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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.

Haudek, K. C., & Zhai, X. (2024). Examining the effect of assessment construct characteristics on machine learning scoring of scientific argumentation. International Journal of Artificial Intelligence in Education. 34, 1482-1509. https://doi.org/10.1007/s

Haudek, K. C., & Zhai, X. (2024). Examining the effect of assessment construct characteristics on machine learning scoring of scientific argumentation. International Journal of Artificial Intelligence in Education. 34, 1482-1509. https://doi.org/10.1007/s40593-023-00385-8

Eidin, E., Bielik, T., Touitou, I., Bowers, J., McIntyre, C., Damelin, D., & Krajcik, J. (2024). Thinking in terms of change over time: Opportunities and challenges of using system dynamics models. Journal of Science Education and Technology, 33(1), 1–28.

Eidin, E., Bielik, T., Touitou, I., Bowers, J., McIntyre, C., Damelin, D., & Krajcik, J. (2024). Thinking in terms of change over time: Opportunities and challenges of using system dynamics models. Journal of Science Education and Technology, 33(1), 1–28. https://doi.org/10.1007/s10956-023-10047-y

De Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2024). Beyond inquiry or direct instruction: Pressing issue

De Jong, T., Lazonder, A. W., Chinn, C. A., Fischer, F., Gobert, J., Hmelo-Silver, C. E., Koedinger, K. R., Krajcik, J. S., Kyza, E. A., Linn, M. C., Pedaste, M., Scheiter, K., & Zacharia, Z. C. (2024). Beyond inquiry or direct instruction: Pressing issues for designing impactful science learning opportunities. Educational Research Review, 44. https://doi.org/10.1016/j.edurev.2024.100623

Akgun, S. & Krajcik, J. (2024). Artificial intelligence (AI) as the growing actor in education: Raising critical consciousness towards power and ethics of AI in K-12 STEM classrooms. In Zhai, X. & Krajcik, J. (Eds.), Uses of artificial intelligence in STE

Akgun, S. & Krajcik, J. (2024). Artificial intelligence (AI) as the growing actor in education: Raising critical consciousness towards power and ethics of AI in K-12 STEM classrooms. In Zhai, X. & Krajcik, J. (Eds.), Uses of artificial intelligence in STEM education (pp. 494-521). Oxford University Press.

He, P., Shin, N., & Krajcik, J. (2024). Developing three-dimensional learning progressions of energy, interaction, and matter at middle school level: A design-based research. In H. Jih, D. Yan, & J. Krajcik (Eds.), Handbook of research on science learning

He, P., Shin, N., & Krajcik, J. (2024). Developing three-dimensional learning progressions of energy, interaction, and matter at middle school level: A design-based research. In H. Jih, D. Yan, & J. Krajcik (Eds.), Handbook of research on science learning progressions (pp. 197–218). Routledge.

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