We have been busy this past winter and spring presenting empirical research from the PIESC3 project at NARST, AERA, and two invited talks in Germany. Recent presentations include:
Biggers, M., Forbes, C.T., & Zangori, L. (2012, April). Elementary teachers’ curriculum design and pedagogical reasoning for supporting students’ comparison and evaluation of evidence-based explanations. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
Forbes, C.T., Biggers, M., & Zangori, L. (2012, April). Investigating essential characteristics of scientific practices in elementary science learning environments: The Practices of Science Observation Protocol (P-SOP). Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC, April 13-17.
Forbes, C.T., Biggers, M., & Zangori, L. (2012, April). Toward an empirically-based learning progression: Defining progress variables and measurable levels of elementary teachers’ pedagogical content knowledge for science. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, BC.
Aguirre-Mendez, C., Promyod, N., Forbes, C.T., Biggers, M., & Zangori, L. (2012, March). Characteristics of scientifically-oriented questions and the nature of inquiry in elementary classrooms: A multiple-case study. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
Biggers, M. & Forbes, C.T. (2012, March). Elementary teachers’ ideas about, planning for, and implementation of learner-guided and teacher-guided inquiry. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
Biggers, M., Zangori, L., & Forbes, C.T., (2012, March). Exploring scientific explanations: Promoting students’ sense-making in elementary classrooms. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
Forbes, C.T., Biggers, M., & Zangori, L. (2012, March). Elementary teachers’ enactment of science curriculum materials: Investigating early learners’ engagement in scientific practices. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
Pinney, B., Suh, J-K., Tseng, C-M., Forbes, C.T., Biggers, M., & Zangori, L. (2012, March). Dichotomous inquiry practices: Characterizing teaching practice based on essential features of inquiry. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
Zangori, L. & Forbes, C.T., (2012, March). Learning to support elementary students’ scientific reasoning: Preservice elementary teachers and the evidence-explanation continuum. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Indianapolis, IN.
Forbes, C.T. (2012, February). Fostering sense-making in K-8 science learning environments through curriculum and instruction: An evolving research agenda. Invited presentation at the University of Münster (WWU-Münster), Münster, Germany. Sponsored by the German Research Foundation (DFG).
Forbes, C.T. (2012, January). Fostering sense-making in K-8 science learning environments through curriculum and instruction: An evolving research agenda. Invited presentation at the University of Essen (NWU-Essen), Essen, Germany. Sponsored by the German Research Foundation (DFG).