STEM and computer science education publications
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California Tinkering Afterschool Network Pilot Year Evaluation Report
SRI International conducted an evaluation of the pilot year of the California Afterschool Tinkering Network.
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Conversation About SimCalc, Its Evolution and Lessons Along the Way
We use SimCalc’s history and achievements to discuss the need for vision and long time frames in funding, and point to multiple levels of research entailed in the process of…
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Mathematics Teaching Practices with Technology That Support Conceptual Understanding for Latino/a Students
We analyze how three seventh grade mathematics teachers from a majority Latino/a, linguistically diverse region of Texas taught the same lesson.
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Evaluating the usability of a professional modeling tool repurposed for middle school learning
This paper reports the results of a three-stage usability test of a modeling tool designed to support learners’ deep understanding of the impacts of climate change on ecosystems.
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Curricular Activity Systems Supporting the Use of Dynamic Representations to Foster Students’ Deep Understanding of Mathematics
This chapter describes the notion of a curricular activity system and how it can be used in the design of learning environments that have a wider reach.
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Unpacking the Black Box of Engagement: Cognitive, Behavioral, and Affective Engagement in Learning Mathematics
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The Range of Science Instructional Materials Used in a Statewide Afterschool Program
We report on our study that examined the science offerings of a publicly funded statewide afterschool program.
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Predicting the impacts of climate change on ecosystems: A high school curricular module
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Blurring the boundaries: Understanding disciplinary identities in science education research
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Evaluation of the Texas High School Project: Third Comprehensive Annual Report
This report is the third and culminating report of the four-year longitudinal evaluation of the Texas High School Project (THSP).
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Examining Teachers’ Instructional Moves Aimed at Developing Students’ Ideas and Questions in Learner-Centered Science Classrooms
We examined teachers’ instructional moves to elicit and develop students’ ideas and questions as they orchestrated discourse with their fifth grade students during a learner-centered environmental biology unit.
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Investigations of a Complex, Realistic Task: Intentional, Unsystematic, and Exhaustive Experimenters
This study examines how students’ experimentation with a virtual environment contributes to their understanding of a complex, realistic inquiry problem.