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Joe giving introduction at Mini-Conference 2023

Professor Joseph Krajcik

Director and Lappan-Phillips Professor of Science Education
Joseph Krajcik serves as director of the CREATE for STEM Institute, is the Lappan-Phillips Professor of Science Education at Michigan State University and is a University Distinguished Professor. In his role as director of CREATE, he works with faculty, teachers and researchers to improve the teaching and learning of science, mathematics and engineering kindergarten through college by engaging in innovation and research. Throughout his career, Joe has focused on working with science teachers to design and test learning environments to reform science teaching practices and to research student learning and engagement in project-based learning environments to reform science teaching practices and to research student learning and engagement in project-based learning environments.
Photo of Barbara Schneider

Dr. Barbara Schneider

John A. Hannah University Distinguished Professor

Barbara Schneider is the John A. Hannah University Distinguished Professor in the College of Education and the Department of Sociology. She uses a sociological lens to understand societal conditions and interpersonal interactions that create norms and values for enhancing human and social capital. Her research focuses on how the social contexts of schools and families influence the academic and social well-being of adolescents as they move into adulthood.

Volunteer videorecording students presenting research
12 Dec 19:15

Health in Our Hands health summits, December 12 and 17, 2024

The Health in Our Hands project is proud to present two final 'health summits', which feature 7th and 8th grade students presenting their research on community health issues. The Diabetes health summit will be held on Thursday, December 12, and the Substance Abuse Disorder summit will be held on Tuesday, December 17.  Both events will run from 12:15 until 1:30 and are located at Mott Community College, 1401 E. Court St., Flint, MI 48503-2089.

The relationship between teacher's support of literacy development and elementary students' modelling proficiency in project-based learning science classrooms

Scientific modelling plays a crucial role in students’ science learning. Modelling proficiency and literacy development reinforce each other. This study investigates the relationship between teacher support of student literacy development and their modelling proficiency in the context of elementary project-based learning science environments. To explore the relationship, we sampled 557 students from 24 classrooms in 12 different schools. Data were analysed by multilevel mixed linear regression model analysis.

Developing preservice elementary teachers’ self-efficacy toward teaching science

Having a negative attitude toward science plays a major factor in elementary teachers avoiding teaching science in elementary school. This mixed methods study examined changes in pre-service elementary teachers’ (PSETs) attitudes toward teaching science. PSETs (n=59) engaged in a semester-long university course in the Southeastern United States. The course focused on demonstrating and applying knowledge of scientific concepts and inquiry-based teaching. PSETs took a Dimension of Attitudes toward Science (DAS) questionnaire before and after the course.

Using automated analysis to assess middle school students' competence with scientific argumentation

Argumentation is fundamental to science education, both as a prominent feature of scientific reasoning and as an effective mode of learning—a perspective reflected in contemporary frameworks and standards. The successful implementation of argumentation in school science, however, requires a paradigm shift in science assessment from the measurement of knowledge and understanding to the measurement of performance and knowledge in use.

Extending a Pretrained Language Model (BERT) using an Ontological Perspective to Classify Students’ Scientific Expertise Level from Written Responses

The complex and interdisciplinary nature of scientific concepts presents formidable challenges for students in developing their knowledge-in-use skills. The utilization of computerized analysis for evaluating students’ contextualized constructed responses offers a potential avenue for educators to develop personalized and scalable interventions, thus supporting the teaching and learning of science consistent with contemporary calls.

FEW questions, many answers: using machine learning to assess how students connect food–energy–water (FEW) concepts

There is growing support and interest in postsecondary interdisciplinary environmental education, which integrates concepts and disciplines in addition to providing varied perspectives. There is a need to assess student learning in these programs as well as rigorous evaluation of educational practices, especially of complex synthesis concepts.

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