Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions (LPs) grounded in these ideas to support learning, and (3) engaging students in 3D learning reflected in integrating the three dimensions of scientific knowledge to make sense of phenomena.
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
Developing and validating an Next Generation Science Standards-aligned construct map for chemical bonding from the energy and force perspective
IF science AND making AND computing: Insights for project-based learning and primary science curriculum design
Achieving the ambition of global science education reforms remains an ongoing challenge. Ideas from other STEM domains, however, could spur needed innovation in science education. The maker movement – or engaging in making – and computer science education – or learning computing – have proven rich contexts for STEM learning. This review analyses making and computing education research with primary-aged learners for insights on designing more meaningful science learning, an underlying goal of reforms.
Employing automatic analysis tools aligned to learning progressions to assess knowledge application and support learning in STEM
We discuss transforming STEM education using three aspects: learning progressions (LPs), constructed response performance assessments, and artificial intelligence (AI). Using LPs to inform instruction, curriculum, and assessment design helps foster students’ ability to apply content and practices to explain phenomena, which reflects deeper science understanding. To measure the progress along these LPs, performance assessments combining elements of disciplinary ideas, crosscutting concepts and practices are needed.
Transforming standards into classrooms for knowledge-in-use: an effective and coherent project-based learning system
Global science education reform calls for developing student knowledge-in-use that applies the integrated knowledge of core ideas and scientific practices to make sense of phenomena or solve problems. Knowledge-in-use development requires a long-term, standards-aligned, coherent learning system, including curriculum and instruction, assessment, and professional learning. This paper addresses the challenge of transforming standards into classrooms for knowledge-in-use and presents an iterative design process for developing a coherent and standards-aligned learning system.
Developing Three-Dimensional Learning Progressions of Energy, Interaction, and Matter at Middle School Level: A Design-Based Research
Three-dimensional learning progressions (3DLPs) have received wide-scale attention in depicting learning pathways that students travel as they progress toward knowledge-in-use in making sense of phenomena and solving problems. Using a design-based research approach, this study put efforts into developing a 3DLP of matter, interaction, and energy at the middle school level and presents the essential design principles for developing 3DLPs.
