In Praise of Science Teachers: Essential Partners in Researching, Reframing and Reforming Science Learning is this year's focus for the NARST annual conference. The event will be held at the Gaylord National Resort and Convention Center in National Harbor, MD. This year's conference aims to highlight and celebrate the essential work of science teachers, acknowledging their role in inspiring and enabling the work of science education researchers. Conference information is available here.
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
Harris, C. J., Krajcik, J., & Pellegrino, J. W. (2024). Creating and using instructionally supportive assessments in NGSS classrooms. NSTA Press.
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 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 STEM education (pp. 494-521). Oxford University Press.
The Annual NSTA will be in Philadelphia, PA this year, March 26-29 with the theme of 'For the Love of Science Education'. With sessions designed by educators, for educators, participants will walk away with a toolkit of practical, engaging strategies ready to apply in your classroom, school, or district!
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.
Mirac Aydin is a professor of Science Education at Trabzon University in Turkey. He earned his master's and doctoral degrees in the Department of Science Education at Karadeniz Technical University. Subsequently, during his Ph.D., he spent almost a year studying at the University of Heidelberg in Germany. Mirac's research interests encompass advancing emerging technologies such as educational robotics and augmented reality to promote teaching and learning science.
