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.
Research
CREATE for STEM Institute teams conduct research that focuses on impactful projects in undergraduate education through Discipline-Based Educational Research (DBER). We design innovative K-16 science curricula and investigate the effects of new teaching methods on student learning, engagement, and community impact, with our work increasingly incorporating artificial intelligence to enhance support for teachers and learners. We are leaders in STEM assessment design and professional development for educators, collaborating with international partners in over a dozen countries. CREATE fosters new talent, provides seed money for initial work and supports the grant writing process. Our goal is for CREATE to be a hub for the exchange of information and ideas!
Publications
2024
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(4) https://doi.org/10.1007/s40593-023-00385-8
Li, T., Adah Miller, E., Simani, M. C., & Krajcik, J. (2024). Adapting scientific modeling practice for promoting elementary students’ productive disciplinary engagement. International Journal of Science Education, 1–35. https://doi.org/10.1080/09500693.2024.2361488
