 14: Environmental Education and Sustainability
Engaging with Socioscientific Issues 8:00am-9:30am Real time/ Live Presider: Bryan Nichols, Florida Atlantic University
Problematizing intuitive universals in socioscientific reasoning: using meta-epistemic reasoning practices to link mechanisms to context John Ruppert, Saint Peter's University Masiel Infante, Saint Peter's University
Doing Battle with the Dragons of Inaction: Place- Based SSI and Pro-Environmental Behaviors Mark Newton, East Carolina University Benjamin Herman, Texas A&M University Dana Zeidler, University of South Florida
Middle School Students' Informal Reasoning and Argument Quality for Different SSI Cansu Başak Uygun, Middle East Technical University Ozgul Yilmaz-Tuzun, Middle East Technical University
22 Thursday, April 8, 2021
Concurrent Session # 3 (Real Time / Live) 9:45 am- 11:15 am
Administrative Sponsored Session Administrative Sponsored Session Publications Advisory Committee Research Committee
NSTA's Annual Research Worth Reading 2019 Sandra K. Abell Institute for Doctoral Students Recognition 9:45 am -11:45 am 9:45 am -11:45 am Real time/ live Real time/ live Presenters: Presenters: Gregory Rushton, Middle Tennessee State University Deena Gould, Arizona State University Grant Gardner, Middle Tennessee State University Shakhnoza Kayumova, University of Massachusetts- Julie Luft, University of Georgia Dartmouth Anna Grinath, Idaho State University Michael Bowen, National Science Teacher Association Cynthia Crockett, Harvard-Smithsonian Center for Astrophysics, Science Education Department, Cambridge, Massachusetts Knut Neumann, Leibniz Institute for Science Education
Administrative Sponsored Session External Policy and Relations Committee
Beyond Policies and Statements: Towards Equity in STEM Education 9:45 am -11:45 am Real time/ live
Presenters: Maya Garcia, Colorado Department of Education André DeLeón, Nevada Department of Education Jamie Rumage, Oregon Department of Education Philip Bell, University of Washington Remy Dou, Florida International University Deb Morrison, University of Washington
23 Thursday, April 8, 2021
Strand 1: Science Learning: Development Strand 2: Science Learning: Contexts, of Student Understanding Characteristics and Interactions
Using Assessment to Characterize Student Eliciting and Supporting Students Doing Science Knowledge 9:45am -11:15 am 9:45am -11:15 am Real time/live Real time/live Presider: Andy Cavagnetto, Washington State Presider: Cesar Delgado, North Carolina State University University Strategies to Manage Uncertainty in Scientific Mapping Consensus and Dissensus in Perspectives Argumentation on Learning Progressions Research: Past, Present, Ying-Chih Chen, Arizona State University and Future Figurations Michelle Wooten, University of Colorado Boulder The Development of Middle School Students' Scott McDonald, Pennsylvania State University Model-Based Explanations on Energy Transformations through Design Thinking Mind wandering of grade five students with high Mustafa Topcu, Yildiz Technical University and low performance in TIMSS-like science test Ayse Ciftci, Mus Alparslan University Sulaiman Al-Balushi, Sultan Qaboos University Khadijah Al-Balushi, Ministry of Education, Oman Factors Impacting Teachers' Understanding and Rashid Al-Mherzi, Sultan Qaboos University Experiences Supporting Student Epistemic Agency Ibrahim Al-Harthi, Sultan Qaboos University During STEM Design Challenges Abdullah Ambusaidi, Ministry of Education, Oman Maria González-Howard, University of Texas at Khalid Al-Saadi, Sultan Qaboos University Austin Mohammed Al-Aghbari, Sultan Qaboos University Victor Sampson, University of Texas at Austin Christina Baze, University of Texas at Austin Using Mind Maps to Determine Students’ Knowledge Dimensions on Disciplinary & Uncertainty and Cognitive Demand on Students' Interdisciplinary Core Ideas Thinking in Science Classrooms Helen Semilarski, University of Tartu Danielle Vande Zande, Florida State University Regina Soobard, University of Tartu Ozlem Akcil Okan, Florida State University Miia Rannikmae, University of Tartu Miray Tekkumru Kisa, Florida State University
Characterization of Undergraduate Students' and Instructors' Knowledge Integration of Cellular Biology Concepts Sharleen Flowers, Purdue University Stephanie Gardner, Purdue University
24 Thursday, April 8, 2021
Strand 3: Science Teaching—Primary Strand 4: Science Teaching—Middle and School (Grades preK-6) High School (Grades 5-12)
Science Education in Preschool Curriculum Integration 9:45am -11:15 am 9:45am -11:15 am Real time/live Real time/live Presider: Alison Mercier, University of Wyoming Presider: Zehavit Kohen, Technion Israel Institute of Technology Developing Preschool-Age Children's Spatial Sensemaking Practices through a Story-Driven An Exploratory Study of the Goals Science Teachers' Investigation Achieve by Integrating Engineering into Science Kyungjin Cho, Pennsylvania State University Class Madison Botch, Pennsylvania State University Todd Hutner, University of Alabama Julia Plummer, Pennsylvania State University Victor Sampson, University of Texas at Austin Lawrence Chu, University of Texas at Austin Culturally Responsive Teaching in an Elementary Christina Baze, University of Texas at Austin Science Enrichment Class Richard Crawford, University of Texas at Austin Misty Thomas, Academic Venture Teacher Melody Russell, Auburn University The Effects of Integrated STEM Teaching on Students' STEM Literacy: A meta-analysis Introducing a Lab Center in the Classroom— Waralee Sinthuwa, Kasetsart university Promoting Preschoolers' Inquiry Practices and Chatree Faikhamta, Kasetsart University Science Preferences Pongprapan Pongsophon, Kasetsart University Netta Perry, Bar Ilan University Ronit Fridman, Bar Ilan University A Methodological Framework for Analyzing An Ornit Spektor-Levy, Bar Ilan University Integrated STEM Curriculum and Its Enactment Chelsey Dankenbring, Purdue University Modeling-based learning through distance Selcen Guzey, Purdue University education: The case of pre-school children Lynn Bryan, Purdue University investigating snails during covid-19 quarantine Loucas Luca, European University-Cyprus Teacher Change during Integrated Curriculum Reform as Evidenced by Episodes of Pedagogical Reasoning Kevin Fleming, George Washington University Jonathon Grooms, George Washington University Alan Berkowitz, Cary Institute of Ecosystem Studies Bess Caplan, Cary Institute of Ecosystem Studies
25 Thursday, April 8, 2021
Strand 5: College Science Teaching and Strand 6: Science Learning in Informal Learning (Grades 13-20) Contexts
Innovative Techniques in College STEM Instruction The Role of Informal Science Learning Environments 9:45am -11:15 am in Supporting Scientific Engagement Real time/live 9:45am -11:15 am Presider: Jonah Firestone, Washington State Real time/live University Tri-Cities Presider: Orit Ben Zvi Assaraf, Ben-Gurion University of the Negev The Effects of Scaling Up the Flipped Classroom Discussant: Eleni Kyza, Cyprus University of Approach Technology Robert Idsardi, Eastern Washington University Luis Matos, Eastern Washington University Presenters: Tali Tal, Technion - Israel Institute of Technology Understanding the Emergence of Abstraction in Merav Shreiber, Netaim School, Ramat Gan Physical Chemistry Problem Solving Tom Bielik, Berlin Freie Universität Jessica Karch, University of Massachusetts Boston Patricia Patrick, Columbus State University Hannah Sevian, University of Massachusetts Boston Neta Shaby, Ben-Gurion University of the Negev Orit Ben Zvi Assaraf, Ben-Gurion University of the Faculty Perceptions of College Students' Negev Preparedness to Use Quantitative Reasoning (QR) Richard Sheldrake, University College London in Introductory Biology Courses Michael Reiss, University of London Anne Cleveland, Maine Maritime Academy Eleni Kyza, Cyprus University of Technology Asli Sezen-Barrie, University of Maine Gili Marbach-Ad, University of Maryland
Out of Sight, Out of Mind? Effects of Using Concept Mapping in a Retrieval Setting Lukas Becker, University of Cologne Virginia Welter, University of Cologne Steffen Tröbst, Kiel University Ellen Aschermann, University of Cologne Jörg Großschedl, University of Cologne
26 Thursday, April 8, 2021
Strand 7: Pre-service Science Teacher Strand 8: In-service Science Teacher Education Education
Coherent and current approaches in science teacher Computational Thinking and STEM Integration preparation 9:45am-11:15am 9:45am -11:15 am Real time/ Live Real time/live Presider: Stephen Witzig, University of Presider: Richard Lamb, East Carolina University Massachusetts Dartmouth
Promoting Coherent Science Teaching through The Effects of Teacher Professional Development in Coherent Science Teacher Education: A Model 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 Jari Lavonen, University of Helsinki Help Me Understand CT: Science Teachers' Pernilla Nilsson, Halmstad University Perceived Barriers to CT Integration and Mathias Ropohl, University of Duisburg-Essen Professional Support Needs Matthias Stadler, University of Bergen Vance Kite, North Carolina State University Soonhye Park, North Carolina State University The tangle of emotions, agency, digital communication, and science as pre-service teachers Integrating Computational Thinking into learn to teach climate change Elementary Inquiry-based Science Instruction: Elizabeth Hufnagel, University of Maine Affordances of a Community of Practice Model Heather Killen, University of Maryland – College Park Teacher discourse practices supporting student Merijke Coenraad, University of Maryland – College progressive discourse in an ambitious science Park classroom Lautaro Cabrera, University of Maryland – College Kraig Wray, Pennsylvania State University Park Madison Botch, Pennsylvania State University Virginia Byrne, Morgan State University Scott McDonald, Pennsylvania State University Diane Ketelhut, University of Maryland Amy Pallant, The Concord Consortium Hee-Son Lee, The Concord Consortium
Investigating Preservice Teachers' Conceptualizations on Teaching Engineering: A Sequential Explanatory Design Rebekah Hammack, Montana State University Tina Vo, University of Nevada- Las Vegas
27 Thursday, April 8, 2021
Strand 11: Cultural, Social, and Gender Strand 10: Curriculum and Assessment Issues
Linguistic and cultural aspects of science curricula Physical Sciences and Equity 9:45am -11:15 am 9:45am -11:15 am Real time/live Real time/live Presider: Peng He, Michigan State University Presider: Bhaskar Upadhyay, University of Minnesota Exploring Plurality in Students' Ways of Knowing with Learning Progression-based Assessments of Scientists' perspectives: Choosing an academic Computational Thinking career in chemistry Beth Covitt, University of Montana Shirly Avargil, Technion - Israel Institute of Carolyn Staudt, The Concord Consortium Technology Dale Cope, Independent Education Consultant Daphna Shwarts Asher, Technion - Israel Institute of Joyce Massicotte, The Concord Consortium Technology Nathan Kimball, The Concord Consortium Shari Reiss, Technion - Israel Institute of Technology Yehudit Judy Dori, Technion - Israel Institute of Authentic Literacy and Language (ALL) for Science: Technology and Samuel Neaman Institute for Evaluating a Curriculum to Develop Elementary National Policy Research Disciplinary Literacy Nancy Moreno, Baylor College of Medicine Experiences in Freshman Chemistry: Using Alana Newell, Baylor College of Medicine Cogenerative Dialogues to Identify Critical Issues Misty Sailors, University of North Texas Impacting African American Females Natasha Johnson, University of Toledo Culturally relevant or more of the same? Unpacking David Jackson, University of Georgia standards-aligned elementary science curriculum Deborah Tippins, University of Georgia materials Ji Shen, University of Miami Terrance Burgess, Michigan State University Examining English Learners' Perceptions of Native Evaluating Educative Features for Emergent Language Use in a Physical Science Classroom Multilingual Learners' Opportunities to Learn and Rebecca Robertson Konz, University of Minnesota Support for Three-dimensional Science and Twin Cities Language instruction Felicia Dawn Leammukda, Saint Cloud State Samuel Lee, Boston College University Sage Andersen, University of Texas at Austin Preethi Titu, Kennesaw State University Karina Mendez Perez, University of Texas at Austin Gillian Roehrig, University of Minnesota Katherine McNeill, Boston College Israeli Arab students' participation in authentic physics inquiry in school Lulu Garah, Technion - Israel Institute of Technology Shulamit Kapon, Technion - Israel Institute of Technology
28 Thursday, April 8, 2021
Strand 12: Technology for Teaching, Strand 12: Technology for Teaching, Learning, and Research Learning, and Research
Using technology to improve students' scientific Inservice Teachers' Needs and Uses of Digital Tools thinking and Resources 9:45 am-11:45 am 9:45am -11:15 am Real time/ live Real time/live Presider: Jonah Firestone, Washington State Presider: Alpaslan Sahin, Harmony Public Schools University Tri-Cities Elementary Teachers' Adaptations of Technology CAI on Adaptation in Organisms and Biological for Knowledge Generation: Do Their Epistemic Mechanism among Igbo Senior Secondary School Orientations Make a Difference? Students Jale Ercan-Dursun, University of Alabama Ngozika Mbajiorgu, Enugu State University of Krystal Flantroy, University of Alabama Science and Technology, Nigeria Jee Keyung Suh, University of Alabama Patrick Ugwu, Enugu State University of Science and Brian Hand, University of Iowa Technology, Nigeria Gavin Fulmer, University of Iowa
Framing in gesture-augmented simulations: How Computer-Supported Collaborative Learning (CSCL): differing student frames impacts their sensemaking Pedagogical design framework Nitasha Mathayas, Indiana University Irit Sasson, Tel-Hai College
Opening the Gate of Logic Gate as a Difficult Topic The Use of Simulations in Science Education in Computer Studies in Nigerian Secondary Schools: Lisa Stinken-Rösner, Leuphana Universität Lüneburg Can CTCA be the Key? Deborah Agbanimu, Lagos State University, Nigeria Design Principles and Evaluation of an Online Peter Okebukola, Lagos State University, Nigeria Nanotechnology Professional Development Course Esther Peter, Lagos State University, Nigeria for Teachers Aderonke Ebisin, Lagos State University, Nigeria Yael Feldman-Maggor, Weizmann Institute of Franklin Onowugbeda, Lagos State University, Science Nigeria Inbal Tuvi-Arad, The Open University of Israel Adewale Adesina, National Open University of Ron Blonder, Weizmann Institute of Science Nigeria
The Generation of Location-based Questions as means for Promoting Scientific Thinking among Middle School Students Shadi Asakle, Technion – Israel Institute of Technology Miri Barak, Technion – Israel Institute of Technology
29 Thursday, April 8, 2021
Strand 13: History, Philosophy, Strand 14: Environmental Education and Sociology, and Nature of Science Sustainability
Acknowledging African American Scientists and Education in Place and Community Scientific Research 9:45am -11:15 am 9:45am -11:15 am Real time/live Real time/live Presider: Devarati Bhattacharya, University of Presider: Shari Watkins, American University Nebraska Discussant: Brian McGowan, American University Indigenous Education and Behavior Modification Presenters: Strategies for HIV/AIDS Management in Mining Shari Watkins, American University Communities in Zimbabwe: A case Study Melody Russell, Auburn University Emmanuel Mushayikwa, University of the Willie Pearson, Georgia Institute of Technology Witwatersrand Ronald Mickens, Clark Atlanta University Ledwina Hungwe, University of the Witwatersrand Christopher Williams, National Museum of African American History and Culture The Impact of Place Attachment in Socioscientific Brian McGowan, American University Reasoning of Puerto Rican High School Students Lorraine Ramirez Villarin, University of North Georgia Samantha Fowler, Florida Institute of Technology
Bridging Home Culture and School Science Culture Through Ethnic Education in Indigenous Community Mu-Yin Lin, University of Georgia
Community Science, Citizen Science, and Community Scientific Literacy: Opportunities and Challenges for Environmental Stewardship Christopher Jadallah, University of California, Davis Alexis Patterson Williams, University of California, Davis Heidi Ballard, University of California, Davis
30 Thursday, April 8, 2021
Concurrent Session # 4. (Real Time / Live) 11:30 am- 1:00 pm
Administrative Sponsored Session Strand 6: Science Learning in Informal Administrative Sponsored Session Contexts Research Committee
Learning in the Informal Context A Retrospective of the Abell Institute for Doctoral 11:30am -1:00pm Students: Mentorship within the NARST community Real time/ live 11:30am-1:00pm Real time/ live Examining the nature of science understanding through Canadians’ Tweets about COVID-19 Presenters: Samantha Jewett, University of Western Ontario Tina Vo, University of Nevada, Las Vegas Anton Puvirajah, University of Western Ontario Asli Sezen-Barrie, University of Maine Mohammad Azzam, University of Western Ontario Li Ke, University of North Carolina at Chapel Hill Jingrui Jiang, University of Western Ontario Joshua Reid, Middle Tennessee State University Kelsey Lipsitz, Exploratorium Multimodal analysis of engagement in a science museum: The role of the body Dana Vedder-Weiss, Ben Gurion University of the Negev Neta Shaby, Ben-Gurion University of the Negev
Leveraging acts of authentication to engage recent immigrant children in informal STEM Anton Puvirajah, University of Western Ontario 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
31 Thursday, April 8, 2021
Administrative Sponsored Session A Critical Race Perspective of African American Equity and Ethics Committee Elementary Teachers of Science Mario Pickens, University of North Florida
Basu Symposium Exploring Pre-Service Teachers Science Teaching 11:30am -1:00pm Identity and Agents of Change Real time/ live Katherine Cruz-Deiter, University of Central Florida
Understanding international graduate students’ Fugitive Science Societies: Re-envisioning Science teaching experience in science classroom through Education for Black people during the early 20th the lens of cultural competence: An exploratory Century study Charnell Chasten Long, University of Wisconsin- Zhigang Jia, Middle Tennessee State University Madison Grant E. Gardner, Middle Tennessee State University The STEM impostor: A comparative study of Black Access points that facilitate preservice teachers’ females in two global contexts sense-making about systemic issues within a field Marsha Simon, University of West Georgia experience Victor Kasper, Florida State University Shannon Davidson, Florida State University Lama Jaber, Florida State University
Virtual Mentoring and Epistemic Justice Deena L. Gould, University of New Mexico Priyanka Parekh, Transylvania University Eduardo Jose Nuñez Cruz, University of New Mexico
Learning to Integrate Science-Specific Literacy in Science Teaching: A Study of Elementary Preservice Teachers Regina McCurdy, University of Central Florida Su Gao, University of Central Florida Vassiliki Zygouris-Coe, University of Central Florida Katherine Cruz-Dieter, University of Central Florida Rebeca Grysko, University of Central Florida
Examining assessments in a technology-enhanced active learning science classroom Lucía B. Chacón-Díaz, The Ohio State University
Case study pedagogy and learning outcomes: A framework for teaching biology with narratives Ally Hunter, University of Massachusetts at Amherst Melissa Zwick, Stockton University
Creating Nuance for Black Girls' Science Alignment Using the CLIC Framework Ashley Jackson, University of Michigan
32 Thursday, April 8, 2021
Strand 2: Science Learning: Contexts, Strand 2: Science Learning: Contexts, Characteristics and Interactions Characteristics and Interactions
Engaging science teachers in Socioscientific Science Teaching, Learning, & Social Justice implementation for global citizenship 11:30 am -1:00pm 11:30 am -1:00pm Real time/ live Real time/ live Presider: Sameer Honwad, SUNY Buffalo
Science teachers' pedagogical content knowledge A Longitudinal Study Comparing Student development during enactment of socioscientific Motivational Changes towards Science Learning in curriculum materials Grades 6 to 9 Durham Bayram-Jacobs, Eindhoven University of Moonika Teppo, University of Tartu Technology Regina Soobard, University of Tartu Miia Rannikmäe, University of Tartu Relation between SSI and scientific knowledge, according to a group of secondary school science Tools for Learning or Tools for Power? Middle teachers from Spain School Students' Use of Engineering Tools Silvia Alcaraz-Dominguez, Universitat de Barcelona Jeanna Wieselmann, Southern Methodist University Khomson Keratithamkul, University of Minnesota Tension and conflict in implementing SSI as Emily Dare, Florida International University reflected in teachers' beliefs and implementation Elizabeth Ring-Whalen, St. Catherine University Emil Eidin, Michigan State University Gillian Roehrig, University of Minnesota Yael Shwartz, Weizmann Institute of Science Let's Count the Flowers: How Emergent Bilinguals' Socio-scientific issues as tools for improving Collaboration Leads to Productive Disciplinary environmental knowledge, skills, and behavior in Engagement pre-service education Sara Lee, Vanderbilt University Anat Abramovich, Gordon Teachers College Science Citizenship through Secondary Agricultural Education Rosalind Gawryla, Onondaga Central Schools Kevin Curry, c
33 Thursday, April 8, 2021
Strand 5: College Science Teaching and Strand 7: Pre-service Science Teacher Learning (Grades 13-20) Education
Supporting 21st Century Students and Faculty Examining Empathy and Emotions in Science 11:30 am -1:00pm Education Real time/ live 11:30 am -1:00pm Presiders: Anne Emerson Leak, High Point University Real time/ live Presider: Jennifer Mesa, University of West Florida Suddenly Online: Exploring Postsecondary Teaching, Attitudes, Technology, and Faculty The Role of Epistemic Empathy in Teachers' Mental Well Being in Spring 2020 Learning and Responsiveness to Students' Emily Walter, California State University, Fresno Experiences in Science Makayla Bailey, California State University, Fresno Lama Jaber, Florida State University Patricia Fernandez, California State University, Fresno Design Thinking for Making: Preservice Teachers' Arashnoor Gill, California State University, Fresno Learning to Teach Human-centered Making Myunghwan Shin, California State University, Fresno Investigating instructional and discourse practices Trang Phan, California State University, Fresno of college STEM instructors across instructor types, disciplines, years of teaching experiences, and class Experiencing Science Through Wonder: sizes Incorporating Aesthetics in Pre-Service Teacher Jourjina Alkhouri, University of California Merced Science Education Cristie Donham, University of California Merced Sharon Pelech, University of Lethbridge Téa Pusey, University of California Merced David Blades, University of Victoria Alexander Stivers, University of California Merced Adriana Signorini, University of California Merced Preservice Teacher Emotions in Teaching Science Petra Kranzfelder, University of California Merced and Math Mihwa Park, Texas Tech University Exploring the Role of Peer Learning Assistants in Raymond Flores, Texas Tech University Supporting Student Learning in College Biology Courses Brittney Ferrari, University of Georgia Peyton LeBonte, University of North Carolina Greensboro 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
34 Thursday, April 8, 2021
Strand 8: In-service Science Teacher Education Strand 10: Curriculum and Assessment
The Influence of Networks on Teachers' Professional Automated Assessment of Argumentation in School Development and Retention: Insights from Science: Developments and Challenges Examining Communities of Practice through a Lens 11:30am -1:00pm of Social Networks Real time/live 11:30 am -1:00pm Real time/ live Assessing Higher Order Thinking of Complex Skill using Selected Response Items Teacher Perceptions of Belonging in Communities Linda Morrell, University of California- Berkeley of Practice: What are you Belonging to? Sara Dozier, Stanford University Rebecca Konz, University of Minnesota Twin Cities Weerephat Suksiri, University of California- Berkeley Jessica Doering, University of Kentucky Jonathan Osborne, Stanford University Gillian Roehrig, University of Minnesota Mark Wilson, University of California- Berkeley Margaret Schroeder, University of Kentucky Michael Beeth, University of Wisconsin Developing Automated Analysis for a Learning Oshkosh/COEHS Progression to Assess Scientific Argumentation in Middle School Students Science and Mathematics Teacher Communities of Christopher Wilson, BSCS Science Learning Practice: Social Influences on Discipline-based Molly Stuhlsatz, BSCS Science Learning Identity and Self-efficacy Beliefs Brian Donovan, BSCS Science Learning Samuel Polizzi, Georgia Highlands College Zoe Buck Bracey, BSCS Science Learning Joshua Reid, Middle Tennessee State University April Gardner, BSCS Science Learning Yicong Zhu, Stony Brook University Jonathan Osborne, Stanford University Gregory Rushton, Middle Tennessee State University Tina Cheuk, Stanford University Kevin Haudek, Michigan State University Early Career Teachers: Social Networks in Schools Xiaoming Zhai, Michigan State University Affect Job Satisfaction and Career Commitment Gregory Rushton, Middle Tennessee State University Automated feedback to support students' revision Samuel Polizzi, Georgia Highlands College of scientific arguments based on data from Yicong Zhu, Stony Brook University simulations Joshua Reid, Middle Tennessee State University Hee-Sun Lee, The Concord Consortium Gey-Hong Sam Gweon, Physics Front Perceived Network Bridging Influences the Amy Pallant, The Concord Consortium Retention Decisions of Early Career Teachers Gillian Roehrig, University of Minnesota Exploring bias in automated scoring of student Yicong Zhu, Stony Brook University argumentation Samuel Justin Polizzi, Georgia Highlands College Zoe Buck Bracey, BSCS Science Learning Joshua Reid, Middle Tennessee State University Molly Stuhlsatz, BSCS Science Learning Greg Rushton, Middle Tennessee State University Tina Cheuk, Stanford University Marisol Mercado Santiago, Michigan State University Christopher Wilson, BSCS Science Learning Jonathan Osborne, Stanford University Kevin Haudek, Michigan State University Brian Donovan, BSCS Science Learning April Gardner, BSCS Science Learning
35 Thursday, April 8, 2021
Strand 11: Cultural, Social, and Gender Strand 11: Cultural, Social, and Gender Issues Issues
Teachers and Justice Towards a Socially Just Society: Creating Learning 11:30 am -1:00pm Environments for Dignity and Equity in Engineering Real time/ live Education Presider: Mary Atwater, University of Georgia 11:30am -1:00pm Real time/live Teachers of Color negotiating positionality in implementing justice-centered science pedagogy An Identity Resources Approach for Supporting David Segura, Beloit College Teachers-of-Engineering for Minoritized Young Maria Varelas, University of Illinois at Chicago People Daniel Morales-Doyle, University of Illinois at Christopher Wright, Drexel University Chicago Bryan Brown, Stanford University Rasheda Likely, Drexel University Leadership Professional Development for Mikhail Miller, Drexel University Diversifying the K-12 STEM Teaching Workforce Hyunju Lee, Smithsonian Science Education Center Centering Social Justice in Engineering: The Katie Gainsback, Smithsonian Science Education Transformative Power of Learning about Diversity Center and Equity in Design Amy D’Amico, Smithsonian Science Education Center Greses Pérez, Stanford University Shannon Gilmartin, Stanford University Is it possible to teach just science? Designing Carol Muller, Stanford University Professional Development for justice-oriented Patrick Danner, Technical University of Munich science education Sheri Sheppard, Stanford University Lenora Crabtree, University of North Carolina Charlotte Becoming Part of an Engineering Community of Practice: How Students Across Lines of Difference Find Their Place in a Makerspace Eric Reynolds Brubaker, Stanford University Chielo Mbaezue, Stanford University
My Life's Work: Re-engineering Education for Black Boys James Holly, Jr., Wayne State University
Design Justice in Humanitarian Engineering Education Brandon Reynante, Stanford University
36 Thursday, April 8, 2021
Strand 11: Cultural, Social, and Gender Strand 12: Technology for Teaching, Issues Learning, and Research
Storied-Identities as a Lens to Studying Science Integrating Computational Thinking in Science Identity Curricula: Teacher Professional Development and 11:30am-1:00pm Student Assessment Real time/ Live 11:30 am -1:00pm Real time/ live Presenters: Amal Ibourk, Florida State University Positioning Teachers as Co-designers To Integrate Lucy Avraamidou, University of Groningen CT Practices in STEM Theila Smith, University of Groningen Sally Wu, Northwestern University Alison Mercier, University of North Carolina at Amanda Peel, Northwestern University Greensboro Michael Horn, Northwestern University Shakhnoza Kayumova, University of Massachusetts- Uri Wilensky, Northwestern University Dartmouth Allison Gonsalves, McGill University Teachers' Sensemaking of CT Integration and Anna Danielsson, Uppsala University Pedagogical Approaches Katia Nielsen, University of Copenhagen Marissa Levy, Northwestern University Jennifer Adams, University of Calgary Sally Wu, Northwestern University Sugat Dabholkar, Northwestern University Michael Horn, Northwestern University Uri Wilensky, Northwestern University
Teachers' Perceptions of the Contribution of Computational Thinking to Science and Math Classrooms Arnon Hershkovitz, Tel Aviv University Connor Bain, Northwestern University Jacob Kelter, Northwestern University Michael Horn, Northwestern University Michael Horn, Northwestern University Uri Wilensky, Northwestern University
Identifying Evidence of Student Engagement in CT via Automated Response Analysis Connor Bain, Northwestern University Arnon Hershkovitz, Tel Aviv University Sugat Dabholkar, Northwestern University Michael Horn, Northwestern University Uri Wilensky, Northwestern University
Students' Attitudinal Change After Participating in a CT integrated Biology Unit Sugat Dabholkar, Northwestern University Susan Tran, Northwestern University Michael Horn, Northwestern University Uri Wilensky, Northwestern University
37 Thursday, April 8, 2021
Strand 13: History, Philosophy, Strand 14: Environmental Education Sociology, and Nature of Science and Sustainability
Reimagining Science Education in the Anthropocene Models for Place-Based Science Education in 11:30am -1:00pm Schools Real time/live 11:30am -1:00pm Presider: Maria Wallace, University of Southern Real time/live Mississippi Discussant: Sara Tolbert, University of Canterbury Investigating local environmental issues and fostering youth agency through a place-based Presenters: participatory science model Maria Wallace, University of Southern Mississippi Erin Bird, University of California – Davis Sara Tolbert, University of Canterbury Heidi Ballard, University of California – Davis Matthew Weinstein, University of Washington- Tacoma Centering Power, Historicity, and Nature-Culture Darrin Collins, University of Illinois at Chicago Relations in Place-Based Science Education Chessa Adsit-Morris, University of California - Santa Megan Bang, University of Washington Cruz Carrie Tzou, University of Washington Bothell Lawrence Bencze, University of Ontario - Toronto Sharon Siehl, Tilth Alliance Michelle Wooten, University of Colorado - Boulder Charlene Nolan, Western Washington University – Kathryn Ryker, University of South Carolina Bremerton Travis Weiland, University of Houston Priya Pugh, University of Washington Rachel Askew, Vanderbilt University Jordan Sherry-Wagner, University of Washington Christine Benita, Seattle Public Schools Leah Bricker, Spencer Foundation and Northwestern University Veronica McGowan, University of Washington
A national-scale curriculum adaptation model to
incorporate local phenomena
Katahdin Cook Whitt, Maine Mathematics and
Science Alliance
Emily Harris, BSCS Science Learning
Lindsay Mohan, BSCS Science Learning
Place-based storyline design: Selecting an
anchoring problem for engineering in the garden
Emily Harris, BSCS Science Learning
Lindsay Mohan, BSCS Science Learning
Whitney Cohen, Life Lab
Sara Severance, Life Lab
Jeffery Snowden, BSCS Science Learning
Discussion of Models for Place Based Science in
School
Déana Scipio, Islandwood Graduate Program
38 Thursday, April 8, 2021
Strand 14: Environmental Education and Strand 15: Policy, Reform, and Program Sustainability Evaluation
Supporting climate and data literacy in rural Theorizing and envisioning more equitable science communities by incorporating authentic education experiences in formal and informal settings 11:30am -1:00pm 11:30 am -1:00pm Real time/live Real time/ live Presider: Stefanie Marshall, University of Minnesota
Iterating a scientifically authentic data-rich informal The Impact of Neoliberal Ideologies on Elementary learning experience to empower the next Science Education Policy: A Case Study generation of climate stewards Stefanie Marshall, University of Minnesota Leigh Peake, Gulf of Maine Research Institute Andrew Pershing, Gulf of Maine Research Institute Using Assemblage Theory to Develop New Ideas for Jeff Bate, Gulf of Maine Research Institute Science Teacher Learning Jacqueline DeLisi, Education Development Center, Kathryn Bateman, Temple University Inc. Scott McDonald, Pennsylvania State University
Developing data- and climate-focused classroom Using an Ecological Model to Study Novice STEM curriculum Teacher Professional Resilience During the COVID- Erin Bardar, Education Development Center 19 Pandemic Amy Busey, Education Development Center Diane Wright, Colorado State University Patrick McDeed, Education Development Center Meena Balgopal, Colorado State University Randy Kochevar, Education Development Center Laura Sample McMeeking, Colorado State University Andrea Weinberg, Arizona State University Got Data? Developing an online, choice-based assessment of data literacy skills How State Leaders Would Change Their State Doris Chin, Stanford University Systems of Science Education Rachel Wolf, Stanford University Abby Rhinehart, University of Washington Kristin Blair, Stanford University William Penuel, University of Colorado Daniel Schwartz, Stanford University Kathleen Arada, University of Washington Maya Garcia, Colorado Department of Education Supporting student learning and interest in climate and data through a formal-informal connection Jacqueline DeLisi, Education Development Center Janna Kook, Education Development Center Una MacDowell, Education Development Center Peter Tierney-Fife, Education Development Center LUNCH BREAK Virginia Fitzhugh, Education Development Center 1:00pm -2:00pm
Building a data-focused science center community of practice Virginia Fitzhugh, Education Development Center Jeff Bate, Gulf of Maine Research Institute Leigh Peake, Gulf of Maine Research Institute
39 Thursday, April 8, 2021
Concurrent Session # 5 (Format: Advance Viewing of Pre-recorded Presentations with 60-minute Real time/ Live Q&A) 2:00pm-3:00pm
Strand 2: Science Learning: Contexts, Strand 2: Science Learning: Contexts, Characteristics, and Interactions Characteristics, and Interactions
Scientific Discourse and Argumentation Constructing and Receiving Peer Feedback on 2:00pm- 3:00pm Engineering Designs: Student Engagement and Advanced Pre-recorded Viewing & Live Q&A Pedagogical Supports Presider: David McKinney, University of Nevada, Las 2:00pm -3:00 pm Vegas Advanced Pre-recorded Viewing & Live Q&A
Towards improving science discussions: A Exploring Peer-Observers' Feedback on Engineering framework to guide instructional decision making Communication Challenges Emily Reigh, Stanford University Michelle Jordan, Arizona State University Jonathan Osborne, Stanford University Mia DeLaRosa, Arizona State University
Using a Discussion Types Framework to Support "I'm like a scientist:" Critique Sessions as Spaces of Collective Sensemaking Learning and Identity in Urban Classrooms Benjamin Lowell, Boston College Rasheda Likely, Drexel University Kevin Cherbow, Boston College Christopher Wright, Drexel University Katherine McNeill, Boston College Mikhail Miller, Drexel University
Students' argument evaluation as an epistemic and Structures of Interaction in Elementary Engineering cognitive practice Peer-to-Peer Feedback Qingna Jin, University of Alberta Nicole Batrouny, Tufts University Mijung Kim, University of Alberta Elementary Teachers' Responsiveness to Supporting progressive discourse in epistemically Supporting Students' Engineering Design Feedback authentic geoscience investigations Jeffrey Radloff, SUNY Cortland Scott McDonald, Pennsylvania State University Brenda Capobianco, Purdue University Kraig Wray, Pennsylvania State University Jonathan McCausland, Pennsylvania State University Towards a More Expansive Framing of Feedback in Kathryn Bateman, Temple University Elementary Engineering: The Social and Affective Amy Pallant, The Concord Consortium Benefits of Asking for and Giving Advice Hee-Sun Lee, The Concord Consortium Chelsea Andrews, Tufts University Kristen Wendell, Tufts University
40 Thursday, April 8, 2021
Strand 3: Science Teaching—Primary Strand 3: Science Teaching—Primary School (Grades preK-6) School (Grades preK-6)
Elementary teachers' agency, confidence, and Implementing Elementary Science New Curricula knowledge 2:00pm- 3:00pm 2:00pm -3:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Susanna Hapgood, University of Toledo Presider: Karl Jung, University of South Florida STEAM Curriculum Design and Implementation: Variations in Rural Elementary Teachers' Understanding Curricular Changes in an Elementary Confidence and Experience with Computer Science School Integration by Teacher Type Cassie Quigley, University of Pittsburgh Joseph Brobst, Old Dominion University Dani Herro, Clemson University Jennifer Maeng, University of Virginia Holly Plank, University of Pittsburgh Joanna Garner, Old Dominion University Framing Participant Structures for NGSS Teaching: What is Necessary beyond Knowledge?: Exploring Exploring Tenuous Terrain Epistemic Orientation as a Critical Element for Laura Zangori, University of Missouri Adaptive Expertise Rachael Pinnow, University of Missouri Jee Kyung Suh, University of Alabama Jale Dursun, University of Alabama How Teacher Practices Influence Elementary Catherine Lammert, University of Iowa Students' Social Emotional Learning Krystal Flantroy, University of Alabama I-Chien Chen, Michigan State University Eric Akuoko, University of Iowa Cory Miller, Michigan State University Brian Hand, University of Iowa Tingting Li, Michigan State University Gavin Fulmer, University of Iowa Kayla Bartz, Michigan State University Joseph Krajcik, Michigan State University Agency of In-service Elementary Science Teachers Barbara Schneider, Michigan State University During a Global Pandemic Anica Miller-Rushing, University of Maine First Grade Teachers' Uptake of an Integrated Science-Literacy Curriculum in support of NGSS Science as Thinkable and Doable: The Nature of Instruction Elementary Teachers' Professional Agency in High- Ashley Iveland, WestEd Needs Schools Robert Murphy, RAND Alison Mercier, University of Wyoming Alison Billman, University of California, Berkeley Melissa Rego, WestEd Christopher Harris, WestEd
41 Thursday, April 8, 2021
Strand 4: Science Teaching—Middle and Strand 4: Science Teaching—Middle and High School (Grades 5-12) High School (Grades 5-12)
Pedagogical Content Knowledge How Teachers Navigate Tensions between Enacting 2:00pm -3:00 pm Coherent Curriculum Materials and Supporting Advanced Pre-recorded Viewing & Live Q&A Students' Epistemic Agency Presider: Henriette Burns, Washington State 2:00pm -3:00 pm University Advanced Pre-recorded Viewing & Live Q&A Discussant: Andy Elby, University of Maryland Investigating Science Teachers' Pedagogical Content Knowledge Related to Socio-scientific Issues and Designing materials for student coherence, then Development of their Students' Citizenship Skills revising for epistemic agency: A case for epistemic Saiqa Azam, Memorial University of Newfoundland agency as an explicit design focus Dürdane Bayram-Jacobs, Eindhoven University of Mon Lin Ko, University of Illinois Chicago Technology Barbara Hug, University of Illinois at Urbana– Ineke Henze, Radboud University, Nymegen Champaign Patrick Wells, Memorial University of Newfoundland Stina Krist, University of Illinois at Urbana- Champaign Biology teachers' Pedagogical Content Knowledge of Argumentation in China through Rasch analysis Variations in one teacher's conceptualization and Yingzhi Zhang, Capital Normal University support of students' epistemic agency within and Chenyan Liu, Taiyuan Normal University across instructional moments Soo-Yean Shim, University of Illinois Interactions between science teachers' pedagogical Susan Kelly, University of Illinois content knowledge and skills in their chemistry Daniel Voss, Northwestern University teaching practice Jacqueline Chis, University of Illinois at Urbana- Imran Tufail, University of Waikato Champaign Chris Eames, University of Waikato Maurice Cheng, University of Waikato "Shutting down" now to "open up" later: Temporal tensions in pedagogical strategies for supporting Pedagogical Content Knowledge of Computer epistemic agency Science Teachers for Teaching Algorithms Stina Krist, University of Illinois at Urbana- Jacqueline Nijenhuis-Voogt, Radboud University, Champaign Nijmegen Nitasha Mathayas, Indiana University Dürdane Bayram-Jacobs, Eindhoven University of Nessrine Machaka, University of Illinois at Urbana- Technology Champaign Paulien Meijer, Radboud University, Nijmegen Erik Barendsen, Radboud University & Open Coordinating strategic responsiveness: Building on University student thinking over time through instructional design Elizabeth Dyer, Middle Tennessee State University
42 Thursday, April 8, 2021
Strand 5: College Science Teaching and Strand 6: Science Learning in Informal Learning (Grades 13-20) Contexts
Educational Reform for Justice and Access Social Justice & Citizen Science 2:00pm -3:00 pm 2:00pm -3:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Jacquleyn Chini, University of Central Presider: Ayelet Baram-Tsabari, Technion - Israel Florida Institute of Technology
Teaching- & Research-Focused Faculty: Exploring Developing Sense of Place in Urban Youth Through STEM Instructional Reform in Higher Education Citizen Science Melo-Jean Yap, San Diego State University Cornelia Harris, University at Albany, SUNY Felisha Herrera, San Diego State University Alandeom Oliveira, University at Albany, SUNY Gabriela Kovats Sánchez, San Diego State University James Wager, University at Albany, SUNY
Helping Students Rise to Their Full Potential The Impacts of Informal Science Education on the through a Research Immersive Scholastic Science Identity of Students of Color Experience in Biology Roya Heydari, Columbia University Brittany Smith, Minnesota State University Mankato Felicia Mensah, Columbia University David Sharlin, Minnesota State University Mankato Rachel Cohen, Minnesota State University Mankato Examining youth perceptions of citizen science and Allison Land, Minnesota State University Mankato their agency with science during Citizen Science Programs Supporting Transfer Students Career Development Maryam Ghadiri, University of California-Davis through Science/Engineering Internships: A Heidi Ballard, University of California-Davis Narrative Case Study Ana Benavides Lahnstein, The Natural History Shana Mcalexender, North Carolina State University Museum, London, UK Margaret Blanchard, North Carolina State University Sasha Pratt-Taweh, The Natural History Museum, Richard Venditti, North Carolina State University London, UK Julia Lorke, Wissneschaft im Diolog, Berlin, Germany An Exploration of Perceptions of Justice in a Career- Jessie Jennewein, Natural History Museum of Los Forward Problem-Based Chemistry Laboratory Angeles County Corey Payne, University of Florida Annie Miller, California Academy of Sciences, San Kent Crippen, University of Florida Francisco Lila Higgins, Natural History Museum of Los Angeles County Rebecca Johnson, California Academy of Sciences Lucy Robinson, The Natural History Museum, London
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
43 Thursday, April 8, 2021
Strand 7: Pre-service Science Teacher Strand 7: Pre-service Science Teacher Education Education
Culture and Language Considerations in Pre-service Early Childhood and Elementary Pre-service Programs teachers 2:00pm -3:00 pm 2:00pm- 3:00pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Justina Ogodo, Baylor University Presider: Stephen Thompson, University of South Carolina Proposing Translanguaging Pedagogical Competencies for Enhancing Science Learning for Pinterest as a Resource for Elementary Science Bilingual Students: A Meta-Synthesis Approach Teachers: A Comparison of Two Science Topics Noushin Nouri, University of Texas Rio Grande Valley Ryan Nixon, Brigham Young University Alma Rodriguez, University of Texas Rio Grande Shannon Navy, Kent State University Valley Maryam Saberi, University of Shiraz Developing Perceptions About Science in Pre- service Early Childhood Educators Fostering the Discourse of English Learners During Bridget Miller, University of South Carolina the Enactment of Cognitively Demanding Task Benjamin Wiles, Clemson University Walter Aminger, University of California, Santa Barbara and Nevada State College Engineering Practices as Fertile Ground for Pre- Service Teachers' Development of Pedagogical Secondary Science Pre-Service Teachers' Enactment Beliefs of Language- and Literacy-Integrated Science Gozde Tosun, Pennsylvania State University Instruction in Linguistically Diverse Classrooms Amy Farris, Pennsylvania State University Alexis Rutt, University of Virginia Frackson Mumba, University of Virginia "Can we add a goal?": Examining unintended teacher learning within an instructional coaching Virtual STEM Microteaching Experiences for Pre- partnership Service Teachers: A Community Cultural Wealth Amanda Tompkins, University of South Florida Approach Karl Jung, University of South Florida Vanessa Grady, Georgia State University Natalie King, Georgia State University
44 Thursday, April 8, 2021
Strand 8: In-service Science Teacher Education Strand 10: Curriculum and Assessment
In-service Teachers Engaging in Science and Design, Development, and Testing of a Media-Rich Engineering Practices Three-dimensional Middle School Science Unit 2:00pm -3:00 pm 2:00pm -3:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A
Changes in teacher self-efficacy and beliefs: The Developing a unit designed for NGSS: Successes and impact of an engineering research experience for Lessons Learned in the Development Process teachers (RET) program on science teachers Lindsey Mohan, BSCS Science Learning Tiffany Lewis, Pennsylvania State University Amber Cesare, Pennsylvania State Center for Science Developing a Media-Rich Digital Unit to Support 3D and the Schools Teaching and Learning Kathleen Hill, Pennsylvania State University Catherine Stimac, Oregon Public Broadcasting Heather Young, Oregon Public Broadcasting Supporting teachers to MASTER developing practices-based curriculum Professional Development: Moving Beyond the Jennifer Jackson, Pennsylvania State University Curriculum Kathleen Hill, Pennsylvania State University Betty Stennett, BSCS Science Learning
Advancing Teachers' Curricular Integration of A Quasi-experimental Study of the Efficacy of a Mathematics and Computational Thinking through Designed-for-NGSS Unit and PD a Research Experience Program Susan Kowalski, BSCS Science Learning Amber Cesare, Pennsylvania State Center for Science Jeffrey Snowden, BSCS Science Learning and the Schools Lisa Carey, BSCS Science Learning Kathleen Hill, Pennsylvania State University Tiffany Lewis, Pennsylvania State University Amy Farris, Pennsylvania State University Courtney Nagle, Pennsylvania State University – Behrend
K-12 teachers use authentic STEM practices in the classroom based on research immersion experiences Matthew Johnson, Pennsylvania State University Kathleen Hill, Pennsylvania State University
45 Thursday, April 8, 2021
Strand 11: Cultural, Social, and Gender Strand 12: Technology for Teaching, Issues Learning, and Research
Culturally Responsive Instruction Capitalizing on the Intersections of Pop Culture and 2:00pm -3:00 pm Science Advanced Pre-recorded Viewing & Live Q&A 2:00pm -3:00 pm Presider: Noemi Waight, University of Buffalo Advanced Pre-recorded Viewing & Live Q&A Presider: Denise Bressler, East Carolina University A Case Study of a Teacher Attempting to Introduce a Culturally Relevant Approach to Physics Forecasting Community Development and Clausell Mathis, University of Washington Sustainability on Social Media with Topic Modeling Sherry Southerland, Florida State University Lisa Lundgren, Utah State University Richard Bex, University of Florida Science Education in a Diaspora Refugee Kent Crippen, University of Florida Community: Perspectives from Two Tibetan Science Jennifer Bauer, University of Michigan Teachers Ngawang Gonsar, Gustavus Adolphus College, Visual Literacy in Chemistry: Infographic vs Comic University of Minnesota Book Christopher Preece, University of Kentucky The Relationship between Secondary Science Teachers' Self-Efficacy for Culturally Responsive Using Flipgrid as a reflection tool to capture Instruction and their Observed Practices students' design thinking in a second grade science Zachary Stepp, University of Florida classroom Julie Brown, University of Florida Sarah Guffy, University of South Alabama Joe Gaston, University of South Alabama The Emphasis on Culturally Responsive Instruction Angela Rand, University of South Alabama in NSTA Science Scope and The Science Teacher Journals Imagining Robots of the Future: Examining Sixth- Michelle Joyce, University of Florida Graders' Perceptions of Robots Through Their Julie Brown, University of Florida Literary Products Changzhao Wang, University of Miami Ji Shen, University of Miami Hua Ran, University of Miami
46 Thursday, April 8, 2021
focused breathing. No experience, ability, or equipment necessary - all are welcome. Looking Thurs 3:15- pm-4:15 pm forward to seeing you on the (virtual) mat! (Real time/ Live) CADASE Graduate Student Fireside Chat: Navigating Academe with Success (duration: 60 Research Interest Groups (RIGs) Meeting min) Organizer: Olayinka Mohorn, University of Illinois 3:15pm – 4:15pm Chicago Real-time/ live
Latino/a (LARIG) The goal of this session is to support doctoral The Latino/a research interest group supports social candidates and newly minted graduates with networks that further research agendas regarding Latino/a securing careers in the academy. Panelists include science learners. LARIG also serves as a support and early career scholars who will discuss their experiences navigating the academic job market. mentoring alcoba (space) for Latin@s/Latino science educators and others interested in Latin@ science education. During our business meeting, we seek to plan The CADASE Social: Intriguing Scenes from Movies future presentation formats, themes associated with and TV Shows (duration: 45 min) presentations and online discussions, establish a system Organizer: Shari Watkins, American University for collaborating on paper sets and workshops, update member contact lists, and discuss leadership roles and The CADASE Steering Committee will feature members of the CADASE RIG to facilitate the budget. engagement of informal conversations around
movies and TV shows that have entertained and intrigued us throughout the COVID-19 pandemic.
3:30pm-until (Real time/ Knitting Circle - all levels welcome (duration: 60 min) Live) Organizer: Erin Furtak, University of Colorado Boulder
NETWORKING/ SOCIAL CONCURRENT Wouldn't it be great to just sit and knit? Bring your SESSIONS own yarn and needles - this session will gather 3:30pm – until knitters new and experienced to create the Real-time/ live community that is built when we learn and create together. New knitters can pick up some tips on Aikido - (and Physics!) Inspired Breathing, Balance, casting on, and simple stockinette stitches, while Stretching, and Movement (duration: 30 min) experienced knitters can swap ideas and techniques. Organizer: Cathy Cullicott, Arizona State University Learning science in the schoolyard - centering We will spend our time together learning and equity (duration: 60 min) practicing a series of movements we can use to help Organizer: Roberta Howard Hunter, Michigan State our bodies and minds prepare for or unwind from University too much computer time. Combining movements from Aikido (a Japanese Martial Art), understandings Come gather with other researchers and from physics, and some ideas from Tai Chi, we will practitioners interested in outdoor learning at focus on necks, shoulders, backs, and wrists in school. Hear about others’ work and share ways in particular, but we will also do whole body which we can work towards more equitable movements to reconnect with our bodies and help experiences in the schoolyard. Topics include place- us move more comfortably. We will also do some based instruction, building educator capacity, and
47 Thursday, April 8, 2021
the impact of remote learning in the pandemic. Bring the final online showcase sent out via the NARST some tea or coffee and meet new colleagues! listserv. A farcical look at academic life through the eyes of our members in the context of COVID-19, Let's Escape Together! (duration: 60 min) pets, children, backyard activities, new hobbies, Organizer: Denise Bressler, East Carolina University exercise, musical ventures, and academic pursuits.
Need to escape from your reality for a little while? "PeTagogy": Meeting pets of NARST members We will divide up in pairs to try a virtual escape style (duration 30 min) experience. It's freely available online and partners Organizer: Sahar Alameh, University of Kentucky can simply call each other to communicate. If you escape with time to spare, we can chat about the PeTagogy is an informal 30-minute session for value of escape experiences for STEM education or NARST members to introduce their pets. Pets include we can just celebrate your epic escapes! loving dogs, grumpy cats, chickens, horses, lizards, and all the exotic pets one can have! Live pet NSF Funding Programs and More (duration: 120 introductions are encouraged, but pictures and short min) videos are accepted to show during this live session. Organizer: Xiufeng Liu, National Science Foundation
In this session, NSF program officers will describe various funding opportunities in formal and informal STEM education, undergraduate and graduate STEM education, as well as CAREER for junior faculty. They Thurs 4:15- pm-5:45 pm will also describe the standard proposal review (Real time/ Live) process and the merit review criteria. Much time will be for Q&A on various topics ranging from writing competitive proposals, to volunteering to be a proposal reviewer, managing funded programs, and working at NSF as a rotating and permanent program officer. The session will consist of both Administrative Sponsored Session formal presentations and informal discussion. Publications Advisory Committee Pending the interests of attendees and availability of technology, break-out rooms may also take place. Publishing, Reviewing, and Writing for JRST 4:15pm – 5:45pm NARST Fellows Award Program (duration: 45 min) Real-time/ live Organizer: Noemi Waight, University at Buffalo Presenters: This session will introduce and celebrate NARST's Felicia Mensah, Teachers College, Columbia first named Fellow(s). The Fellow(s) will have an University opportunity to briefly share their work and engage Troy Sadler, University of North Carolina, Chapel Hill with a vision for developing the NARST Fellows Doug Lombardi, University of Maryland, College Park Community. In addition, this session will also provide Christine McDonald, Griffith University a forum for the NARST community to learn more about the award program.
NARST Has Talent: An April FARSE (duration: 45 min) Organizers: Meg Blanchard, NC State University Sherry Southerland, Florida State University A digital reincarnation of FARSE, this year's "Talent" show will feature a competition of creative 3-minute video products competing for "likes" to make it into
48 Thursday, April 8, 2021
Poster Session #1 Thursday 8:00am through Friday 7:00am
The following posters are available for viewing for a Research mentors' perceptions on ways to engage 23-hour window for asynchronous interactions. high school students in authentic inquiry Attendees can view the poster (links will be provided) Salih Yousef Faraj, Technion - Israel Institute of and post comments to the presenter, to which the Technology presenter can respond. The posters will become Amos Cohn Oranim, Haifa University and ACHERET inactive and inaccessible after Friday, 7:00 am. Center, Israel Shulamit Kapon, Technion - Israel Institute of Strand 1 Posters Technology
Consistency and Contradiction Metacognitive knowledge of science university Cesar Delgado, North Carolina State University students: the relationship with critical thinking Gary Wright, North Carolina State University skills Takuya Matsuura, Hiroshima University
Socioscientific issues to engage middle school Introduce a coding instrument for the quantitative students in claims, evidence and reasoning analysis of teachers' questioning chains Sissy Wong, University of Houston Jie Zhang, University of Houston Jianlan Wang, Texas Tech University Jennifer Donze, University of Houston Yuanhua Wang, West Virginia University Ma Glenda Wui, University of Houston Lu Guo, Texas Tech University Jackie Relyea, University of North Carolina Yanhong Guo, Texas Tech University Araceli Enriquez, University of Houston Stacey Sneed, Texas Tech University Kyle Wipfli, Texas Tech University Student Learning in OTL Engineering Design integrated Science Instruction Computational Thinkers in Unplugged Pre-K Science Laura Pottmeyer, University of Virginia Classrooms Frackson Mumba, University of Virginia Semiha Gun-Yildiz, University of Massachusetts Ji Hoon Ryoo, Yonsei University, South Korea Dartmouth Stephen Witzig, University of Massachusetts Dartmouth The role of confusion in conceptual change scenarios for pre-service science teachers Hye-Eun Chu, Macquarie University The effects of flipped classrooms on K-16 students' Mariya Pachman, Florida University science and math achievement: A systematic Lori Lockyer, University of Technology Sydney review Gary Wright, North Carolina State University Soonhye Park, North Carolina State University Strand 2 Posters Using Social Network Analysis to Understand Negotiation to Consensus: Argumentation about Longitudinal Change in Small Groups Climate Change Evidence and Explanations Brock Couch, Middle Tennessee State University Donna Governor, University of North Georgia Grant Gardner, Middle Tennessee State University Doug Lombardi, University of Maryland, College Park Catie Duffield, Temple University
49 Thursday, April 8, 2021
Students' Understandings and Experiences of Examining the Relationship between Preschool Creativity and Risk in Science Learning Teachers' Attitudes and Beliefs towards Science and Claire Paton, University of Calgary Classroom Practice Jennifer Adams, University of Calgary Elica Bahar Sharifnia, University of Miami Kristal Turner, University of Calgary Using Online Interventions to Address Summer Impact of Argumentation on Students' Informal Learning Loss in Rising Sixth-Graders Reasoning about Socio-Scientific Issues Bob Shaw, Mary Institute and St. Louis Country Day Ihsan Ghazal, Texas Christian University School Saouma Boujaoude, American University of Beirut Scott Osborne, Clayton School District
When an NGSS-friendly Genetics Curriculum Unit Strand 4 Posters Goes Online: A Naturalistic Study 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 used by Arab Science Teachers in Israel Disciplinary 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
Strand 3 Posters Teacher Impacts on Middle School Students' Understanding of Lunar Phases: A Quantitative Engaging students in PBL in science classrooms: The Inquiry 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 Huilei Han, Beijing Normal University The Progression of Preservice and In-service Science David Fortus, Weizmann Institute of Science Teachers' Abilities to Teach Inquiry-based Science Knut Neumann, Leibniz-Institute for Science and Jeanette Bartley, Illinois Institute of Technology Mathematics Education Judith Lederman, Illinois Institute of Technology
Declarative Knowledge about the NGSS Among Evaluating intercultural STEAM program in Early Childhood Educators Across A Year of Australia-Korea contexts: Teachers' attitudes and Professional Development beliefs towards STEAM Susanna Hapgood, The University of Toledo Hye-Eun Chu, Macquarie University Grant Wilson, The University of Toledo Sonya Martin, Seoul National University Jeanna Heuring, Keene State College Charlene Czerniak, The University of Toledo The MakerSTEM Project: Building secondary educator's capacity engage youth in independent, Science Visual Literacy Practices of Current place and community-based, scientific inquiry Elementary Teachers Judith Lemus, University of Hawaii at Manoa Michele Colandene, George Mason University Tara O'Neill, University of Hawaii at Manoa
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Revisiting the Relationship Between Science Training Scientists to Teach: Lessons Learned from Teaching Practice and Scientific Literacy from a Course Participant Reflections Global Perspective Sara Petchey, University of Zurich Hye Sun You, Arkansas Tech University Kai Niebert, University of Zurich Sunyoung Park, California Lutheran University Examining the Reasons Women Choose and Stay in Investigating Groundwater: 7th-Grade Students' a Geology Major: A Qualitative Multi-Case Analysis Mapping Models to Phenomena Ron Gray, Northern Arizona University Holly White, University of Nebraska–Lincoln Alexis Riche, Northern Arizona University Cory Forbes, University of Nebraska–Lincoln Isabel Shinnick-Gordon, Northern Arizona University James C. Sample, Northern Arizona University Exploring the Intersection of Data Practices and Computational Thinking: A Literature Review Chemistry students' understanding of dissolving Laura Laclede, George Mason University and associated phenomena: The case of sodium chloride Knowledge Transfer: Instructional Approaches for James Nyachwaya, North Dakota State University Helping Students Understand the Deep Structure of Krystal Grieger, North Dakota State University Scientific Problems Hong Tran, University of Georgia Everything is Connected: Building Preservice Deborah Tippins, University of Georgia Elementary Teachers' Content Knowledge through Educative Curriculum Materials Involvement of Industry in STEM education is South Brooke Whitworth, Clemson University Africa Lauren Simpson, Center for Mathematics & Science Magdeline Stephen, Wits School of Education Education Emmanuel Mushayikwa, University of the Whitney Jackson, University of Mississippi 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 Charlotte Bolch, University of Florida Pennsylvania Corey Payne, University of Florida Kyle Fredrick, California University of Pennsylvania Gregg Gould, California University of Pennsylvania Building Student Confidence through Micro- Internships at a Central California Community The Impact of Biology Instruction on Evolution College Acceptance and Conflict in Underrepresented Zoe Buck Bracey, BSCS Science Learning Minority Undergraduates Monica Weindling, BSCS Science Learning Gena Sbeglia, Stony Brook University Mohammed Yahdi, Hartnell Community College Ross Nehm, Stony Brook University
51 Thursday, April 8, 2021
Emergency Response Teaching Online: STEM Parents Attitudes Towards Wi-Fi In Schools: The Faculty Perceptions and the Zone of Proximal Role of Education in Engagement with Real-Life SSIs Development Keren Dalyot, Technion - Israel Institute of Lynn Tashiro, California State University, Sacramento Technology Mary McCarthy Hintz, Sacramento State University Ayelet Baram-Tsabari, Technion - Israel Institute of Judith Kusnick, California State University Technology Sacramento The weight of motivational factors on Distinct Role of Peer Effects and Sense of Belonging undergraduate students' decision to join STEM in Student Socialization and College Success youth-based programming Narmin Ghalichi, Bowling Green State University Alexandria Muller, University of California- Santa Clare Barratt, Bowling Green State University Barbara Moira Van Staaden, Bowling Green State University Kassandra Ortega, University of California- Santa Barbara Strand 6 Posters Devon Christman, University of California- Santa Barbara Navigating a STEM Learning Ecosystem: Obstacles Diana Arya. University of California- Santa Barbara and Opportunities Sarah Hirsch, University of California- Santa Barbara Neta Shaby, Oregon State University Nancy Staus, Oregon State University Informal learning in social media? Comparing a Lynn Dierking, Oregon State University popular COVID-19 podcast with its YouTube John Falk, Institute for Learning Innovation comments Anna Beniermann, Humboldt-Universität zu Berlin
Who has a ruler? Parent and youth perceptions of Alexander Bergmann, Leipzig University family science capital Alexander Büssing, Leibniz University Hannover; Megan Ennes, University of Florida Institute of Natural Science Education M. Gail Jones, North Carolina State University Gina Childers, Texas Tech University Identity Across the STEM Ecosystem Katherine Chesnutt, North Carolina State University Katie Wade-Jaimes, University of Memphis Emily Cayton, Campbell University Kate Ayers, St. Jude Children's Research Hospital Robyn Penella, St. Jude Children's Research Hospital Exploring the presentation of climate change through virtual aquarium exhibits Exploring the Relationship Between Personal Dominique Ocampo, Texas State University Scientific Epistemologies and Free-Choice Learning Jenn Idema, Texas State University Experiences Kristy Daniel, Texas State University Allison Metcalf, Florida State University Katrina Roseler, Chaminade University Peer-Learning Research Community: An Sherry Southerland, Florida State University Investigation into the Effects on High School Students' Identity in Research Strand 7 Posters Ben Koo, University of California, Berkeley Shruti Bathia, University of California, Berkeley Revisiting the Elementary Science Partnership: Linda Morell, University of California, Berkeley Adjusting to Shifting Challenges in a Pre-Service Perman Gochyyev, University of California, Berkeley School-University Collaboration Mark Wilson, University of California, Berkeley Jerome Shaw, University of California - Santa Cruz Rebecca Smith, University of California, San Samuel Severance, University of California - Santa Francisco Cruz
52 Thursday, April 8, 2021
Mapping Community Assets in Preservice Learning to Listen: Cultivating Pre-Service Teachers' Secondary Science Education Attunement and Responsiveness to Student Kirsten Mawyer, University of Hawaii Thinking Heather Johnson, Vanderbilt University Shannon Davidson, Florida State University Lama Jaber, Florida State University Researching Teacher Self-efficacy: Linking Self- Allison Metcalf, Florida State University Efficacy to Teacher Effectiveness, Persistence and Retention Perspectivization: Empowering, Evoking and Sarah Haines, Towson University Revolutionizing Science Teacher Education for Deepika Menon, University of Nebraska-Lincoln Social Justice Jeanna Wieselmann, Southern Methodist University Christina Restropo Nazar, California State University, Sumreen Asim, Indiana University Southeast Los Angeles Jose Martinez Hinestroza, Texas State University Preservice Teachers' Unpacking Community Cultural Wealth with 5th Graders Learning about the COVID-19 Christina Restrepo Nazar, California State University, Los Angeles Jamie Marsh, California State University, Los Angeles Socorro Orozco, California State University, Los Angeles
Convergence of Scientific and Mathematical modeling: Investigating elementary pre-service teacher interest and confidence in STEM Andrew Gilbert, George Mason University Jennifer Suh, George Mason University
Linking Pedagogical Content Knowledge and Teaching Practice in Science Teacher Education: A Systematic Literature Review Lukas Mientus, University of Potsdam Anne Hume, University of Waikato Peter Wulff, University of Potsdam Andreas Borowski, University of Potsdam
How Effective Is Feedback regarding Pre-Service Teachers' Representational Competence? Mathias Ropohl, University of Duisburg-Essen Julia Schwanewedel, Humboldt University of Berlin
Examining PCK Readiness from Participating in a Co-plan, Co-teach, and Co-reflect Early Practicum Experience Steven Newman, Indiana University Meredith Park Rogers, Indiana University
Exploring Teacher Candidates' Knowledge of Assessment through Science Journals E.J. Bahng, Iowa State University
53 Friday, April 9, 2021
Friday 8:00am through 8:30 am-9:30 am (Real time/ Saturday 7:00am Live)
Poster Session #2 Posters are available for viewing for a 23-hour Research Interest Groups (RIGs) Meetings window for asynchronous interactions. Attendees 8:30am – 9:30am can view the poster at the indicated link and post Real-time/ live comments to the presenter for which the presenter may respond. The posters will become inactive and Engineering Education Research Interest Group (ENE-RIG) inaccessible after Saturday, 7:00 am. For a complete Presiders: listing of Friday’s posters, please refer to the end of Kristina Tank, Iowa State University the Friday schedule. Anne Leak, High Point University Presenters will pre-record their presentations. The purpose of the RIG in Engineering Education is to synergize research in science and engineering Author-scheduled, 30-minute education, promote rigorous research in engineering education, and provide a collaboration and Q&A sessions #2 discussion space supporting intellectual and professional exchange and networking. At the 2021 Business Meeting, the RIG members will discuss the Attendees will view the recorded presentations in following items: a) Updates on membership (100+ advance of the Q&A session. Presenters will schedule members), listserv, website; b) Discussion on NARST a 30-minute block (like “office hours”) on a sign-up strands and involvement of the ENE-RIG; c) Plans for sheet in advance of the conference. The scheduled collaborative paper sets, symposiums, and panels; time will be listed in the conference program. and d) Updates on leadership team, elections, roles, and budget.
Indigenous Science Knowledge Research Interest Group (ISK-RIG) Presiders: Bhaskar Upadhyay, University of Minnesota Stacey Britton, University of West Georgia Sharon Nelson-Barber, WestEd Rouhollah Aghasaleh, Humboldt State University
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 ISK by NARST members, update on the edited book series on ISK, and any other ISK RIG related business the membership needs to discuss.
54 Friday, April 9, 2021
NETWORKING/ SOCIAL CONCURRENT SESSIONS 8:30am – 9:30am Real-time/ live
Art-based social meet-up (duration: 30 min) Organizer: Katia Kromann Nielsen, University of Copenhagen
This is a short informal session where we can get to know each other in a different way. In the session I will give a brief introduction of art-based-methods and we will then engage in an exercise. The idea is to use art-based methods to experiment with getting to know each other in a fun way despite the distance.
Drop Your Research/Theory/Test tube like it's Hot (duration: 60 min) Organizers: Noemi Waight, University at Buffalo Jennifer Adams, University at Calgary
This session will provide a space for informal community 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.
55 Friday, April 9, 2021
Concurrent Session # 6 (Advance Viewing of Pre-recorded Presentations with 60- minute Real time/ Live Q&A) Special Time Slot 7:15 AM - 8:15 AM
11:30 am- 1:00 pm Strand 5: College Science Teaching and Strand 6: Science Learning in Informal Learning (Grades 13-20) Contexts Special Time Slot, 7:15-8:15 AM Special Time Slot, 7:15-8:15 AM
Pedagogy and partnerships for the modern STEM Informal Science Learning in Museums and other college classroom places 7:15 am -8:15am 7:15 am -8:15am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Emily Walter, California State University, Presider: Ran Peleg, University of Southampton Fresno Assessing participant learning outcomes in science Revision as an Essential Step in Modeling Cellular museums: Building capacity for collective Respiration System Dynamics evaluation Lyrica Lucas, University of Nebraska–Lincoln K. C. Busch, North Carolina State University Tomáš Helikar, University of Nebraska–Lincoln Lynn Chesnut, North Carolina State University Joseph Dauer, University of Nebraska–Lincoln Regina Ayala Chavez, North Carolina State University Lincoln Larson, North Carolina State University Impacts of Inquiry-based Teaching on Kathryn Stevenson, North Carolina State University Undergraduate Students' Engagement in Science Charles Yelton, North Carolina Museum of Natural and Environmental Awareness Sciences Ya-Chun Chen, National Chiao Tung University Nicole Coscolluela, North Carolina Museum of Zuway-R Hong, Kaohsiung Medical University Natural Sciences Huann-Shyang Lin, National Sun Yat-Sen University; Australian Catholic University Online Learning in Museums and the influence of COVID-19 Museum Closures Enacting a Persona Strategy in Knowledge Megan Ennes, University of Florida Construction to Elicit Epistemic Goals and Support Epistemic Agency Characteristics of Students' Abductive Reasoning Heesoo Ha, Seoul National University According to Scientific and Historical Knowledge in Deoksugung Palace, Korea Comparing Learning Assistant and Professor Talk Jooyoung Jeon, Ewha Womans University Moves in an Undergraduate Engineering Science Donghee Shin, Ewha Womans University Class Isabella Stuopis, Tufts University Empowering Publics to Engage with Socio-Scientific Kristen B. Wendell, Tufts University Issues in Science Exhibitions: Mental Health-Mind Hoda Koushyar, Tufts University Matters Ana Maria Navas Iannini, University of Los Andes Erminia Pedretti, University of Toronto Kristen Schaffer, University of Toronto Daniel Atkinson, University of Toronto
56 Friday, April 9, 2021
Strand 10: Curriculum and Assessment Special Time Slot, 7:15-8:15 AM
Automated scoring and machine learning in science assessment 7:15 am -8:15am Advanced Pre-recorded Viewing & Live Q&A Presider: Shahar Abramovitch, University of Massachusetts Boston
When Can Multinomial Logistic Regression Best Classify Pre-Service Physics Teachers' Written Reflections? Peter Wulff, University of Potsdam David Buschhüter, University of Potsdam Anna Nowak, University of Potsdam Andreas Borowski, University of Potsdam
Towards automated formative assessment of students' scientific explanations in Biology using Natural Language Processing Moriah Ariely, Weizmann Institute of Science Tanya Nazaretsky, Weizmann Institute of Science Giora Alexandron, Weizmann Institute of Science
Automated Scoring of Chinese Grades 7-9 Students' Competence in Interpreting and Arguing from Evidence Cong Wang, Beijing Normal University 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
57 Friday, April 9, 2021
Concurrent Session # 6 (Advance Viewing of Pre-recorded Presentations with 60- minute Real time/ Live Q&A) Regular Time Slot 9:30 AM – 10:30 AM
11:30 am- 1:00 pm Strand 1: Science Learning: Development of Strand 1: Science Learning: Development Student Understanding of Student Understanding
Multiple Ways of Representing Knowledge Student Thinking About Genetics and Evolution 9:30 am -10:30 am 9:30 am -10:30 am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Anita Schuchardt, University of Minnesota Presider: Cari Herrmann Abell, BSCS Science Learning A Framework to Foster Knowledge Acquisition Processes in STEM and Computing Education Mechanistic reasoning about gene environment Burkhard Priemer, Humboldt-Universität zu Berlin interactions Annette Upmeier Zu Belzen, Humboldt-Universität Michal Haskel Ittah, Weizmann Institute of Science zu Berlin Ravit Golan Duncan, Rutgers University
Breaking Barriers to Students Multiple Teleology and essentialism in the context of Representations Using Multiple Representations genetics: a fresh look at students' conceptions Learning Strategy Florian Stern, University of Geneva Olugbenga Akindoju, Lagos State University Kostas Kampourakis, University of Geneva Olatunde Owolabi, Lagos State University Marine Delaval, Université de Lille Hakeem Akintoye, Lagos State University, Ojo Andreas Mueller, University of Geneva Yinka Orulebaja, Lagos State University Learning About Evolution: An Intervention Study on Writing in Science: A Tool for Personal and Three- the Elucidation of Misconceptions and Context- Dimensional Sensemaking related Surface Features Kirsten Edwards, Michigan State University Helena Aptyka, University of Cologne Charles Anderson, Michigan State University Victoria Hollmann, University of Cologne Daniela Fiedler, Kiel University A New Perspective on Multimodality in Science Jörg Großschedl, University of Cologne Learning and Teaching Ayca Fackler, University of Georgia Characterizing Students' Use of Mechanistic Reasoning to Explain Allele Relationships Gur Livni Alcasid, Weizmann Institute of Science Michal Haskel Ittah, Weizmann Institute of Science
58 Friday, April 9, 2021
Strand 2: Science Learning: Contexts, Strand 2: Science Learning: Contexts, Characteristics, and Interactions Characteristics, and Interactions
Interest, Motivation, and Critical Thinking in Science Learning Research of Primary Science Teaching and Learning 9:30 am -10:30 am in China – the Past and the Future Advanced Pre-recorded Viewing & Live Q&A 9:30 am -10:30 am Presider: Sara Samiphak, University of California – Advanced Pre-recorded Viewing & Live Q&A Berkeley Presider: Yang Yang, Beijing Normal University Discussant: Siqi Li, Beijing Normal University Elementary Student Latent Expectancy-Value-Cost Science Motivation Classes and Their Association Presenters: with Science Achievement Yang Yang, Beijing Normal University David McKinney, University of Nevada, Las Vegas Siqi Li, Beijing Normal University Yajie Xin, Qingdao University Examining the Predictors of Middle School Zongfang Zhang, Qingdao University Students' Interests in Computationally Demanding Yueyuan Meng, Qingdao University Science Careers Xinhui Zhou, Qingdao University Arif Rachmatullah, North Carolina State University Madeline Hinckle, North Carolina State University Danielle Boulden, North Carolina State University Eric Wiebe, North Carolina State University
The Effects of Critique-driven Inquiry (CDI) Teaching Intervention on Primary and Secondary School Students' Critical Thinking and Scientific Inquiry Competency Ying-Yan Lu, Kaohsiung Medical University Zuway-R Hong, Kaohsiung Medical University Huann-Shyang Lin, National Sun Yat-Sen University Thomas Smith, Northern Illinois University Wen-Yi Hsu, Kaohsiung Medical University
An Exploration of Multilevel Effects of Student- and School- Factors on Elementary Students' Attitudes towards Science Shuchen Guo, Nanjing Normal University Enshan Liu, Beijing Normal University
59 Friday, April 9, 2021
Strand 3: Science Teaching—Primary Strand 4: Science Teaching—Middle and School (Grades preK-6) High School (Grades 5-12)
Engineering Education in the Primary Grades In Search of New Tools for Meaningful Learning in 9:30 am -10:30 am Chemistry – We Stumbled on Culturo-Techno- Advanced Pre-recorded Viewing & Live Q&A Contextual-Approach Presider: Laura Zangori, University of Missouri 9:30 am -10:30 am Advanced Pre-recorded Viewing & Live Q&A To What Extent Does Construction Play Enhance Engineering Thinking and Self-Regulation Presenters: Capabilities? Adekunle Ibrahim Oladejo, Lagos State University Ornit Spektor-Levy, Bar-Ilan University Ibukunolu Adebiyi Ademola, Lagos State University Taly Shechter, Bar-Ilan University Peter Okebukola, Lagos State University Fred Awaah, University of Professional Studies, Elementary Teachers' Scaffolding of Engineering Ghana Practices: Issues with "The Engineering Design Deborah Oluwatosin Agbanimu, Lagos State Process" as Instructional Model University Jacob Pleasants, Keene State College Franklin Onowugbeda, Lagos State University Joanne Olson, Texas A&M University Aderonke Foluso Ebisin, Ogun State Institute of Technology Examining Changes in Practitioner Journals Pre and Esther Oluwafunmilayo Peter, Lagos State University Post Covid as a Worked Example Michael Adelani Adewusi, Lagos State University Brandi Kamp, Clemson University Tokunbo Ola Odekeye, Lagos State University Daniel Alston, University of North Carolina at Charlotte
Elementary Teacher Beliefs, Understandings, and Confidence to Integrate Engineering: Implications and Opportunities Whitney McCoy, University of Virginia Jennifer Maeng, University of Virginia
Amanda Gonczi, Michigan Technological University Robert Handler, Michigan Technological University
60 Friday, April 9, 2021
Strand 5: College Science Teaching and Strand 6: Science Learning in Informal Learning (Grades 13-20) Contexts
Rethinking STEM college course designs Scaling an Effective Analysis-of-Practice PD 9:30 am -10:30 am Program in Four Contexts: Development, Successes, Advanced Pre-recorded Viewing & Live Q&A and Challenges Presider: Joshua Reid, Middle Tennessee State 9:30 am -10:30 am University Advanced Pre-recorded Viewing & Live Q&A
Integrating a Real-Life Software Project into a Translating and Scaling a Face-to-Face, Video-based Model-Based Systems Engineering MOOC Elementary Science PD Program to an Online Hanan Kohen, Technion - Israel Institute of Environment Technology Susan Kowalski, Biological Science Curriculum Study Niva Wengrowicz, Technion- Israel Institute of Amy Belcastro, Biological Science Curriculum Study Technology Connie Hvidsten, Biological Science Curriculum Study Dov Dori, Technion- Israel Institute of Technology Angelina Constantine, University of Minnesota Farah Faruqi, University of Minnesota Students' and Instructors' Conceptions of Scientific Karen Askinas, Biological Science Curriculum Study Hypotheses and Predictions: A Case for Closer Renee DeVaul, Biological Science Curriculum Study Scrutiny Gillian Roehrig, University of Minnesota Anupriya Karippadath, Purdue University Stephanie Gardner, Purdue University Adapting and Scaling a Videobased, Analysis-of- Practice PD Program for High School Biology Partnering With Undergraduates to Redesign an Teachers Introductory Chemistry Laboratory Course Jody Bintz, Biological Science Curriculum Study Hannah Jardine, The Catholic University of America Connie Hvidsten, Biological Science Curriculum Study Elizabeth Griffith, University of Maryland Cynthia Gay, Biological Science Curriculum Study Lacey Eckels, Jefferson County KY Public Schools How does the lack of effective training impact Christopher Wilson, Biological Science Curriculum biology GTAs? A descriptive study Study Santiago Ojeda-Ramírez, Universidad de los Andes Molly Stuhlsatz, Biological Science Curriculum Study Stephanie Toro, Universidad de los Andes Catalina Zuluaga-Arias, Universidad de los Andes Adapting and Scaling the LAST PD Program Conceptual Framework in Preservice Teacher Education Programs Abraham Lo, Biological Science Curriculum Study Betty Stennett, Biological Science Curriculum Study Connie Hvidsten, Biological Science Curriculum Study Karen Askinas, Biological Science Curriculum Study
Factors that Support and Challenge Scaling of Videobased Analysis-of-Practice PD through K-6 Teacher Leader Development Kathleen Roth, Cal Poly Pomona Foundation Nicole Wickler, Cal Poly Pomona Rebecca Eddy, Cobblestone Applied Research & Evaluation, Inc.
61 Friday, April 9, 2021
Strand 7: Pre-service Science Teacher Strand 8: In-service Science Teacher Education Education
Identity Development in Science Teachers Teacher Engagement and Leadership 9:30 am -10:30 am 9:30 am -10:30 am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Frackson Mumba, University of Virginia Presider: Douglas Larkin, Montclair State University
Challenges in Representing Science Teacher Identity Which Hat Should I Wear? Examining Teacher in Classroom-Based Science Formative Assessments Positioning and Engagement in Professional Kristen Larson, Columbia University Development Felicia Mensah, Columbia University Patrick Enderle, Georgia State University Jessica Riccio, Columbia University Jennifer Schellinger, Florida State University Ozlem Akcil Okan, Florida State University "I wasn’t aware, until I was aware ": Reflective Claudia Hagan, Georgia State University Practices for Teacher Empowerment Samantha Skrob, Florida State University Elanur Yilmaz, Middle East Technical University Ellen Granger, Florida State University Elif Sönmez, Kastamonu University Todd Bevis, Florida State University
Persistence in a STEM Teaching Program: Examining Pushing against the tides: How engaging in research the Effects of Disciplinary Identity and Teaching promotes teacher leadership development Identity Joshua Reid, Middle Tennessee State University Ingelise Giles, Florida International University Allison Hardee, Middle Tennessee State University Nicole Cook, Florida International University Brett Criswell, West Chester University Zahra Hazari, Florida International University Gregory Rushton, Middle Tennessee State University Maria Fernandez, Florida International University Laird Kramer, Florida International University Curriculum-Based Professional Development to Support Teachers' Vision of Recent Shifts in Science The role of motivation in pre-service physics Instruction teachers' learning to notice students' Katherine McNeill, Boston College preconception Renee Affolter, Boston College Martin Schwichow, PH Freiburg Benjamin Lowell, Boston College Katharina Hellmann, University of Education Casandra Gonzalez, Boston College Freiburg Kevin Cherbow, Boston College
Job Embeddedness and Professional Support: A Case Study of Science Teacher Retention in One District Douglas Larkin, Montclair State University Liz Carletta, Montclair State University Suzanne Poole Patzelt, Montclair State University Khadija Ahmed, The Center for Research and Evaluation on Education and Human Services
62 Friday, April 9, 2021
Strand 8: In-service Science Teacher Education Strand 10: Curriculum and Assessment
Opportunities and Challenges of Facilitating Teacher observation and attitudes towards science Educators' Understanding and Use of the Next evaluation Generation Science Standards 9:30 am -10:30 am 9:30 am -10:30 am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Lori Andersen, University of Hawai'i, Discussant: Annemarie Palincsar, University of Manoa Michigan Teachers' perspectives of three-dimensional Presenters: formative assessments embedded within a Susanna Hapgood, University of Toledo curriculum: An initial study Charlene Czerniak, University of Toledo Consuelo Morales, Michigan State University Amelia Wenk Gotwals, Michigan State University Jane Lee, Michigan State University Tanya Wright, Michigan State University Idit Adler, Tel Aviv University Gavin Fulmer, University of Iowa Irene Bayer, Michigan State University Brian Hand, University of Iowa Elizabeth Lehman, University of Chicago Empirical Validation of a STEM Observation James Pellegrino, University of Illinois at Chicago Instrument Using Exploratory Factor Analysis Nancy Songer, University of Utah Joshua Ellis, Florida International University Michelle Newstadt, Gooru.org Emily Dare, Florida International University Mark Rouleau, Michigan Technological University Elizabeth Ring-Whalen, St. Catherine University Benny Mart Hiwatig, University of Minnesota Twin Cities Khomson Keratithamkul, University of Minnesota Feng Li, Florida International University Farah Faruqi, University of Minnesota Preethi Titu, Kennesaw State University Gillian Roehrig, University of Minnesota
Challenges in assessing chemistry lab reports among pre-service teachers Yoram Zemel, Technion - Israel Institute of Technology Gabriela Shwartz, Technion - Israel Institute of Technology Shirly Avargil, Technion - Israel Institute of Technology
Educative Curriculum Materials for Teacher Educators: Building Preservice Teachers' Content Knowledge for Teaching about Matter Deborah Hanuscin, Western Washington University Emily Borda, Western Washington University Josie Melton, Western Washington University Jamie Mikeska, Educational Testing Service
63 Friday, April 9, 2021
Strand 12: Technology for Teaching, Strand 13: History, Philosophy, Sociology, Learning, and Research and Nature of Science
Virtual Rehearsal Simulations to Explore Teaching and Learning in the College Science Elementary Pre-service Teachers' Scientific Classroom Discourse Skills 9:30 am -10:30 am 9:30 am -10:30 am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Sally Wu, Northwestern University Discussant: Carrie Lee, East Carolina University The design components of an online course in Presenters: research ethics for science and engineering Tammy Lee, East Carolina University students Carrie Lee, East Carolina University Miri Barak, Technion - Israel Institute of Technology Mark Newton, East Carolina University Paul Vos, East Carolina University Interrelationship between perceived innovative Jennifer Gallagher, East Carolina University thinking and actual innovation, online vs. face-to- Daniel Dickerson, East Carolina University face learners Maya Usher, Technion - Israel Institute of Technology Miri Barak, Technion - Israel Institute of Technology
Computational Practices in Science Disciplines Claudia Fracchiolla, University College Dublin Claire Mullen, University College Dublin Maria Mehaan, University College Dublin
Investigating Students' Engagement with Science Videos: An EEG Study Ido Davidesco, University of Connecticut Or Dagan, New York University
64 Friday, April 9, 2021
Strand 14: Environmental Education and Sustainability
Approaches to education for sustainability and sustainable development 9:30 am -10:30 am Advanced Pre-recorded Viewing & Live Q&A Presider: Shelley Rap, Weizmann Institute of Science
"Speak to Me in Numbers" – Interdisciplinary Teaching of Sustainable Development Goals Shelley Rap, Weizmann Institute of Science Ayshi Sindiani, Weizmann Institute of Science Moran Bodas, Sheba Medical Center; Tel Aviv University Sherman Rosenfeld, Weizmann Institute of Science Ron Blonder, Weizmann Institute of Science
Science Comics for the Public Good: Enhancing Environmental Literacy in/of the Anthropocene Katherine Bruna, Iowa State University Lyric Bartholomay, University of Wisconsin-Madison Sara Erickson, Iowa State University
Realizing the social dimension of science education for desired citizenry Tapashi Binte Chowdhury, University of Tartu Jack Holbrook, University of Tartu Miia Rannikmae, University of Tartu
Sustainable Development Practices: Impacts of Significant Life Experiences, Knowledge, and Attitudes by Controlling School Environment Ridvan Elmas, Afyon Kocatepe University Savas Pamuk, Akdeniz University Yakup Saban, Afyon Kocatepe University
65 Friday, April 9, 2021
Concurrent Session # 7 (Advance Viewing of Pre-recorded Presentations with 60- minute Real time/ Live Q&A) 10:45-11:45 AM
11:30 am- 1:00 pm Strand 2: Science Learning: Contexts, Testing Two Teacher Preparation Programs for Characteristics, and Interactions Effective Science Teaching Elizabeth Lewis, University of Nebraska–Lincoln Lyrica Lucas, University of Nebraska–Lincoln COVID & Social Justice Amy Tankersley, University of Nebraska–Lincoln 10:45am -11:45am Elizabeth Hasseler, University of Nebraska–Lincoln Advanced Pre-recorded Viewing & Live Q&A Anna Rivero, Seattle University Presider: Gianna Lopez-Colson, University of Texas Brandon Helding, University of Nebraska-Lincoln Rio Grande Valley Overcoming Obstacles - Supporting Teachers to STEM teachers' curriculum practices in online Implement Inquiry-Based Teaching teaching during the Covid-19 pandemic: A Canadian Alice Hesse, Leibniz Institute for Science and context Mathematics Education Isha DeCoito, Western University Stefan Sorge, Leibniz Institute for Science and Mohammed Estaiteyeh, University of Western Mathematics Education Ontario Knut Neumann, Leibniz Institute for Science and Mathematics Education Empowering K-12 Science Teachers as Equity Advocates and Designers of Transformative Justice- Evoking Meaning and Connection: Using Awe to Centered Science Learning Communities Teach Science Tammie Visintainer, San José State University Julianna Nieuwsma, North Carolina State University Gail Jones, North Carolina State University Ideological Practice in Science Learning: Navigating Kathyrn Rende, North Carolina State University Complex Terrain of Climate and Politics in US Emma Refvem, North Carolina State University Classrooms Sarah Carrier, North Carolina State University Lynn Zummo, University of Utah Jill Grifenhagen, North Carolina State University Cesar Delgado, North Carolina State University Has COVID-19 left 3D Science in Elementary School Pamela Huff, North Carolina State University on Life Support? Sally Crissman, TERC Exploring Interactions between Urban Science Roger Tobin, Tufts University Teachers' Epistemological Beliefs and their Sara Lacy, TERC Understanding of Argumentation Teresa Massey, Georgia State University Patrick Enderle, Georgia State University Strand 4: Science Teaching—Middle and Desmond Lee, Georgia State University High School (Grades 5-12) Claudia Hagan, Georgia State University
Teaching Practices 10:45am -11:45am Advanced Pre-recorded Viewing & Live Q&A Presider: Todd Hutner, University of Alabama
66 Friday, April 9, 2021
Strand 6: Science Learning in Informal Strand 7: Pre-service Science Teacher Contexts Education
STEM Interest Development Development of Pedagogy and Practice of Pre- 10:45am -11:45am service Teachers Advanced Pre-recorded Viewing & Live Q&A 10:45am -11:45 am Presider: Susan Letourneau, New York Hall of Advanced Pre-recorded Viewing & Live Q&A Science Presider: Karin Lohwasser, University of California, Santa Barbara Authentic STEM research, practices of science, and interest development in an informal science Examining asset and deficit perspectives of education program preservice science teachers' knowledge and Bobby Habig, American Museum of Natural History learning Preeti Gutpa, American Museum of Natural History Ron Gray, Northern Arizona University Scott McDonald, Pennsylvania State University Content, Context, and Structure of Family STEM David Stroupe, Michigan State University Conversations and Their Influence on STEM Identity Heidi Cian, Florida International University Reflective Practice in Microteaching: An Analysis of Remy Dou, Florida International University Preservice Secondary STEM Teachers' Video-based Reflections Parent Gender as a Contributing Factor in the Deepika Menon, University of Nebraska-Lincoln Development of College Students' STEM Identity Rosetta Ngugi, Towson University Sheila Castro, Florida International University Heidi Cian, Florida International University Employing Distinctiveness as A Framework to Remy Dou, Florida International University Understand Teacher Noticing Lu Wang, Indiana University Kokomo Integrating Authentic Learning with Career Role Models to Promote Student Interest in Biosciences From Fractured to Structured: Examining the Stephanie Couch, Massachusetts Institute of Characteristics of Preservice Science Teachers' PCK Technology and PCK Development Melanie Kalainoff, Kalainoff Consulting and William Reynolds, North Carolina State University Research, LLC Soonhye Park, North Carolina State University Leigh Estabrooks, Lemelson-MIT Program Mwenda Kudumu, North Carolina State University Helen Zhang, Boston College Anthony Perry, Lemelson-MIT Program Alazar Ayele, Biogen Community Lab, Biogen Inc. Amanda Marvelle, Biogen Community Lab, Biogen Inc. Connor Hanley, Biogen Community Lab, Biogen Inc. Alex Cameron, Biogen Community Lab, Biogen Inc.
67 Friday, April 9, 2021
Strand 7: Pre-service Science Teacher Education Strand 10: Curriculum and Assessment
Taking Up Socioscientific Issues Curricular innovations in high school biology 10:45am -11:45am 10:45am- 11:45 am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Stephen Witzig, University of Presider: Cari Hermann Abell, BSCS Science Learning Massachusetts Dartmouth Measuring the Efficacy of an Approach to Pre-service Science Teachers' Informal Reasoning Integrating Quantitative Reasoning in High School and Decision-Making Modes regarding COVID-19 Biology Cigdem Han Tosunoglu, Marmara University Molly Stuhlsatz, BSCS Science Learning Ferah Ozer, Bogazici University Melissa Kjelvik, Michigan State University Elizabeth Schultheis, Michigan State University Instructional Decision-Making for Preservice Jeffrey Snowden, BSCS Science Learning Teachers' Socioscientific Issues-Based Teaching Brian Donovan, BSCS Science Learning Melanie Kinskey, Sam Houston State University Louise Mead, Michigan State University Dana Zeidler, University of South Florida Teacher Decision-Making in High School Biology Pre-service teachers' experiences and perceptions Curriculum Co-Design: A Comparative Case Study of learner-learner talk: A lens into future teaching Analysis methods Elizabeth Chatham, New Visions for Public Schools Nomfundo Radebe, University of Witwatersrand Kiran Purohit, New Visions for Public Schools Emmanuel Mushayikwa, University of the Witwatersrand Teaching an SSI Unit in an Inclusive Secondary Biology Classroom Influence of a COVID-19 SSI Unit on Elementary Rachel Juergensen, University of Missouri Columbia Teachers' Trust in Science and Scientists Laura Zangori, University of Missouri Lisa Borgerding, Kent State University Patricia Friedrichsen, University of Missouri Bridget Mulvey, Kent State University Columbia Tanner Oertli, University of Missouri Columbia Troy Sadler, University of North Carolina at Chapel Hill
Updating Genetics Education - Introducing Epigenetics with Dialogic Teaching in Secondary Classrooms Karin Thörne, Karlstad University Niklas Gericke, Karlstad University Birgitta Mc Ewen, Karlstad University
68 Friday, April 9, 2021
Strand 10: Curriculum and Assessment Strand 10: Curriculum and Assessment
In-service Teachers Engaging in Science and Evaluating science identity, attitudes, and career Engineering Practices aspirations 10:45am -11:45am 10:45am -11:45am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Xiaoming Zhai, Michigan State University Changes in teacher self-efficacy and beliefs: The impact of an engineering research experience for A Survey to Measure Secondary School Students' teachers (RET) program on science teachers Identity in Research (IR-SH) Tiffany Lewis, Pennsylvania State University Linda Morrell, University of California, Berkeley Amber Cesare, Pennsylvania State Center for Science Shruti Bathia, University of California, Berkeley and the Schools Ben Koo, University of California, Berkeley Kathleen Hill, Pennsylvania State University Perman Gochyyev, University of California, Berkeley Mark Wilson, University of California, Berkeley Supporting teachers to MASTER developing Rebecca Smith, University of California, San practices-based curriculum Francisco Jennifer Jackson, Pennsylvania State University A systematic review of the conceptual framework Advancing Teachers' Curricular Integration of of attitude toward science instruments Mathematics and Computational Thinking through Radu Bogdan Toma, Universidad de Burgos a Research Experience Program Jesús Ángel Meneses Villagrá, Universidad de Burgos Amber Cesare, Pennsylvania State Center for Science Norman Lederman, Illinois Institute of Technology and the Schools Kathleen Hill, Pennsylvania State University Career Aspirations in Elementary Students: A Tiffany Lewis, Pennsylvania State University Comparison of Three Measures Amy Farris, Pennsylvania State University Kelli Paul, Indiana University Courtney Nagle, Pennsylvania State University - Adam Maltese, Indiana University Behrend Merredith Portsmore, Tufts University Karen Miel, Tufts University K-12 teachers use authentic STEM practices in the Jungsun Kim, Indiana University classroom based on research immersion experiences Reproducing Oppression: Identifying How Four Matthew Johnson, Pennsylvania State University Levels of Oppression are Reproduced within the Kathleen Hill, Pennsylvania State University Science Classroom Khanh Tran, Purdue University Selcen Guzey, Purdue University
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Strand 11: Cultural, Social, and Gender Strand 12: Technology for Teaching, Issues Learning, and Research
Science Education Research in Culturally and STEM Capital Linguistically Diverse Contexts: Critical Views and 10:45am -11:45am Emerging Questions Advanced Pre-recorded Viewing & Live Q&A 10:45am- 11:45 am Presider: Cassie Quigley, University of Pittsburgh Advanced Pre-recorded Viewing & Live Q&A Presider: Sara Wilmes, University of Luxembourg Constructing "STEM Identity": Test of an Expanded Discussant: Maria Varelas, University of Illinois At Identity Model Chicago Remy Dou, Florida International University Heidi Cian, Florida International University Presenters: Sara Wilmes, University of Luxembourg Gender Differences in Early STEM Capital: A Focus Christina Siry, University of Luxembourg on K-4 STEM Experiences Helen Douglass, University of Tulsa Susie Cohen, Florida International University Shakhnoza Kayumova, University of Massachusetts- Zahra Hazari, Florida International University Dartmouth Gerhard Sonnert, Harvard Smithsonian Minjung Ryu, University of Illinois at Chicago Philip Sadler, Harvard Smithsonian Casey Elizabeth Wright, Purdue University Sara Salloum, University of Balamand 'It Was a Completely Different Change in Mavreen Rose Tuvilla, Texas State University Environment': Contribution of Immigration History Geeta Verma, University of Colorado Denver to STEM Identity Maria Varelas, University of Illinois At Chicago Alexandra Martinez, Florida International University Remy Dou, Florida International University Heidi Cian, Florida International University
Building Community and Leveraging Cultural Resources: Black & Latina Girls in a Virtual STEM Camp Laura Peña, Georgia State University Natalie King, Georgia State University
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Strand 12: Technology for Teaching, Strand 13: History, Philosophy, Sociology, Learning, and Research and Nature of Science
Leveraging Mixed-reality Classroom Simulators for The Nature of Science & Engineering Practices Professional Development to Support Student- 10:45am -11:45am centered STEM Learning Environments Advanced Pre-recorded Viewing & Live Q&A 10:45am -11:45am Presider: Sahar Alameh, University of Kentucky Advanced Pre-recorded Viewing & Live Q&A The Nature of Scientific Explanation (NOSE): Using TeachLivE Mathematics Diagnosis Simulations Examining the Quality and 'Goodness' of with Pre-service Elementary Teachers Explanation among Students, Teachers, and Enrique Ortiz, University of Central Florida Scientists Sahar Alameh, University of Kentucky How Do GTAs Conceptualize and Utilize Error Fouad Abd-El-Khalick, University of North Carolina at Framing in a Mixed-reality Classroom Simulator Chapel Hill Ashley Geraets, University of Central Florida David Brown, University of Illinois Constance Doty, University of Central Florida Andrew Chesire, University of Central Florida County Science Specialists' Views of Aligning Tong Wan, Westminster College Historical and Experimental Sciences with NGSS Jacqueline Chini, University of Central Florida Science Practices Erin Saitta, University of Central Florida Laura Schneider, St. Mary's College of Maryland Julie Kittleson, University of Georgia Impact of GTA Practice with Questioning Strategies Using a Mixed-reality Simulator Epistemic Aspects of Engineering for K-12 Education Constance Doty, University of Central Florida Ezgi Yesilyurt, Weber State University Ashley Geraets, University of Central Florida Hasan Denzi, University of Nevada, Las Vegas Tong Wan, Westminster College Erdogan Kaya, George Mason University Erin Saitta, University of Central Florida Jacqueline Chini, University of Central Florida Differences and interrelations between science and engineering – Stereotypes and experts' perceptions Mixed Reality Integrated Learning Environment for Lior Keren, Technion - Israel Institute of Technology Teaching Training of STEM Teaching Assistants Shulamit Kapon, Technion - Israel Institute of Fengfeng Ke, Florida State University Technology Zhaihuan Dai, Florida State University Chih-Pu Dai, Florida State University Luke West, Florida State University Xin Yuan, Florida State University
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Strand 15: Policy, Reform, and Program Evaluation
From 'Physical to Digital': How institutions of informal science education adapt to an online presence during the COVID-19 crisis (and beyond) 10:45am -11:45am Advanced Pre-recorded Viewing & Live Q&A Presider: Neta Shaby, Ben Gurion University of the Negev Discussant: Ran Peleg, University of Southampton
Presenters: Ran Peleg, University of Southampton Neta Shaby, Ben Gurion University of the Negev Carys Hughes, University of Southampton Sarah Funk, Science Center Network Claudia Sodini, K-productions Nancy Staus, Oregon State University Victoria Bonebrake, University of Washington Ann Astroga, University of Washington Elena Janniello, Università di Pisa Antonella Gioli, Università di Pisa
NARST MEMBERSHIP MEETING 12:00pm -1:00pm
LUNCH BREAK 12:00pm -1:00pm
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Concurrent Session # 8 (Real Time / Live) 1:15 -2:45pm
Journal of Research in Science Teaching Administrative Sponsored Session Felicia Mensah, Columbia University Equity and Ethics Committee Troy Sadler, University of North Carolina, Chapel Hill
Journal of Science Education and Technology Making the Case to Empower, Evoke, and Kent Crippen, University of Florida, Gainesville Revolutionize the Culture of Science for Social Equity Journal of Science Teacher Education 1:15 pm -2:45 pm Geeta Verma, University of Colorado, Denver Real time/ live Todd Campbell, University of Connecticut
Presenters: Journal of Teacher Education Sami Kahn, Princeton University Gail Richmond, Michigan State University Stefanie Marshall, University of Minnesota Shari Watkins, American University Research in Science Education Angela Fitzgerald, University of Southern Queensland Administrative Sponsored Session Publications Advisory Committee Science Education Sherry Southerland, Florida State University How to Get Your Research Published in Science Education Journals Science & Education 1:15 pm -2:45 pm Sibel Erduran, University of Oxford Real time/ live Studies in Science Education Presiders: Lucy Avraamidou, University of Groningen Shakhnoza Kayumova, University of Massachusetts- Justin Dillon, University of Exeter Dartmouth Tina Cheuk, Stanford University Dante Cisterna, Educational Testing Service
Presenters: Asia-Pacific Science Education Sonya Martin, Seoul National University
Cultural Studies of Science Education Catherine Milne, New York University Christina Siry, University of Luxembourg Evolution: Education and Outreach Ross Nehm, Stony Brook University
International Journal of Science Education Gail Jones, North Carolina State University
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Administrative Sponsored Session Continental and Diasporic Africa in Science Administrative Sponsored Session Education (CADASE) RIG President
CADASE RIG: Educative STEM Materials That Use National Academies of Sciences (NAS) Board of and Evoke African American Capital Science Education (BOSE) Contribution to Science 1:15 pm -2:45 pm Education as a Public Good Real time/ live 1:15pm -2:45pm Real time/ live Going beyond Ceremony: Creating Educative STEM Materials That Use and Evoke African American Presenters: Capital Heidi Schweingruber, National Academies of Science Catherine Quinlan, Howard University BOSE Kenne Dibner, The National Academies of Sciences, Science Education, A Public Good for the Good of Engineering and Medicine the Public? Research on and for the African Megan Bang, Northwestern University Diaspora to Empower, Evoke, and Revolutionize Maya Garcia, Colorado Department of Education Contributed CADASE posters William Penuel, University of Colorado
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Strand 2: Science Learning: Contexts, Strand 3: Science Teaching—Primary Characteristics, and Interactions School (Grades preK-6)
Social Factors in College Science The Roles and Uses of Crosscutting Concepts in 1:15pm- 2:45 pm Elementary Teaching Real time/ Live 1:15pm -2:45pm Presider: Veronique Merritt, Columbia University Real time/ Live
Group interaction patterns during argument-based Co-occurring Crosscutting Concept Use in data interpretation tasks in undergraduate biology Elementary Preservice Teachers' Lesson Plans to Andy Cavagnetto, Washington State University Support Ambitious Teaching and Three-dimensional Olivia Prestis, Washington State University Science Learning Ayden Hackett, Washington State University Amanda Benedict-Chambers, Missouri State Larry Collins, Washington State University University Jessie Arneson, Washington State University Carrie-Ann Sherwood, Southern Connecticut State Jacob Woodbury, Washington State University University William Davis, Washington State University Erika Offerdahl, Washington State University A Comparative Case Study of Preservice and Inservice Teachers' Implicit Use of CCCs in Lesson What Professors Say during Collaborative Tasks: Planning Facilitation in a POGIL Chemistry Class Tina Vo, University of Nevada- Las Vegas Shaghayegh Fateh, Middle Tennessee State Nicole Thomas, University of Nevada- Las Vegas University Astha Metha, University of Nevada- Las Vegas Zubeyde Demet Kirbulut, Harran University Amy Phelps, Middle Tennessee State University Exploring Relationships among Educative Materials Joshua Reid, Middle Tennessee State University and Elementary Teachers' Use of CCCs in NGSS- Gregory Rushton, Middle Tennessee State University based instruction Sarah Fick, Washington State University Should high school biology teachers relate to Jennifer Chiu, University of Virginia students' religious faith during evolution class? Reut Stahi-Hitin, Weizmann Institute of Science Inservice Elementary Teachers' Successes and Anat Yarden, Weizmann Institute of Science Challenges in Using the Crosscutting Concepts in Three-Dimensional Learning Disparities in Mentoring Experiences and Anna Maria Arias, Kennesaw State University Academic/Career Outcomes of STEM Brendan Callahan, Kennesaw State University Undergraduates during the COVID-19 Pandemic Michael Dias, Kennesaw State University Guan Saw, Claremont Graduate University Karen Kuhel, Kennesaw State University Chi-Ning Chang, University of Kansas Deborah Hanuscin, Western Washington University Paul Hernandez, Texas A&M University
75 Friday, April 9, 2021
Strand 4: Science Teaching—Middle and Strand 7: Pre-service Science Teacher High School (Grades 5-12) Education
Investigating Aspects of the Modeling Competence: Beliefs and Efficacy Among Pre-service teachers Practices and Metaknowledge 1:15pm -2:45 pm 1:15 pm -2:45 pm Real time/ live Real time/ live Presider: Jennifer Maguire, Virginia Tech University
Examining Student Engagement with ST and CT Experiences in Science Methods Courses and through Modeling in a Science Classroom Science Teaching Efficacy Jonathan Bowers, Michigan State University Sheryl McGlamery, University of Nebraska Omaha Bridget Franks, University of Nebraska at Omaha Characterizing students progression patterns in CT Saundra Shillingstad, University of Nebraska at and ST through modeling Omaha Emil Eidin, Michigan State University Israel Touitou, Michigan State University Influence of preservice science teachers' beliefs and goals in the learning tasks they design Validation of a Rating Scale to Assess Learners' Diego Rojas-Perilla, Columbia University Meta modeling Knowledge using the Argument- based Approach Changes in Pre-Service Elementary Teachers' Paul Engelschalt, Humboldt University of Berlin Science Teaching Self-Efficacy and Reformed-Based Anna Beniermann, Humboldt University of Berlin Science Teaching and Learning Beliefs Annette Upmeier Zu Belzen, Humboldt-Universität Laura Eicher, Clemson University Zu Berlin Cynthia Deaton, Clemson University Dirk Krueger, Freie Universitaet Berlin To Teach or not to Teach: Examining persistence of Evaluating Pre-service Science Teachers' interest in mathematics and science teaching Metacognitive Knowledge of the Modeling Process Andrew Marichal, Florida International University Tom Bielik, Freie Universitaet Berlin Zahra Hazari, Florida International University Moretz Krell, Freie Universitaet Berlin Gerhard Sonnert, Harvard Smithsonian Dirk Krueger, Freie Universitaet Berlin Philip Sadler, Harvard Smithsonian
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Strand 8: In-service Science Teacher Education Strand 10: Curriculum and Assessment
Handbook of Research on Science Teacher Assessing student reasoning in the context of Education systems and processes 1:15pm -2:45pm 1:15 pm -2:45 pm Real time/ Live Real time/ Live Discussant: Michele Koomen, Gustavus Adolphus Presider: Molly Stuhlsatz, BSCS College Improving Student's Understanding of Biological Presenters: Variation in Experimental Design and Analysis Julie Luft, University of Georgia Through a Curricular Intervention Gail Jones, North Carolina State University Anita Schuchardt, University of Minnesota Andrew Gilbert, George Mason University Jessica Dewey, University of Minnesota Elizabeth Edmondson, Virginia Commonwealth Jenna Hicks, University of Minnesota University Allan Feldman, University of South Florida Uncovering Students' Developing Understanding of Michael Reiss, University of London Interdependent Relationships in Ecosystems Eve Manz, Boston University Sara Dozier, Stanford University David Stroupe, Michigan State University Anna MacPherson, American Museum of Natural Michele Koomen, Gustavus Adolphus College History Shannon Navy, Kent State University Linda Morell, University of California, Berkeley Weerephat Suksiri, University of California, Berkeley Mark Wilson, University of California, Berkeley Jonathan Osborne, Stanford University
Rethinking Assessments for Systems Karyn Housh, Indiana University Abeera Rehmat, Indiana University-Bloomington Cindy Hmelo-Silver, Center for Research on Learning & Technology Dante Cisterna, Educational Testing Service Lei Liu, Educational Testing Service
High school students' ability to connect biological processes when studying evolution Rebecca Ellis, Michigan State University Louise Mead, Michigan State University Frieda Reichsman, The Concord Consortium Jim Smith, Michigan State University Kiley McElroy-Brown, The Concord Consortium Genevive Bondaryk, Brandeis University Maria Berry, Michigan State University Pete White, Michigan State University
77 Friday, April 9, 2021
Strand 11: Cultural, Social, and Gender Strand 11: Cultural, Social, and Gender Issues Issues
Whiteness Motivation and Under-Representation 1:15pm-2:45pm 1:15pm – 2:45 pm Real time/ live Real Time/ Live Presider: Natalie King, Georgia State University Presider: Katie Wade-Jaimes, University of Memphis
The Power of Faculty Learning Communities on the Analyzing discussions of under-representation in a development of Inclusive Teaching in STEM high school classroom Learning Environments Ben Archibeque, Florida International University Mojtaba Khajeloo, University of Missouri – Columbia Geoff Potvin, Florida International University Marcelle Siegel, University of Missouri – Columbia Zahra Hazari, Florida International University Yejun Bae, University of Missouri – Columbia Robynne Lock, Texas A&M Commerce Terrell Morton, University of Missouri – Columbia Charles Nilon, University of Missouri – Columbia Individualistic or Systemic? High School Girls Make Johannes Schul, University of Missouri – Columbia Sense of Gender Inequality in Engineering Courtney Ngai, University of Missouri – Columbia Tatiane Russo-Tait, University of Texas at Austin Adele Du, University of Missouri – Columbia Katherine Doerr, University of Texas at Austin Catherine Riegle-Crumb, University of Texas at STEM Schools as a Property of Whiteness in Urban Austin Areas Ursula Nguyen, University of Texas at Austin Katie Wade-Jaimes, University of Memphis Bonelli Dobbs, University of Memphis Motivational factors mediating attitudes toward STEM careers amongst a national sample of middle Hear and Listen: Experiences of Adult Black Women school students in Science Classes Elif Oz, University of Notre Dame Renee Schwartz, Georgia State University Matthew Kloser, University of Notre Dame Melissa Schoene, Georgia State University Making Explicit Latinx Female Physics Students' Discourses White Men Use to Maintain White and Goal Contents Male Supremacy in Physics Brian Zamarripa Roman, University of Central Florida Melissa Dancy, Dancy Consulting Jacqueline Chini, University of Central Florida Apriel Hodari, Eureka Scientific Inc
78 Friday, April 9, 2021
Strand 12: Technology for Teaching, Strand 14: Environmental Education and Learning, and Research Sustainability
Alternate Avenues of Assessment Education for environmental science literacy 1:15pm – 2:45 pm 1:15pm -2:45pm Real time/ Live Real time/ Live Presider: Jamie Mikeska, Educational Testing Service Presider: May Lee, University of Groningen
Exploring the Effect of Construct Complexity on Secondary Students' Sense-Making of Graphs Machine Learning Assessments of Argumentation Related to Climate Change Kevin Haudek, Michigan State University May Lee, University of Groningen Xiaoming Zhai, Michigan State University Alicia Alonzo, Michigan State University
Automatic Assessment of Electronic Causal Maps Unifying formal academic and environmental for Authentic Scientific Inquiry education priorities: Student outcomes framework Joseph Reilly, Harvard University for Environmental Literacy Education Amy Green, University of Maryland, College Park Comparing two Task Analysis Guides in Science: John Baek, NOAA Education Examination of Cognitive Demand Richard Lamb, East Carolina University Reimagining open schooling as a sustainable goal in Troy Sadler, University of North Carolina at Chapel the pandemic era Hill Giulia Tasquier, University of Bologna Knut Neumann, Leibniz Institute for Science Olivia Levrini, University of Bologna Education Paola Fantini, University of Bologna David Fortus, Weizmann Institute of Science Erik Knain, University of Oslo Pavlo Antonenko, University of Florida Alfredo Jornet Gil, University of Oslo Amanda Kavner, East Carolina University Douglas Hoston, East Carolina University Perceptions of Environmental Literacy Preparedness: An Intrastate Systemic Analysis of Integrating Flipgrid for Science Formative Districts' Environmental Literacy Plan Assessment: A Case Study of an Elementary Implementation Preservice Teacher's Learning Tamara Peffer, Pennsylvania Department of Sharfun Islam Nancy, University of South Florida Education Karl Jung, University of South Florida Ann Gaudino, Millersville University Nanette Marcum-Dietrich, Millersville University Steven Kerlin, Stroud Water Research Center
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Strand 15: Policy, Reform, and Program Evaluation Fri 3:15pm – until (Real time/ Live) Designing Learning for Just and Resilient Climate Action 1:15pm -2:45pm NETWORKING/ SOCIAL CONCURRENT Real time/ Live Presider: Rachel Han, University of Washington SESSIONS Discussant: Alberto Saldamando, Indigenous 3:15pm – until Environmental Network Real-time/ live
Presenters: Among Us Scholars (duration: 60 min) Rachel Han, University of Washington Participants for this session will play the video game Alberto Saldamando, Indigenous Environmental "Among us". Network Organizer: Karina Del Carmen Mendez Perez, Sara Tolbert, Te Whare Wananga O Waitaha University of Texas at Austin University of Canterbury Daniel Wildcat, Haskell Indian Nations University Enjoying or enduring the process of tenure during Asli Sezen-Barrie, University of Maine the COVID-19 pandemic (duration: 60 min) David Long, Morehead State University Organizer: Justina Ogodo, Baylor University Alexandra Gillis, Brooklyn College Christina Guevara, University of Washington This general session is open to all non-tenure, Roberta Hunter, Michigan State University tenure-track professors and postdoctoral fellows. Deb Morrison, University of Washington The goals are 1) to socialize and get to know others who are in the tenure process, 2) to use discourse to ease our pent-up stress and emotions, and 3) to amuse, uplift, share, and guide each other on ways to fulfill this self-enamored milestone, which we all hope to achieve. Lastly, it will provide a networking opportunity for collaborative work for those with similar interests.
Informal Music Sharing/Jamming Networking (duration: 60 min) Organizer: Joseph Taylor, University of Colorado- 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.
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Poster Session #2 Friday 8:00am through Saturday 7:00am
The following posters are available for viewing for a Developing Ambitious Instruction through 23-hour window for asynchronous interactions. Pedagogical Reasoning with Peers Attendees can view the poster (links will be provided) Kimberly Lebak, Stockton University and post comments to the presenter, to which the presenter can respond. The posters will become A review of Intervention Studies to improve inactive and inaccessible after Saturday, 7:00 am. Teacher 21st Century Skills Hiya Almazroa, Princess Nourah Bint Abdulrahman Strand 8 Posters University Wadha Alotaibi, Princess Nourah Bint Abdulrahman Rethinking Professional Development in STEM University education: A situated perspective in Qatar Nasser Mansour, University of Exeter Invested Students are Engaged Students: Science Carol Murphy, University of Tasmania Teachers' Focus on Student Behavior and Student- Centered Teaching Abdullah Abu-Tineh, Qatar University Vance Kite, North Carolina State University Nigel Calder, Waikato University Megan Polzin, North Carolina State University
Moving beyond providing resources: A multi- Wm. Matthew Reynolds. North Carolina State system analysis of science teacher leadership University Rachel Ruggirello, Washington University St. Louis Soonhye Park, North Carolina State University Alison Brockhouse, Washington University St. Louis Maia Elkana, Washington University St. Louis "That's not evidence!": Teacher's navigating Derek Scott, Wentzville School District conceptual and pedagogical dilemmas in Earth science teaching PD for Elementary Teachers' Instruction for Space- Jonathan McCausland, Pennsylvania State University Sciences Lessons Focusing on Crosscutting Concepts Jennifer Jackson, Pennsylvania State University Soon Lee, Kennesaw State University Scott McDonald, Pennsylvania State University Amy Pallant, The Concord Consortium Evaluating a Network Improvement Community Hee-Sun Lee, The Concord Consortium
Program: A Cohort-Based Study of Longitudinal From Being A Science Teacher to A Science Teacher Student STEM Outcomes Jessica Richardi, University of Rhode Island Leader: A Review of the Literature Shane Tutwiler, University of Rhode Island Hatice Ozen Tasdemir, University of Georgia Jay Fogleman, University of Rhode Island Julie Luft, University of Georgia Sara Sweetman, University of Rhode Island A Study of Teacher Sensemaking about Productive Science Teachers' Discourse and Professional Vision Student Talk in Science Classrooms Problem of Student Motivation Danielle Vande Zande, Florida State University Wisam Sedawi, Ben-Gurion University of the Negev Miray Tekkumru Kisa, Florida State University Livat Eshchar- Netz, Ben-Gurion University of the Negev Hasida Yakobov, Ben-Gurion University of the Negev Dana Vedder-Weiss, Ben-Gurion University of the
Negev
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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 the Dov Dori, Technion - Israel Institute of Technology; 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 Andre Green, University of South Alabama measure argument? Item Difficulty After Revised Wording Talking about English Learners: Integrating Andrea Ash, University of Iowa Language and Content in Inquiry Science Gavin Fulmer, University of Iowa Bethany Daniel, Vanderbilt University Brian Hand, University of Iowa Jihyun Hwang, University of Iowa Exploring Experienced Science Teachers' Vision for Jee Kyung Suh, University of Alabama Science Teaching Alfred Limbere, Montclair State University Assessing algorithmic thinking skills in early primary Mika Munakata, Montclair State University school amid environmental studies Emily Klein, Montclair State University Kalliopi Kanaki, University of Crete Monica Taylor, Montclair State University Michail Kalogiannakis, University of Crete Emmanouil Poulakis, University of Thessaly Strand 10 Posters Panagiotis Politis, University of Thessaly
Developing Assessment Tasks to Measure Model- Evolution acceptance and knowledge in Europe: a Based Reasoning in Biology systematic review of the state of research Cari Herrmann Abell, BSCS Science Learning Anna Beniermann Humboldt-Universität zu Berlin Brian Donovan, BSCS Science Learning Paul Kuschmierz, Justus Liebig University Giessen; Emily Harris, BSCS Science Learning Institute for Didactics of Biology Jeffery Snowden, BSCS Science Learning Andra Meneganzin, Università degli Studi di Padova Molly Stuhlsatz, BSCS Science Learning Rianne Pinxten, University of Antwerp; Antwerp Christopher Wilson, BSCS Science Learning Telmo Pievani, Università degli Studi di Padova Dragana Cvetkovi, University of Belgrade Exploring Science Teacher Educators' Evaluation of Evangelia Mavrikaki, National and Kapodistrian a Score Report to Support Content Knowledge for University of Athens Teaching Dittmar Graf, Justus Liebig University Giessen; Dante Cisterna, Educational Testing Service Institute for Didactics of Biology Jamie Mikeska, Educational Testing Service Katherine Castellano, Educational Testing How does Integrated STEM Life Sciences Unit Affect Jennifer Lentini, Educational Testing Service Middle School Students' Engagement and Academic Success? Challenges of Prospective Science Teacher Zeynep Akdemir, Purdue University Educators When Designing Science Methods Saira Anwar, University of Florida Courses: Analysis Through a PCK Lens Muhsin Menekse, Purdue University Jose Pavez, University of Georgia Selcen Guzey, Purdue University
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Investigating students' performance on Introducing Engineering as an Altruistic STEM explanations, developing and using model via the Career to Broaden Participation use of Next Generation Science Assessment (NGSA) Joni M Lakin, University of Alabama Mao-Ren Zeng, National Taiwan Normal University Edward W Davis, Auburn University Mei-Hung Chiu, National Taiwan Normal University Zahra Karimi, Auburn University Peng He, Michigan State University Lindsay Norris, Auburn University Joseph Krajcik, Michigan State University Virginia Davis, Auburn University
Diversity in Knowledge, Conformity in Acceptance Transnational Ph.D. Students' Learning Trajectories of Evolution? Lessons From a Cross-European with the Lens of Identity Resources Evolution Assessment Selin Akgun, Michigan State Paul Kuschmierz, Justus Liebig University Giessen; Institute for Didactics of Biology Factors Affecting High School Students' Stem Career Anna Beniermann, Humboldt University of Berlin Interest: Findings from A 4-Year Study Dittmar Graf, Justus Liebig University Giessen; Alpasian Sahin, Harmony Public Schools Institute for Didactics of Biology Hersh Waxman, Texas A&M University - College Station The Effect of Teacher Talk on Student Engagement during an Integrated Unit Building antiracist science teachers for Indigenous Valarie Bogan, Purdue University schools: Lessons from a science professional Selcen Guzey, Purdue University development workshop Bhaskar Upadhyay, University of Minnesota Assessment of Student Learning in Integrated STEM Education: A Descriptive Study Maintaining Critical Virtual Counterspaces for Benny Mart Hiwatig, University of Minnesota - Twin Minoritized Communities in the COVID-19 Cities Pandemic Gillian Roehrig, University of Minnesota Ann Varnedoe, Vanderbilt University William Robinson, Vanderbilt University Ebony McGee, Vanderbilt University Strand 11 Posters Factors affecting science academic achievement of Multicultural Science Content and Contexts in women and girls of color: A Meta-synthesis Zambian Biology Curriculum Materials Joe De Leon, University of Texas Rio Grande Valley Vivien Chabalengula, University of Virginia Maria Rodriguez, University of Texas Rio Grande Valley STEM Career Transformation: Influences to the Pathways of Community College Women of Color STEM Majors Strand 12 Posters Melo-Jean Yap, San Diego State University In Their Words: How Students Discuss Motivation, Preparing Culturally Responsive Elementary Science Success, and Learning After Designing STEM Video Teachers: The SCI-Bridge Model Games Brian Williams, Georgia State University Denise M. Bressler, East Carolina University Nancy Schafer, Georgia State University Len Annetta, East Carolina University Diane Truscott, Georgia State University Richard Lamb, East Carolina University Ana Solana-Campos, Georgia State University Alexis Dunekack, East Carolina University Stephanie Byrd, Georgia State University
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Teacher Perceptions about an Engineering Exploring User Actions while Engaged with a Argumentation Discussion within a Simulated Haptically-enabled Science Simulation (HESSs) for Classroom after Feedback and Practice Teaching about Buoyancy Jamie Mikeska, Educational Testing Service James Minogue, North Carolina State University Pamela Lottero-Perdue, Towson University Emily Brunsen, North Carolina State Debra Brockway, Educational Testing Kern Qi, Davidson College Dante Igor, Cisterna-Alburquerque, Tabitha Peck, Davidson College Pontificia Universidad Católica de Chile David Borland, University of North Carolina - Chapel Samira Sackietey, Educational Testing Service Hill Joseph Ciofalo, Educational Testing Service Describing Perceptions of Presence Among Developing Online Assignments: Chemistry Students with ADHD in Using Emerging Teachers' Knowledge and Perceptions Technologies for Science Learning Orit Hercovitz, Technion - Israel Institute of Rebecca Hite, Texas Tech University Technology Gina Childers, Texas Tech University Merav Versano, Technion - Israel Institute of Gail Jones, North Carolina State University Technology Elysa Corin, Institute for Learning Innovation Yehudit Judy Dori, Technion - Israel Institute of Mariana Pereyra, Universidad De La República Technology; Samuel Neaman Institute for National Uruguay Policy Research, Haifa A CSCL Approach for Learning Communities: Development of representational competence Supporting Development of Students' Scientific through a sequence with augmented reality for the Competencies and STEM Identities learning of chromatography Elena Boldyreva, University of Toronto Cristian Merino, Pontificia Universidad Católica de James Slotta, University of Toronto Valparaíso Ainoa Marzabal, Pontificia Universidad Católica de Chile Strand 13 Posters Waldo Quiroz, Pontificia Universidad Católica de Sonia Pino, Pontificia Universidad Católica de Empowering Informed Action Using an Integrated Brant Miller, University of Idaho Nature of Science and Socio-scientific Reasoning Framework Augmented Reality Teaching in Science Education Zoubeida Dagher, University of Delaware Philipp Strauß, University of Education, Weingarten Manuel Krug, University of Education, Weingarten Upper Elementary Students' Interactions with Johannes Huwer, University of Education, Nature of Science Read-Alouds Weingarten Jeanne Brunner, University of Massachusetts Holger Weitzel, University of Education, Weingarten Amherst Christine McGrail, University of Massachusetts Technological pedagogical content knowledge in Amherst biology education: Educational technologies in Kathleen Mahoney, University of Massachusetts secondary and post-secondary classrooms a Amherst systematic literature review Olena James, Middle Tennessee State University The Most Common Ideas Secondary Students Grant Gardner, Middle Tennessee State University Considered When Making Decisions Across Socioscientific Issue Topics Dawnne LePretre, Illinois Institute of Technology Norman Lederman, Illinois Institute of Technology
84 Friday, April 9, 2021
Exploring school students' ability to recognise Strand 14 Posters warrants in interdisciplinary argumentation between science and religious education A Multi-Perspective Reflection of High School Liam Guilfoyle, University of Oxford Science Students on Environmental Issues Sibel Erduran, University of Oxford Mercy Nyamekye, University of Education of Winneba, Ghana How scientists perceive and value communicating Sakyiwaa Danso, University of the Witwatersrand, the nature of science to the public Johannesburg Sarah Poor, Texas A&M University
Benjamin Herman, Texas A&M University Art and Travel Abroad: Influencing Student Goals, Environmental Interests and Conceptions of Science Investigating University Students' Perceptions of Susannah Sandrin, Arizona State University the Nature of Science Becky Ball, Arizona State University Selin Akgun, Michigan State University Richard Lerman, Arizona State University Ebru Kaya, Bogazici University Caring about where we are: Exploring philosophical New Directions in Socioscientific Issues Research and pedagogical perspectives of place Dana Zeidler, University of South Florida Sara Salisbury, Middle Tennessee State University Benjamin Herman, Texas A&M University Troy Sadler, University of North Carolina-Chapel Hill How do Faculty at a Business School Conceptualize Environmental Issues and Incorporate these Issues Illustrating Linkages between Natures of Science in their Classrooms? and Engineering Hamza Malik, University of Massachusetts Jeffrey Radloff, SUNY Cortland Dartmouth Brenda Capobianco, Purdue University Stephen Witzig, University of Massachusetts Dartmouth Selecting Parts of History of Developing and Using Models: Are Modeling Practices Really New Relationships between College Students' Generation? Epistemological Beliefs About Climate Science and Ayca Fackler, University of Georgia Attitudes toward Climate Change Lisa Borgerding, Kent State University Exploring Physicist, Chemist, and Biologist Views of Jeff Papa. Kent State University Scientific Models Barb Currey, Kent State University Yi-Wen Huang, National Changhua University of Education Seeing Stuff Differently: Inquiry Science Didn't Meng-Fei Cheng, National Changhua University of Change the Environmental Worldview of Preservice Education Teachers But... Jean-Philippe Ayotte-Beaudet, Université De Exploring Physicists' Views of Scientific Models Sherbrooke Meng-Fei Cheng, National Changhua University of Bryan Nichols, Florida Atlantic University Education Yi-Wen Huang, National Changhua University of Climate Change Education in Rural Spaces Education Jean-Philippe Ayotte-Beaudet, Université De Chien-Yu Lin, National Changhua University of Sherbrooke Education Madison Scheer, Colorado State University Meena Balgopal, Colorado State University
85 Friday, April 9, 2021
Science Education Contexts of Culture, Land, and Basu Scholars Posters Community: An 'Aina-Based Model Supporting Teacher Eco-Identity Development Sheri Fitzgerald, Pacific American Foundation 2019 Basu Scholars
Turkish Preschool Teachers' Professional Examining Elementary Students’ Images of Development Needs: A Joint Collaboration Project Engineers and Interests in Engineering Careers on Education For Sustainability Ezgi Yesilyurt, Weber State University Tulin Guler Yildiz, Hacettepe University
Ridvan Elmas, Afyon Kocatepe University Minority STEM Undergraduates: A Comprehensive Savas Pamuk, Akdeniz University Model for STEM Identity and Self-Efficacy Deniz Kahriman-Pamuk, Mersin University Kelly Shepard, Illinois Institute of Technology Gelengul Haktanir, Ankara University Ivan Mutis, Illinois Institute of Technology
Strand 15 Posters Urban Science Teacher Education Across Contexts: An Examination of Teacher Learning through the Translating Research into Classroom Practice: Who Lenses of Identity and Agency is Publishing in Science Education Practitioner Lisa Marco-Bujosa, Villanova University Journals (SEPJs)? Joseph A. Taylor, University of Colorado, Colorado A case study of how science and Springs mathematics teachers’ knowledge and beliefs G. Michael Bowen, Mount Saint Vincent University influence their implementation of a problem and Marcus Kubsch, Leibniz Institute for Science and project based curriculum Mathematics Education Mary Nyaema, University of Iowa Ryan Summers, University of North Dakota Patricia Patrick, Columbus State University Approaches to Learning Biology of Women of Color: Abdirizak Warfa, University of Minnesota The Intersectionality of Gender, Race, and Science Cathy Lachapelle, Boston College Identity
Asli Sezen-Barrie, University of Maine Angela Google, Middle Tennessee State University Selcen Guzey, Purdue University Anna Grinath, Idaho State University
Grant Gardner, Middle Tennessee State University Teachers' negotiations of bias in relation to teaching resources offered to schools by industrial How a “Judgement Free” Space Influences African actors American Girls Sisterhood and STEM Identity Maria Andrée, Stockholm University Faith Freeman, Guilford County Schools Lena Hansson, Kristianstad University Edna Tan, University of North Carolina at Greensboro Spectacle and Policy: STEM in the Early Trump Administration Gendered preferences for science education Matthew Weinstein, University of Washington- disciplines in elementary grades Tacoma Radu Bogdan Toma, University of Burgos
Teaching Practices in large STEM classes: Perception from Undergraduate and Graduate Students
Ngawang Gonsar, University of Minnesota and
Gustavus Adolphus College Lorelai Patrick, Fort Hays State University Sehoya Cotner, University of Minnesota
86 Friday, April 9, 2021
2018 Basu Scholars
Supporting multilingual students’ engagement in science practices: A case for fostering translanguaging science classrooms María González-Howard, University of Texas at Austin Karina Mendez Perez, University of Texas at Austin Sage Andersen, University of Texas at Austin
Becoming a Teacher: Reflective Practice as a Way of Exploring Secondary Science Teacher Beliefs and Practices Preethi Titu, Kennesaw State University Gillian Roehrig, University of Minnesota Joshua Ellis, Florida International University
Science for Our Children: Othermothering within an Elementary Science Network Stefanie Marshall, University of Minnesota-Twin Cities Jessica Forrester, University of Minnesota-Twin Cities
87 Saturday, April 10, 2021
Strand 2: Science Learning: Contexts, Concurrent Session # 9 (Real Time / Live) Characteristics and Interactions 8:00 am – 9:30 pm
Administrative Sponsored Session Administrative Sponsored Sessions International Committee Awards Committee
Crossing Boundaries: Examining and Problematizing ODRA and ECRA: On a Continuum of the Interdisciplinarity in Science Educations Professional Scholarly Trajectories in Science 8:00 am -9:30 am Education: The Urgent Questions for the Next Real time/ live Generation of Science Education Research 8:00am-9:30am Presenters: Real time/ live Laura Branchetti, University of Parma, Italy Olivia Levrini, University of Bologna Presenter: Shalamit Kapon, Technion – Israel Institute of Noemi Waight, University at Buffalo Technology Maayan Schvartzer, Technion – Israel Institute of Technology Tal Peer, Acheret Center, Israel Wonyong Park, University of Oxford Strand 2: Science Learning: Contexts, Jen-Li Wu, National Taiwan Normal University Characteristics, and Interactions Sharona Levy, University of Haifa Asnat Zoharm, University of Haifa Ilana Dubovi, Ben-Gurion University Socioscientific Issues-Based Instruction for Scientific Literacy Development 8:00am -9:30 am Real time/ Live Presider: Wardell Powell, Framingham State University Discussant: Aysegul Oguz Namdar, Recep Tayyip Erdogan University
Presenters: Sami Kahn, Princeton University Wardell Powell, Framingham State University Aysegul Oguz Namdar, Recep Tayyip Erdogan University Hyunok Lee, Seoul National University Mark Newton, East Carolina University Dilek Karisan, Adnan Menderes University Gillian Roehrig, University of Minnesota Benzegül Durak, Duzce University Li Ke, University of North Carolina at Chapel Hill Dana Zeidler, University of South Florida
88 Saturday, April 10, 2021
Strand 4: Science Teaching—Middle and Strand 7: Pre-service Science Teacher High School (Grades 5-12) Education
NGSS Practices and Implementation Pre-Service Teachers' Use of Learning Progressions 8:00am -9:30am to Inform Classroom Instruction Real time/ Live 8:00am -9:30 am Presider: Teresa Massey, Georgia State University Real time/ Live
Impacts of COVID-19 on Science Instruction and How Do Pre-Service Teachers Use Learning NGSS Enactment in Grades 6-8 Progressions When Interpreting Student Thinking in Meghan Macias, University of California, Santa Mechanics? Barbara Cristoph Münster, Justus Liebig University Giessen Ashley Iveland, WestEd Claudia Von Aufschnaiter, Justus Liebig University Elizabeth Arnett, WestEd Giessen Melissa Rego, WestEd Maya Salcido White, WestEd Investigating How Pre-service Teachers Draw on Their Understanding of Student Ideas to Elicit Teachers' use of the Next Generation Science Student Thinking Standards for alignment of instructional materials James Hancock, Alma College Jamie Tanas, University of Iowa Alicia Alonzo, Michigan State University Gavin Fulmer, University of Iowa Pre-service Teachers' Use of Learning Progressions How Middle-School Science Teachers Enact When Responding to Students' Ideas Phenomena in NGSS Classrooms Sisi Han, Beijing Normal University Jonathan Boxerman, WestEd Alicia Alonzo, Michigan State University Kimberly Nguyen, WestEd Jasmine Marckwordt, University California Santa A Pre-service Teacher's Use of Learning Barbara Progressions When Planning Instruction in Two Ashley Iveland, WestEd Contexts Julia Christensen, Michigan State University The Effect of 5E Instructional Model-Based Class on Sisi Han, Beijing Normal University Students' Understanding of Crosscutting Concepts Alicia Alonzo, Michigan State University Dongxue Jin, Beijing Normal University Enshan Liu, Beijing Normal University
89 Saturday, April 10, 2021
Strand 14: Environmental Education and Strand 10: Curriculum and Assessment Sustainability
Learning and assessment in project-based and Traditional Ecological Knowledge (TEK): Water problem-based curricula Stories, Sustainability, Models, and Evidence 8:00am -9:30 am 8:00am -9:30 am Real time/ Live Real time/ Live Presider: Jeffery Nordine, Leibniz Institute for Presider: Bhaskar Upadhyay, University of Science and Mathematics Education Minnesota Discussant: Femi Otulaja, University of the Integrating Computer Science in Science Witwatersrand Classrooms: Learning Computational Thinking and Expanding Perceptions of Computer Science Presenters: Eric Greenwald, University of California, Berkeley Rouhollah Aghasaleh, Humboldt State University Ari Krakowski, University of California, Berkele Bhaskar Upadhyay, University of Minnesota Sharon Nelson-Barber, WestEd The Performance and Assessment of Students' Pauline Chinn, University of Hawaii at Manoa Collaborative Problem Solving in Project-based Jonathan Boxerman, WestEd Learning Paichi Shein, National Sun Yat-sen University Yanan Zhao, Beijing Normal University Kai-Lung Wang, National Sun Yat-sen University Lei Wang, Beijing Normal University Wei-Ting Li, Taichung Municipal Sha-Lu Junior High School Examining the relationships between post-unit Peresang Sukinarhimicc, Indigenous People Cultural assessments and summative assessment in Development Center elementary project-based science classrooms Femi Otulaja, University of the Witwatersrand Tingting Li, CREATE for STEM Institute I-Chien Chen, Michigan State University Emily Miller, University of Wisconsin Madison Kayla Bartz, Michigan State University Joseph Krajcik, Michigan State University
Tracking the Progress of High School Students' Modeling Proficiencies Across Sequential Project- based Learning Chemistry Curriculum: A Longitudinal Study Peng He, Michigan State University I-Chien Chen, Michigan State University Israel Touitou, Michigan State University Sarah Maestrales, Michigan State University Joseph Krajcik, Michigan State University
90 Saturday, April 10, 2021
Concurrent Session # 10 (Advance Viewing of Pre-recorded Presentations with 60- minute Real time/ Live Q&A) 9:45 am – 10:45 am
Strand 1: Science Learning: Development Strand 2: Science Learning: Contexts, of Student Understanding Characteristics and Interactions
Students' Understanding of Physical Science Contextual, Socio-Emotional, and Attitudinal Concepts Factors across K-12 Education 9:45 am -10:45am 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Jennifer Tripp, University at Buffalo Presider: Henriette Burns, Washington State University Experience doesn‘t matter but the direction does: Differential accurracy in relative motion problems Investigating the relevance of an intervention Jason Morphew, Purdue University course to raise middle school student's science- related career awareness Mapping the territory: The development of Regina Soobard, University of Tartu students' repertoires of ideas about energy Aet Möllits, Tallinn University Marcus Kubsch, Leibniz Institute for Science and Miia Rannikmäe, University of Tartu Mathematics Education The Efficacy of Project-based Learning Science on The Development of Middle School Students' Supporting Students' Learning Energy in No- Conceptual Learning on Energy Transformations Western Classroom through Design Thinking Jie Yang, Beijing Normal University Ayse Ciftci, Mus Alparslan University Sisi Han, Beijing Normal University Mustafa Topcu, Yildiz Technical University Jian-Xin Yao, National Institute for Curriculum and Textbook Research, P. R. China The Process of Doing Science – a Study of Three Yu-Ying Guo, Beijing Normal University Students Exploring Sound and Light Joseph S. Krajcik, Michigan State University Sebastian Björnhammer, Stockholm University Jakob Gyllenpalm, Stockholm University Addressing the Affective Dimension of Learning Iann Lundegård, Stockholm University through Biophilia in Classroom Gardening Aimee Fraulo, North Carolina State University
The Trade-Off Between STEM Knowledge Acquisition and Language Learning in Short-Scale Bilingual Implementations Tamara Roth, University of Bayreuth Franz Bogner, University of Bayreuth
91 Saturday, April 10, 2021
Strand 2: Science Learning: Contexts, Strand 4: Science Teaching—Middle and Characteristics and Interactions High School (Grades 5-12)
Epistemic & Disciplinary Engagement in Middle and Socioscientific Issues in the Science Classroom Secondary School 9:45 am -10:45am 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Joseph Brobst, Old Dominion University Presider: Zoe Buck Bracey, BSCS Teaching Science During a Pandemic: A National Small Teacher Moves with Big Impacts in Shaping Study of Teacher Decision Making Students' Sensemaking and Intellectual Authority in Patrick Smith, Horizon Research, Inc. Science Peggy Trygstad, Horizon Research, Inc. Jennifer Schellinger, Florida State University Laura Craven, Horizon Research, Inc. Sierra Morandi, Florida State University Sherry Southerland, Florida State University The most challenges and needs for teachers to Lama Jaber, Florida State University engaging students in SSI learning Miray Tekkumru Kisa, Florida State University Jing Lin, Beijing Normal University Harini Krishnan, Florida State University Huilei Han, Beijing Normal University Liang Zeng, Beijing Normal University "Dude... Just Put a Mirror Here": Examining Troy Sadler, University of North Carolina at Chapel Epistemic Practices in Middle School Collaborative Hill Engineering Contexts Knut Neumann, Leibniz Institute for Science and Ramya Sivaraj, University of Minnesota Mathematics Education Jeanna Wieselmann, Southern Methodist University Gillian Roehrig, University of Minnesota Teaching Controversial Socio-Scientific Issues: Challenges and Affordances Finding Alignment in Framing: Dynamics of Janelle Bailey, Temple University Collaborative Disciplinary Engagement in Science Ananya Matewos, St. Norbert College Harini Krishnan, Florida State University Sanlyn Buxner, Planetary Science Institute/University Lama Jaber, Florida State University of Arizona Jennifer Schellinger, Florida State University Sherry Southerland, Florida State University
Anchoring epistemic agency and participation within place-based learning progressions Lezly Taylor, Virginia Polytechnic Institute and State University Brenda Brand, Virginia Tech University George Glasson, Virginia Polytechnic Institute and State University
92 Saturday, April 10, 2021
Strand 4: Science Teaching—Middle and Strand 4: Science Teaching—Middle and High School (Grades 5-12) High School (Grades 5-12)
Student Thinking and Interest in Science Teacher Learning Through Practice 9:45 am -10:45am 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: John Holmquist, Florida Institute of Presider: Gregory Banks, University of Technology Massachusetts Boston
An Analysis of Secondary Student Views of Teacher Emphasis and What It Reveals About Quantum Physics Chemical Ideas and Practices Zac Patterson, Ohio State University Gregory Banks, University of Massachusetts Boston Lin Ding, Ohio State University Hannah Sevian, University of Massachusetts Boston
Enhancing Students' Interest in Science and STEM What Epistemological Resources Affect Chemistry Careers: The Role of Career-based Scenarios Teachers' Sense of “What worked” Irene Drymiotou, University of Cyprus and University Adam Schafer, University of Wisconsin - Madison of Groningen Ryan Stowe, University of Wisconsin - Madison Lucy Avraamidou, University of Groningen Constantinos Constantinou, University of Cyprus Expanding the STEM teacher pool: A history teacher's experience teaching a high school Enacting Rigorous Science Lessons: Leveraging engineering course Students' Ideas for Enhancing Demand on Student Adam Carberry, Arizona State University Thinking Problem Medha Dalal, Arizona State University Ozlem Akcil Okan, Florida State University Malay Nagda, Arizona State University Miray Tekkumru Kisa, Florida State University Brendan McCarthy, College Park Academy
Concept Maps in Learning Biology: Concept Challenges and Supports for Secondary Science and Mapping from Memory is more beneficial than Mathematics Teacher Retention from Text Christine Lotter, University of South Carolina Sina Lenski, University of Cologne Jennifer Crooks-Monastra, University of South Jörg Großschedl, University of Cologne Carolina Greysi Irdam, University of South Carolina Jan Yow, University of South Carolina
93 Saturday, April 10, 2021
Strand 5: College Science Teaching and Strand 5: College Science Teaching and Learning (Grades 13-20) Learning (Grades 13-20)
Authentic Learning Inside and Outside the Reasoning and Thinking about STEM Classroom 9:45 am -10:45am 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Scott Cohen, Georgia State University Presider: Jorge Solis, University of Texas At San Antonio Students' Visual Patterns in Solving Synthesis Physics Tasks Exploring the Kinds of Evidence Cited in an Bashirah Ibrahim, University of Bahrain Integrated STEM Learning Experience Incorporating Lin Ding, Ohio State University Argumentation Carina Rebello, Purdue University Student Explanations about Molecular Processes in Jeffrey Murray, Purdue University Information Flow and Transfer in Biology N. Sanjay Rebello, Purdue University Juli Uhl, Michigan State University Kevin Haudek, Michigan State University Exploring Students' Values and Classroom Experiences across a Consortium of Four An Investigation of Undergraduate Students' Universities Spatial Thinking about Groundwater Gili Marbach-Ad, University of Maryland Holly White, University of Nebraska–Lincoln Patrick Sheehan, University of Maryland Cory Forbes, University of Nebraska–Lincoln Katerina Thompson, University of Maryland Lindsay Wheeler, University of Virginia Sensemaking opportunities for mathematical Cindy Ghent, Towson University equations differ across instructors teaching the Jackie Bortiatynski, Pennsylvania State University same scientific phenomenon FangFang Zhao, NanJing Normal University Establishing a Baseline of Science Communication Linh Chau, University of Minnesota Skills Anita Schuchardt, University of Minnesota Rashmi Shivni, Northern Illinois University Christin Cline, Northern Illinois University Morgan Newport, Northwestern University Shupei Yuan, Northern Illinois University Heather Bergan-Roller, Northern Illinois University
How Different Course-based Undergraduate Research Experience Models Impact Student Perceptions of the Scientific Research Culture Jessica Dewey, University of Minnesota Anita Schuchardt, University of Minnesota
94 Saturday, April 10, 2021
Strand 6: Science Learning in Informal Strand 6: Science Learning in Informal Contexts Contexts
Creating in Informal Science Experiences in Informal Science 9:45 am -10:45am 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Elgin Leary, University of Georgia Presider: Henry James Evans, University of Copenhagen Once Upon a Time We Had to Stay at Home: STEM Stories and Phone Photos in My (or Any) Family A Mixed Blessing: High School Students' Visiting a Culture University: Self-Reported Experience and a Wishlist Phyllis Katz Efrat Nativ Ronen, Technion - Israel Institute of Technology Making Board Games as Building Models: What are Tali Tal, Technion - Israel Institute of Technology Some Implications for Environmental Science Education? Students' Perception of Kitchen Activities in Priyanka Parekh, Transylvania University Promoting Secondary School Chemistry Learning Elisabeth Gee, Arizona State University Outcomes in Nigeria Kelly Tran, High Point University Ngozi Philomena Okafor, University of Lagos Earl Aguilera, California State University, Fresno Taylor Kessner, Arizona State University An authentic experience with a SEM as Luis E. Pérez Cortés, Arizona State University Enacting Endogenous Science for Capacity Building Sinem Siyahhan, Calfornia State University, San Ella Yonai, Weizmann Institute of Science Marcos Ron Blonder, Weizmann Institute of Science
Creating Comics about COVID-19 to understand the Using Makerspace Activity in a Low-income Context intersections between Science, Community, and Wanja Gitari, University of Toronto Equity Shakuntala Devi Gopal, SUNY Buffalo Anthony White, SUNY Buffalo Jessica Scates, SUNY Buffalo Sameer Honwad, SUNY Buffalo Ryan Rish, SUNY Buffalo
Photo-elicitation as a technique for identifying triggers of Situational Interest during a nature reserve visit Bhamini Kamudu, University of Witwatersrand Marissa Rollnick, University of Witwatersrand Eunice Nyamupangedengu, University of Witwatersrand
95 Saturday, April 10, 2021
Strand 6: Science Learning in Informal Depression and Test Anxiety in Science Stream high Contexts Schoolers: Influence of Dummy Schools in India Parth Soni, Indian Institute of Management Ahmedabad Kathan Shukla, Indian Institute of Management Informal Science in Media and Society Ahmedabad 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A Strand 7: Pre-service Science Teacher Presider: Sanlyn Buxner, University of Arizona Education
Supports and Challenges during Educational Crisis: Examining the Impact of the Pandemic on Youth Pathways COVID and Course Design Rachel Chaffee, American Museum of Natural 9:45 am -10:45am Advanced Pre-recorded Viewing & Live Q&A History Preeti Gupta, American Museum of Natural History Presider: Elizabeth Lewis, University of Nebraska– Karen Hammerness, American Museum of Natural Lincoln History Timothy Podkul, SRI International Emergency Remote Teaching of Science Methods Courses During the COVID-19 Pandemic Anna MacPherson, American Museum of Natural Martha Canipe, Northern Arizona University History
Michael Chavez-Reilly, American Museum of Natural Ed+gineering Teams of Undergraduate Education History and Engineering Students Transition Online to Kea Anderson, SRI International Daniel Princiotta, SRI International Teach Elementary Students Engineering Daniela Saucedo, SRI International Kristie Gutierrez, Old Dominion University Orlando Ayala, Old Dominion University Gendered engagement with posts authored by Jennifer Kidd, Old Dominion University female scientists on Facebook Pilar Pazos, Old Dominion University Stacie Ringleb, Old Dominion University Keren Dalyot, Technion - Israel Institute of Technology Krishna Kaipa, Old Dominion University Yael Rozenblum, Technion - Israel Institute of Technology Supporting Preservice Elementary Teachers' Ella Lachman, Little Big Science Development of Science Concepts and Practices in an Online Course Ayelet Baram-Tsabari, Technion - Israel Institute of Nidaa Makki, The University of Akron Technology Danielle Dani, Ohio University
Science News Websites: Making Science Accessible Andrea Maria Anderson, Ohio University for All Ifat Zimmerman, Technion - Israel Institute of Technology Tali Tal, Technion - Israel Institute of Technology Avshalom Ginosar, The Academic College of Emek Yezreel
96 Saturday, April 10, 2021
Strand 8: In-service Science Teacher Formative Interventions for Expansive Teacher Education Learning in Multilingual Science Education: Change Laboratories for Transformation of Practice Sara Salloum, University of Balamand Saouma Boujaoude, American University of Beirut Sociocultural Perspectives on teacher learning and classroom practice 9:45 am -10:45am Strand 13: History, Philosophy, Sociology, Advanced Pre-recorded Viewing & Live Q&A and Nature of Science Presider: Jennifer Maguire, Virginia Tech
Exploring Teachers' Stories through a Culturally Using Augmented Reality and Mixed Reality to Responsive Lens Enhance Science Learning Jamie Wallace, American Museum of Natural History 9:45 am -10:45am Elaine Howes, American Museum of Natural History Advanced Pre-recorded Viewing & Live Q&A Arthur Funk, American Museum of Natural History Presider: Richard Lamb, East Carolina University Sean Krepski, American Museum of Natural History Maya Pincus, American Museum of Natural History Working as Intended? How Procedural Fidelity and Raghida Sharif, American Museum of Natural History Flow Impact Learning in a Game-Based Science Samantha Swift, American Museum of Natural Curriculum History Shane Tutwiler, University of Rhode Island Susan Sylvester, American Museum of Natural Denise Bressler, East Carolina University History Len Annetta, East Carolina University Kin Tsoi, American Museum of Natural History Caity Tully, American Museum of Natural History Using Augmented-Reality to reduce Cognitive Load while learning Organic Chemistry Opportunities for Reflecting on Opposition to Sebastian Keller, University of Duisburg-Essen Learning Evolution During a Teacher Training Stefan Rumann, University of Duisburg-Essen Course Sebastian Habig, University of Duisburg-Essen Merav Siani, Weizmann Institute of Science and Herzog College Comparing Integrated Presentation Formats for Reut Stahi-Hitin, Weizmann Institute of Science Technology-Enhanced Science Experiments Anat Yarden, Weizmann Institute of Science Michael Thees, Technische Universität Kaiserslautern
Kristin Altmeyer, Saarland University Analyzing whether teachers' task values influenced Sebastian Kapp, Technische Universität their implementation of bioeconomy-focused Kaiserslautern lessons: A pilot study Eva Rexigel, Technische Universität Kaiserslautern Margaret Blanchard, North Carolina State University Fabian Beil, Technische Universität Kaiserslautern Karen Collier, North Carolina State University Pascal Klein, Georg-August Universität Göttingen Aparajita Rajwade, North Carolina State University Sarah Malone, Saarland University Katherine McCance, North Carolina State University Roland Brünken, Saarland University Shana Mcalexander, North Carolina State University Jochen Kuhn, Technische Universität Kaiserslautern Richard Venditti, North Carolina State University
A Study of Mixed Realty Technology on Elementary
School Students Reading of Science Expository Text
Len Annetta, East Carolina University
Denise Bressler, East Carolina University
Ashley Holder, Fayetteville State University
Alexis Dunekack, East Carolina University
97 Saturday, April 10, 2021
Concurrent Session # 11 (Advance Viewing of Pre-recorded Presentations with 60- minute Real time/ Live Q&A) 11:00 am – 12:00 pm
Strand 5: College Science Teaching and Strand 5: College Science Teaching and Learning (Grades 13-20) Learning (Grades 13-20)
Buttress and Barriers to Constructing College Alternative Routes to College STEM Cultures of STEM 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Petra Kranzfelder, University of California, Presider: Shana Mcalexander, North Carolina State Merced University Nature of Uncertainty in Undergraduate Non- Approaches to Learning Biology of Women of Color: Majors Biology Labs: Face-to-Face vs. Online The Intersectionality of Gender, Race, and Science- Formats Identity Samantha Skrob, Florida State University Angela Google, Middle Tennessee State University Sherry Southerland, Florida State University Anna Grinath, Idaho State University Grant Gardner, Middle Tennessee State University "In the End, You Actually Remember Learning Eshan Patel, Middle Tennessee State University Stuff": First-Generation College Undergraduates Perspectives of Student-Centered Instruction A qualitative investigation of students' acceptance Ashley Harlow, University of California, Irvine of evolution Brian Sato, University of California, Irvine Ryan Dunk, University of Northern Colorado Jason Wiles, Syracuse University Non-traditional adult learners as legitimate participants in undergraduate STEM outreach Culturally Responsive Teaching in Undergraduate programs Science Learning Spaces Hannah Huvard, University of Colorado, Denver Hillary Barron, University of Minnesota - Twin Cities Robert Talbot, University of Colorado, Denver Julie Brown, University of Florida Michael Ferrara, National Science Foundation Sehoya Cotner, University of Minnesota Creating Communities of Support at Two-Year HSIs: Physical Science Doctoral Students' Perspectives on Serving Underrepresented Students in STEM Obstacles and Opportunities for Identity Victoria Rodriguez-Operana, San Diego State Development in Graduate School University Anne McAlister, University of Virginia Gabriela Kovats Sánchez, San Diego State University Sarah Lilly, University of Virginia Felisha Herrera, San Diego State University Jennifer Chiu, University of Virginia Marlena Wolfgramm, San Diego State University
98 Saturday, April 10, 2021
Strand 6: Science Learning in Informal Strand 6: Science Learning in Informal Contexts Contexts
Informal Educator Experiences Informal Science Clubs 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Clausell Mathis, University of Washington Presider: Alpaslan Sahin, Harmony Public Schools
Preservice Elementary Teachers' Perspectives of Bridging formal and informal education in an Informal Science Spaces afterschool science club for children from low- Michelle Forsythe, Texas State University income communities Yun-Wen Chan, Texas State University Lydia Burke, University of Toronto Megan Pham-Quan, University of Toronto Teaching Science to Refugees: A Multi-site Case Novella Ricotti, University of Toronto Study of Volunteer Educators in Non-formal Natalie Marentic, University of Toronto Education Settings Erika Gillette, College of Mount Saint Vincent Investigating How 4-H Project Manuals Engage Children in Science & Engineering Practices Informal Science Educators' Perceptions of Effective Ashley Kooken, West Virginia University Facilitation Practices Jennifer Murray, West Virginia University Alexandria Muller, University of California- Santa Melissa Luna, West Virginia University Barbara Kyle Van Loon, University of California- Santa Students as Informed Citizens: Constructing Barbara Socioscientific Arguments in an Elementary After- Molly Hay, University of California- Santa Barbara School Program Jasmine Marckwordt, University of California- Santa Melissa Cieto, University of Massachusetts Barbara Dartmouth Ron Skinner, MOXI, The Wolf Museum of Exploration Stephen Witzig, University of Massachusetts and Innovation Dartmouth Danielle Boyd Harlow, University of California- Santa Barbara "A Leg Up": Accelerating High School Students' Career Trajectories Through Informal STEM Parent-child Science Talk to Support Children's Programs Informal Learning at Home Kathryn Rende, North Carolina State University Wahyu Setioko, Ohio State University Emma Refvem, North Carolina State University Lin Ding, Ohio 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
99 Saturday, April 10, 2021
Strand 7: Pre-service Science Teacher Strand 7: Pre-service Science Teacher Education Education
Development of Pre-service Teacher Knowledge and Expanding the Toolkit for Pre-service Teachers Practice 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Imran Tufail, University of Waikato Presider: Bridget Miller, University of South Carolina Opportunities and Tensions When Teaching for the Fostering the TPACK of science teacher students in edTPA a pedagogical makerspace Karin Lohwasser, University of California, Santa Anna-Lisa Max, PH Weingarten Barbara Sarah Lukas, PH Weingarten Soo-Yean Shim, University of Washington Holger Weitzel, PH Weingarten Caroline Hadley Long, University of Washington Mark Windschitl, University of Washington The Effects of Modeling Based STEM Education on Alternative Nature of Science Understandings of Lessons from using PAR as Pedagogy in science Pre-service Science Teachers methods with elementary preservice teachers Ayse Buber, Dokuz Eylul University Rachel Askew, Vanderbilt University Gul Unal Coban, Dokuz Eylul University Engaging international emerging teachers in co- Impact of Professional Learning Communities on authoring tools through a TAS framework Preservice Teacher Usage of Reformed Teaching Moyu Zhang, New York University Practices Rachael Tawbush, University of Alabama How Practice-oriented Teacher-training Modules Dennis Sunal, University of Alabama Affect Pre-service Biology Teachers' Views on Inclusive Science Education Towards a Deeper Understanding - The Impact of Elizabeth Watts, Friedrich Schiller Universität Jena Cognitive Support on Pre-Service Teachers' Content Knowledge Dustin Schiering, Leibniz Institute for Science and Mathematics Education Stefan Sorge, Leibniz Institute for Science and Mathematics Education Knut Neumann, Leibniz Institute for Science and Mathematics Education
100 Saturday, April 10, 2021
Strand 8: In-service Science Teacher Strand 8: In-service Science Teacher Education Education
Teacher Engagement in Science Practices Teacher Self Efficacy and Perceptions 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Nidaa Makki, The University of Akron Presider: Elizabeth Lewis, University of Nebraska– Lincoln Research Experience Enriches Teachers' Classroom Practices Related to Science and Engineering Supporting Elementary Teachers in High-need Practices and STEM Careers Schools to Teach STEM Sanlyn Buxner, University of Arizona Amanda Gunning, Mercy College Daniel Moreno, University of Arizona Meghan Marrero, Mercy College Larry Horvath, San Francisco State University Elena Nitecki, Mercy College John Keller, University of Colorado Latanya Brandon, SUNY New Paltz Melissa Yisak, American Institutes for Research Kristen Larson, Mercy College Bo Zhu, American Institutes for Research Brian Baldwin, Kean University Deidre Sessoms, Sacramento State University Dermot Donnelly-Hermosillo, Fresno State In-service Course Supporting Teacher Ownership of Elsa Bailey, San Francisco State University Proposed Teaching Strategies Stamatis Vokos, Cal Poly, San Luis Opisbo Ana Valdmann, University of Tartu Miia Rannikmäe, University of Tartu Critical Events as Catalysts for Cultivating Teachers' Jack Holbrook, University of Tartu Understandings about Science through Firsthand Research Experiences Teachers' Self-Efficacy Beliefs for Teaching Science Shannon Davidson, Florida State University as Inquiry: A Large National Sample in Oman Lama Jaber, Florida State University Mohamed Shahat, Sultan Qaboos University Sherry Southerland, Florida State University Ambusaidi Abdullah, Sultan Qaboos University David Treagust, Curtin University Designing professional learning experiences to support teachers' computational thinking learning A Comparative Analysis of High School Science and confidence Teachers' Perceived Approach and Efficacy Amanda Peel, Northwestern University Teaching Problem-Solving Jacob Kelter, Northwestern University Bryanna Nelson, Purdue University Michael Horn, Northwestern University Hui-Hui Wang, Purdue University Uri Wilensky, Northwestern University Neil Knobloch, Purdue University Sarah LaRose, Purdue University The Efficacy of SciWorld in Solving the Transfer Problem and Supporting Teacher Enactment of the Next Generation Science Standards Darby Feldwinn, University of California, Santa Barbara Sarah Hough, University of California, Santa Barbara Sammi Lambert, University of California, Santa Barbara Vanessa Woods, University of California, Santa Barbara
101 Saturday, April 10, 2021
Strand 8: In-service Science Teacher Education Strand 10: Curriculum and Assessment
Approaches to STEM Implementation Curriculum and assessment in the context of physics 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Matthew Johnson, Pennsylvania State Presider: Ya-nan Zhao, Beijing Normal University University Analysis of the Spanish-Language Force Concept Exploring Science Teacher Noticing in Informal Inventory: Lost in Translation? Science Settings Cesar Delgado, North Carolina State University Sara Heredia, University of North Carolina Hye Sun You, Arkansas Tech University Greensboro Natalia Murillo-Quirós, Instituto Tecnológico de Ti'Era Worsley, University of North Carolina at Costa Rica Greensboro Mónica Hernández-Campos, Instituto Tecnológico de Jakayla Clyburn, University of North Carolina at Costa Rica Greensboro Subject matter as a discipline-culture a new Digging Deeper into Conceptions of Integrated curricular organization for improving understanding STEM: Focusing on 21st Century Skills and STEM in learning science Careers Lina Vinitsky-Pinsky, Achva Academic College, Israel Emily Dare, Florida International University Irena Vladimirsky, Achva Academic College, Israel Khomson Keratithamkul, University of Minnesota Igal Galili, Hebrew University of Jerusalem, Israel Benny Mart Hiwatig, University of Minnesota Twin Cities Student Facets of Thinking in Parallel Contexts Feng Li, Florida International University Philip Hernandez, Stanford University Jim Minstrell, FACET Innovations, LCC Engaging Agency to Teach Science: Examining Maria Araceli Ruiz-Primo, Stanford University Elementary Teachers' Participation and Enactment Min Li, University of Washington of School-Based Professional Development Klint Kanopka, Stanford University Jessica Chen, Columbia University Ruth Anderson, FACET Innovations, LLC Dongsheng Dong, University of Washington Enhancement of the pedagogy of scientific Xiaoming Zhai, Michigan State University argumentation and supporting teacher agency in the secondary classroom Analyzing the Use of Educative Curriculum Zeynep Guler, University College London Materials in Physics Teaching Judith Breuer, Universität Paderborn Christoph Vogelsang, Universität Paderborn Peter Reinhold, Universität Paderborn
102 Saturday, April 10, 2021
Strand 11: Cultural, Social, and Gender Strand 11: Cultural, Social, and Gender Issues Issues
Students and STEM Teacher Leadership and Engagement in PD 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Maria Wallace, University of Southern Presider: Kimberly Staples, Kansas State University Mississippi Science Teachers' Process Skills, Inquiry, and "It just represents, you know, me": Latinx Students Problem-Based Learning During Induction: A Developing Identities as Engineers-in-training Randomized Controlled Trial Jasmine McBeath Nation, California Polytechnic Shannon Navy, Kent State University University Jennifer Maeng, University of Virginia Randy Bell, Oregon State University Science practices as an opportunity for student Fatma Kaya, Kent State University language development: Affordances, tensions, and ideological contradictions Experiences of School Science Coordinators During Emily Reigh, Stanford University the COVID-19 Pandemic: An International Perspective Shifting stereotypes: low-stakes assignments Harleen Singh, University of Georgia highlighting counterstereotypical scientists alter Hong Tran, University of Georgia students' perceptions of and relatability to Hatice Ozen Tasdemir, University of Georgia scientists Yuxi Huang, University of Georgia Kelsey Metzger, University of Minnesota Rochester Julie Luft, University of Georgia Bradley Craker, University of Minnesota Rochester Yuefei Shen, University of Minnesota Twin Cities Science Teacher Engagement in Professional Learning Influences on Historically Underrepresented Irit Vivante, Ben Gurion University of the Negev Minority Students' Decisions to Enroll and Persist in Dana Vedder-Weiss, Ben-Gurion University of the STEM Majors Negev Shetay Ashford-Hanserd, Texas State University Kristy Daniel, Texas State University Dana García, Texas State University Yasiry Lerma, Texas State University Rosio Pedroso, Texas State University
103 Saturday, April 10, 2021
Strand 11: Cultural, Social, and Gender Strand 12: Technology for Teaching, Issues Learning, and Research
STEM Identity Digital Tools to Support Inservice and Pre-Service 11:00am -12:00 pm Teachers' Professional Learning Advanced Pre-recorded Viewing & Live Q&A 11:00am -12:00 pm Presider: Cesar Delgado, North Carolina State Advanced Pre-recorded Viewing & Live Q&A University Presider: Yael Feldman-Maggor, Weizmann Institute of Science STEM Identities, First-generation College Students, and Family Influence Promote computational thinking of middle-school Megan McGinty, University of Alaska Fairbanks teachers through SPARC-integrated science Laura Carsten Conner, University of Alaska Fairbanks instruction Jianlan Wang, Texas Tech University Developing STEM identities in students in the "big Yuanlin Zhang, Texas Tech University middle". Connections between identity and Joshua Hawkins, Texas Tech University socioeconomic level Monica Romero, Texas Tech University Carme Grimalt-Álvaro, Universitat Rovira I Virgili Digna Couso, Crecim-Universitat Autonoma De Elementary Pre-Service Teachers' Learning of Barcelona Content Knowledge: A Qualitative Research Using Top Hat Digital Platform Examining the Intersection of Samantha Lynch, Wayne State University Spirituality/Religiousness, Race/Ethnicity, and Jazlin Ebenezer, Wayne State University Gender on the Physics Career Choices Saeed Moshfeghyeganeh, Florida International Different Teaching Experience: How Teachers University Personalized a Teaching Unit in an Online Amanda Smith, Florida International University Chemistry Learning System Zahra Hazari, Florida International University Ehud Aviran, Weizmann Institute of Science Ron Blonder, Weizmann Institute of Science Who is a STEM Person?: Analysis of Criteria Used to Define and Differentiate STEM People Elizabeth Palma-D'Souza, Florida International University Remy Dou, Florida International University Heidi Cian, Florida International University
104 Saturday, April 10, 2021
Strand 12: Technology for Teaching, Strand 14: Environmental Education and Learning, and Research Sustainability
Teaching and Learning with Technology through Learning out of doors the COVID-19 Pandemic 11:00am -12:00 pm 11:00am -12:00 pm Advanced Pre-recorded Viewing & Live Q&A Advanced Pre-recorded Viewing & Live Q&A Presider: Sara Salisbury, Middle Tennessee State Presider: Miri Barak, Technion - Israel Institute of University Technology Engaging the Urban Classroom with the Natural The COVID-19 Pandemic Implications on a Flipped World: Lessons Learned During A Pandemic Project-Based MBSE course Gary Holliday, The University of Akron Niva Wengrowicz, Technion- Israel Institute of Lara Roketenetz, The University of Akron Technology Hanan Kohen, Technion - Israel Institute of Impacts of contextualized outdoor education on Technology what and how elementary students learn about Dov Dori, Technion - Israel Institute of Technology ecosystem relationships Jean-Philippe Ayotte-Beaudet, Université De Uncharted Territories: Teaching Science Virtually in Sherbrooke the Era of COVID-19 Pierre Chastenay, Université du Québec à Montréal Justina Ogodo, Baylor University Alain Paquette, Université du Québec à Montréal Marsha Simon, University of West Georgia Michael Giamellaro, Oregon State University Dana Morris, Baylor University Marie-Claude Beaudry, Université de Sherbrooke Mark Akubo, Florida State University Kassandra L'Heureux, Université de Sherbrooke Estelle Desjarlais, Université du Québec à Montréal Learning Experience and Instructional Design Efforts Promoting Self-Efficacy and Task-Value in A Comparative Study Between Outcomes of an In- Undergraduate Science Online Courses person vs. Online Introductory Field Course Joseph Wong, University of California, Irvine Alexandra Race, Univeristy of California - Santa Cruz Brad Hughes, University of California, Irvine Maria De Jesus, Florida State University Roxanne Beltran, University of California - Santa Cruz Multi-modal online teaching during national lock- Erika Zavaleta, University of California - Santa Cruz down: Exploring the blended continuum teaching science Preservice teachers' perceptions and practices of Frikkie George, Cape Peninsula University of outdoor learning: A case study of time spent Technology outdoors Ekaterina Rzyankina, Cape Peninsula University of Gerald Tembrevilla,University of British Columbia – Technology Vancouver Keith Langenhoven, University of the Western Cape Hartley Banack, University of British Columbia
105 Saturday, April 10, 2021
CLOSING SESSION 12:15-1:00 pm (Real time/ Live)
Presidential Closing Remarks, 2022 Conference Information 12:15pm-1:00pm Real time/ Live
Author-Scheduled Presentations Day and Time to be determined by authors
Author-scheduled presentations will be listed here as their dates and times are established.
Science teachers' perceptions regarding digital curation as a personalized learning activity that promotes professional learning Thursday, April 8, 8:00 am-8:30 am Efrat Dayan, Technion - Israel Institute of Technology Dina Tsybulsky, Technion - Israel Institute of Technology
Fostering Transformative Agency in Science Education: Students Imagining Technological Futures Friday, April 9, 8:00 am-8:30 am Antti Laherto, University of Helsinki Tapio Rasa, University of Helsinki Elina Palmgren, University of Helsinki
STEM Teachers' Professional Learning Community During the COVID-19 Pandemic Thursday, April 8, 11:30 am-12:00 pm Zehavit Kohen, Technion - Israel Institute of Technology Orit Cohen Nissan, Technion - Israel Institute of Technology
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