Center for Curriculum Materials in Science

AAAS Project 2061, Michigan State University, Northwestern University, University of Michigan


CCMS Research Bibliography

A | B | C | D | E | F | G | H | I | J | K | L | M
N | O | P | Q | R | S | T | U | V | W | X | Y | Z

A

Abell, C. H., DeBoer, G. E., & Roseman, J. E. (2006, July). “Unpacking” chemistry benchmarks for precise alignment of assessment items. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Abi-El-Mona, I. & Hug, B. (2006, June). Showing evidence: Analysis of students' arguments in a range of settings. Poster presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Anderson, C. W., & Mohan, L. (Draft, 2005). Environmental literacy working paper 6: A research-based learning progression for the carbon cycle. Unpublished manuscript, Michigan State University.

Anderson, C. W., Sharma, A., Lockhart, J., Carolan, A., Moore, F., Parshall, T., & Gallagher, J. (2004). Environmental literacy blueprint (partial draft).

B

Bae, M. (2006, July). Helping elementary pre-service teachers learn to apply instructional frameworks for effective science teaching. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Bantwini, B., & Hug, B. (2006). Is what they receive what they really need?: Critical analysis of professional development models for elementary science teachers in one school in South Africa. Paper presented at the International Conference of the Association for Science Teacher Education, Portland, OR.

Barnett, M. (2005, July). The process of trust building between university researchers and school personnel. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Beyer, C., & Davis, E. A. (2006). Characterizing the quality of second-graders' observations and explanations to inform the design of educative curriculum materials. In The Proceedings of the 7th International Conference of the Learning Sciences (pp. 43–49). Mahwah, NJ: Lawrence Erlbaum Associates.

Beyer, C. J., & Delgado, C. (2006, July). Investigating teacher learning supports in high school biology textbooks to inform the design of educative curriculum materials. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Beyer, C. J., & Delgado, C. (2006, July). Steps toward an evaluation tool for the analysis of educative curriculum materials. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Bercovich Guelman, C. (2005, July). Teachers' implementation of the Constructing Ideas in Physical Science (CIPS) curriculum. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Blumenfeld, P., Kempler, T., & Krajcik, J. (2006). Motivation and cognitive engagement in learning environments. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 475–488). Cambridge: Cambridge University Press.

Bobrowsky, W., & Krajcik, J. (2004, April). Science teachers becoming adept with promoting inquiry using technology. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Bruozas, M. (2005, November). Environmental inquiry: A case-based approach to environmental science. Presentation at the National Science Teachers Association Conference on Assessment, Chicago, IL.

Bruozas, M. (2005, November). Using multiple technologies in problem-based lessons. Presentation at the National Science Teachers Association Conference on Assessment, Chicago, IL.

Bruozas, M., Smith, D., & Rossi, M. (2005, November). Students as scientists: Using visualization in the classroom. Presentation at the National Science Teachers Association Conference on Assessment, Chicago, IL.

C

Cartier, J. L., Lee, J., Sink, W., Huang, T., & Messineo, L. (2005, July). Seeing the forest and the trees: Multiple facets of instructional materials implementation in an urban district. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Chang, H-Y., Scott, L. A., Quintana, C., & Krajcik, J. (2004, July). Chemation: Classroom impact of a handheld chemistry modeling and animation tool. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Chang, H-Y., Scott, L. A., Quintana, C., & Krajcik, J. (2004, June). Classroom impact of a handheld modeling and animation tool. Poster presented at the annual meeting of Interaction Design and Children, College Park, MD.

Covitt, B. & Gunckel, K. (2006, July). A K-12 learning progression to support understanding of water in the environment. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

D

Davis, E. A. (2006). Preservice elementary teachers’ critique of instructional materials for science. Science Education, 90(2), 3–14.

Davis, E. A. (2004). Knowledge integration in science teaching: Analyzing teachers' knowledge development. Research in Science Education, 34(1), 21.

Davis, E. A. (2004, July). CASES. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Davis, E. A. (2005, April). Using technology and curriculum materials to support new elementary science teachers. Symposium presented at the annual meeting of the American Educational Research Association, Montreal, Canada.

Davis, E. A. (in press). Preservice elementary teachers' critique of instructional materials for science. Science Education.

Davis, E. A., & Krajcik, J. (2005). Designing educative curriculum materials to promote teacher learning. Educational Researcher, 34(3), 3.

Davis, E. A., & Krajcik, J. S. (2004, April). Supporting inquiry-oriented science teaching: Design principles for educative curriculum material. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Davis, E. A., & Petish, D. (in press). Real-world applications and instructional representations among prospective elementary science teachers. Journal of Science Teacher Education.

Davis, E. A., Smithey, J., & Petish, D. (2004, June). Designing an online learning environment for new elementary science teachers: Supports for learning to teach. Poster presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

DeBoer, G. E. (2006). History of the science standards movement in the United States. In D. W. Sunal & E. L. Wright (Series Eds.), Research in science education: Vol. 2. The impact of state and national standards on K–12 science teaching (pp. 7–49). Greenwich, CT: Information Age Publishing.

DeBoer, G. E. (2006, April). Aligning science assessment items to content standards. Paper presented at the 6th Annual Leadership Initiative in Science Education of the Chemical Heritage Foundation, Philadelphia, PA.

DeBoer G. E. (2005, December). Aligning science assessment items to content standard. Paper presented at the Southern Area Conference of the National Science Teachers Association, Nashville, TN.

DeBoer G. E. (2005, November). AAAS Project 2061 assessment item review: benchmarks, key ideas, clarifications, and student misconceptions—nature of science. Paper presented at the Assessment Conference of the National Science Teachers Association, Chicago, IL.

DeBoer, G. E. (2004). Historical perspectives on inquiry teaching in schools. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 17-35). Dordrecht, The Netherlands: Kluwer.

DeBoer, G. E., & Ache, P. (2005, April). Aligning assessment to content standards: Applying the Project 2061 analysis procedure to assessment items in school mathematics. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

DeBoer, G. E., & Scott, L. A. (2004, April). Aligning science assessment items with content standards. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Duncan, R. G. (2006, June). The role of domain-specific knowledge in promoting generative reasoning in genetics. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Duncan, R. G. (2006, June). Fostering generative reasoning about complex phenomena in genetics. Poster presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Duncan, R. G. (2005). Reasoning in molecular genetics: From a cognitive model to instructional design. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Duncan, R. G. (2004, April). An improved framework for the design of inquiry-based learning environments: The synthesis of learning for use and understanding by design. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Duncan, R. G., Gelbart, H., Krajcik, J., Kurth, L., Rogat, A., Roseman, J., & Yarden, A.* (2006, April). Supporting learning progressions of modern genetics in high school. In symposium presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

*Authors by alphabetical order

Duncan, R. G., & Reiser, B. (2004, April). An analysis of college students' conception of molecular genetics: Affordances and constraints for learning and conceptual change. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Duncan, R. G., & Reiser, B. J. (2005, April). Designing for complex system understanding in the high school biology classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Duncan, R. G., & Reiser, B. J. (2005, April). The role of domain-specific knowledge in reasoning about complex systems. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

E

Edelson, D. (2004). The parallel universes of the learning sciences and instructional design: A historical perspective. Educational Technology, XLIV, 27-30.

Edelson, D. (2004, June). My world: A case study in adapting scientists' tools for learners. Poster presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

Edelson, D. (2005, February). Engineering pedagogical reform: A case study of technology supported inquiry. Paper presented at the Inquiry Conference on Developing a Consensus Research Agenda, Rutgers University.

Edelson, D. C., & Brown, M. (2006). Designing GIS software for education: A workshop report for the GIS Community. Retrieved August 2, 2006, from Northwestern University, The Geographic Data in Education Initiative, Web site: http://www.geode.northwestern.edu/myworld/GISinEd_Workshop.pdf.

Edelson, D. C., & Reiser, B. J. (2006). Making authentic practices accessible to learners: Design challenges and strategies. In R. K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 335–354). Cambridge: Cambridge University Press.

Edelson, D. C., Tarnoff, A., Schwille, K., Bruozas, M., & Switzer, A. (2006). Learning to make systematic decisions. The Science Teacher, 73(4), 40–45.

Edelson, D. C., Schwille, K., Bruozas, M., Lach, M., Taber, M., Gordin, D. N., Chinsio, K., Goldstein, N., & Tarnoff, A. (2005). Investigations in environmental science: A case-based approach to the study of environmental systems. Armonk, NY: It's About Time.

Edelson, D., & Joseph, D. (2004, June). The interest-driven learning design framework: Motivating learning through usefulness. Paper presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

Enfield, M. (2005, April). We have to explain how to do things before we can explain why things happen: Joint construction of accounts in elementary science. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Enfield, M., Grueber, D., & Smith, E. (2006, April). ‘A sketch is like a sentence’: The role of curriculum materials in supporting teachers and helping students learn the representational, communicative, epistemic and conceptual ideas and practices of science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

F

Finn, L. E., & and Bruozas, M. (2006, October). Forward thinking: Backward design. Paper to be presented at the Regional Meeting of the National Science Teachers Association, Omaha, NE.

Finn, L. E., & and Bruozas, M. (2006, November). Forward thinking: Backward design. Paper to be presented at the Regional Meeting of the National Science Teachers Association, Baltimore, MD.

Finn, L. E., & and Bruozas, M. (2006, December). Forward thinking: Backward design. Paper to be presented at the Regional Meeting of the National Science Teachers Association, Salt Lake City, UT.

Finn, L. E., & Bruozas, M. (2005, November). Forward thinking: Backward design. Presentation at the National Science Teachers Association Conference on Assessment, Chicago, IL.

Fishman, B., & Davis, E. (2006). Teacher learning research and the learning sciences. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 535–550). Cambridge: Cambridge University Press.

Fishman, B., & Kubitskey, B. (2006, June). A role for professional development in sustainability: Linking the written curriculum to enactment. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Fogleman, J., & McNeill, K. L. (2005, April). Comparing teachers' adaptations of an inquiry-oriented unit. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Fogleman, J., Scott, L. A., & Krajcik, J. (2004, April). Developing a method for determining needs for educative curriculum. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Forbes, C. T. (2006, July). Mapping the teacher professional continuum through the use of science curriculum materials: novice elementary teachers’ curriculum-specific learning and role identity development. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Forbes, C. T. (2005, July). Exploring preservice elementary teachers' critique and adaptation of science curriculum materials in respect to socioscientific issues. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Forbes, C. T., & Davis, E. A. (2006, January). Exploring pre-service elementary teachers’ critique and adaptation of science curriculum materials in respect to socioscientific issues. Paper presented at the International Conference of the Association for Science Teacher Education, Portland, OR.

Fortus, D. (2006, April). Understanding the Big Ideas: Preparing for Breadth by Going into Depth. Poster presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Fortus, D. (2005). Design-based science. Review of Science Education, 4(2), 40.

Fortus, D. (2005, April). Restructuring school physics around real-world problems: A cognitive justification. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Fortus, D., Dershimer, R. C., Krajcik, J., Marx, R. W., & Mamlok-Naaman, R. (in press). Design-based science (DBS) and real-world problem-solving. International Journal of Science Education.

Fortus, D., Dershimer, R. C., Marx, R. W., Krajcik, J., & Mamlok-Naaman, R. (2004). Design-based science (DBS) and student learning. Journal of Research in Science Teaching, 41(10), 1081.

Fortus, D., Nordine, J., Plummer, J., Rogat, A., & Switzer, A. How do you teach energy without defining it? ScienceScope. Manuscript in preparation.

Fortus, D., Plummer, J., Rogat, A., Switzer, A., & Nordine, J. (2004, July). Developing a middle school unit on the conservation of energy. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

G

George, M. (2004, April). Exploring the biographies of prospective secondary science teachers: Evolving perspectives on equity. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

George, M. A., & Sutherland, L. M. (2005, April). Reading science: A culturally responsive approach to developing scientific literacy. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

George, M., & Fogleman, J. (2004, July). IQWST family materials: Negotiating cultural borders between home, school, and science. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Gonzalez, M. E. & Hug, B. (2006, April). Technology rich science curricula in a science pre-service program in Argentina. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Gonzalez, M. E., Hug, B. & Masullo, M. (2006, January). Teaching and learning science with a technology-based curricula. Paper presented at the International Conference of the Association for Science Teacher Education, Portland, OR.

Grosshandler, D. (2006, July). Comparing the Implementation of Robotics Curricula in an After-School Center and an Elementary School: What Does the Use of Technology Tell Us about the Nature of Science Curriculum In and Out of School? Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Grosshandler, D. (April, 2006). Sustaining inquiry: The uses of an ecological metaphor in examining learning in an after-school and summer math, science, and design lab. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Grosshandler, D. (2005, April). Sorting it out: Building a Lego-logo culture with young children. Symposium presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Grosshandler, D. (2005, April). The darker side of inquiry: The construction of a fantasy torture device in a science lab. Poster presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Grosshandler, D. (2005, April). The embodiment of violence in collaborative inquiry learning at an after-school science and design lab. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Grueber, D., & Enfield, M. (2005, July). Enactments of materials helping elementary children learn science ideas and practices. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Gunckel, K. (2004, April). The nature of science in curriculum materials. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Gunckel, K. L. The nature of science as portrayed in curriculum materials and possible implications for achieving scientific literacy. Journal of Research in Science Teaching. Manuscript in preparation.

Gunckel, K. L., & Moore, F. M. (2005, April). Including students and teachers in the co-design of the enacted curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Gunckel, K., & Forthoffer, R. (2005, July). Water for people and the planet: Overview of development and research 2004-2005. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Gunckel, K., & Moore, F. (2004, July). New developments in the MSU water project. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Gunckel, K., & Tsurusaki, B. (2005, July). Teaching elementary pre-service teachers to use curriculum materials critically. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Gunckel, K. L., Tsurusaki, B. K., & Enfield, M. (2006). Challenges of teaching about curriculum materials to pre-service elementary teachers. The Association for the Education of Teachers of Science, Portland, OR.

Gunckel, K. L., & Vandenbelt, D. (2006, July). Curriculum in the classroom: The function of curriculum materials in planning and teaching in a high school science course. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Gunckel, K., & Vandenbelt, D. (2006, April). Curriculum in the classroom: The function of curriculum materials in planning and teaching in a high school science course. Poster presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Gunckel, K., Enfield, M., & Smith, E. (2005, January). Teacher educators' conceptions of the role of curriculum materials in teaching elementary science & learning to teach elementary science. Poster presented at the annual meeting of the Association for Science Teacher Education, Colorado Springs, CO.

H

Harris, C., (2006). Investigating Teaching Practices and Student Learning During the Enactment of an Inquiry-Based Chemistry Unit. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI.

Harris, C. (2006, July). Assessing students’ ability to trace matter in dynamic systems. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Harris, C. (2004, July). Teaching practices and student learning in an innovative standards- and inquiry-based middle school science curriculum unit. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Heitzman, M. (2005, July). Comprehending text and reading to learn: How middle school students integrate pure verbal text sections with visuo-spatial text adjuncts when reading three genres of scientific text. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Heitzman, M., & Krajcik, J. (2005, April). Urban seventh-graders' translations of chemical equations: What part of the translation process do students have trouble? Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Heitzman, M., Krajcik, J., & Davis, E. (2004, April). Urban middle school students' use of various representations of chemical reactions. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Holt, L. A., Chang, H.-Y., Quintana, C., & Krajcik, J. (2005, April). Learner-centered design of Chemation: A handheld tool for middle-school chemistry. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Hug, B. (2006, July). How do students use and understand different types of data?: Examining the design of investigations and data use as a scientific practice. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Hug, B. (2006, April). Sequencing and supporting complex scientific inquiry practices in instructional materials for middle school students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Hug, B., & McNeill, K. L. (2005, April). Students' developing understanding of data: Affordances and constraints of first and secondhand experiences. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Hug, B., & McNeill, K. L. (2005, July). Students' discussions of data: Affordances and constraints of first and secondhand experiences. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Hug, B., Krajcik, J. S., & Marx, R. W. (2005). Using innovative learning technologies to promote learning and engagement in an urban science classroom. Urban Education, 40, 446-472.

J

Johnson, A., Moher, T., Cho, Y. J., Edelson, D., & Russell, E. (2004). Learning science inquiry skills in a virtual field. Computers & Graphics, 28(3), 409-416.

Johnson, H. J. (2006, July). Making connections in a project-based curriculum. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Jona, K., & Rossi, M. (2006, July). Authentic scientific inquiry in online science courses using student-friendly data analysis and modeling tools. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Jona, K., Bareiss, R., & Singh, S. (2005, February ). Making courses more engaging and accessible: A case study using the story-centered curriculum approach. Paper presented at the Illinois Online Conference on Teaching and Learning.

K

Kanter, D., & Gallagher, J. (2004, November). A project-based high school biology curriculum uses computer-based cell culture to support inquiry teaching in Chicago public schools. Paper presented at the annual meeting of the National Association of Biology Teachers, Chicago, IL.

Kanter, D., & Kemp, E. (2004, November). A project-based middle school curriculum uses students' measurements of their oxygen consumption to support inquiry teaching in Chicago-area public schools. Paper presented at the annual meeting of the National Association of Biology Teachers, Chicago, IL.

Kanter, D., Kemp, E., & Tester, K. (2006, January ). Effects of the learning and teaching human biology course on in-service teachers’ content knowledge for teaching human biology (or pedagogical content knowledge). Paper presented at the International Conference of the Association for Science Teacher Education, Portland, OR.

Kanter, D., Kemp, E., & Tester, K. (2006, April). Learning, teaching, and representing human biology pedagogical content knowledge. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Kanter, D., Sherin, B., & Lee, V. (2006, June). Changing conceptual ecologies with task-structured science curricula. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Kenyon, L. (2006, June). Using student epistemologies of science to guide the practice of argumentation. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Kenyon, L. (April, 2006). A functional approach to nature of science: Using epistemological understandings to construct and evaluate explanations. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Kenyon, L. (2004, July). Integrating reflective discussions of the nature of science in a project-based biology curriculum. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Kenyon, L. (2005, July). The role of nature of science in supporting explanations. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Kenyon, L. O., & Reiser, B. J. (2005, April). Students' epistemologies of science and their influence on inquiry practices. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from Project 2061's curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.

Krajcik, J. S. (2005, April). Exploring the relationship between teacher practice and student learning in inquiry-based science classrooms. Symposium presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Krajcik, J. S., & Blumenfeld, P. C. (2006). Project-based learning. In R. K. Sawyer (Ed.), The Cambridge handbook of the learning sciences (pp. 317-334). New York: Cambridge University Press.

Krajcik, J. S., & Mamlok-Naaman, R. (in press). Using driving questions to motivate and sustain student interest in learning science. In K. Tobin (Ed.), Teaching and learning science: An encyclopedia. Westport, CT: Greenwood Publishing Group.

Krajcik, J., & McNeill, K. (2006, April). Designing middle school science curriculum materials to foster students’ developing deep understanding of key learning goals. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Krajcik, J. S., & McNeill, K. L. (2005, November). Assessing middle school students' content knowledge and scientific reasoning through written explanations. Workshop presented at the National Science Teachers Association Conference on Science Assessment, Chicago, IL.

Krajcik, J. S., & McNeill, K. L. (2006, April). Designing middle school science curriculum materials to foster students' developing deep understanding of key learning goals. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Kubitskey, B. & Fishman, B.(April, 2006). Professional development design for systemic curriculum change. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Kuhn, L. (2004, July). Student and designer understanding of scientific explanations. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Kuhn, L. (2005, July). Supporting evidence-based scientific explanations. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Kuhn, L., Kenyon, L., & Reiser, B. (2006, June). Fostering scientific argumentation by creating a need for students to attend to each other's claims and evidence. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Kuhn, L., & Reiser, B. (2006, July). Fostering scientific argumentation by creating a need for students to attend to one another's claims and evidence. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Kuhn, L. & Reiser, B. (2006, April). Structuring activities to foster argumentative discourse. In B. Reiser and J. Krajcik (Chairs), symposium conducted at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Kuhn, L., & Reiser, B. (2005, April). Students constructing and defending evidence-based scientific explanations. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Kyza, E. (2005). Understanding reflection-in-action: An investigation into middle-school students' reflective inquiry practices in science and the role that software scaffolding can play. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Kyza, E., & Edelson, D. (2004, April). Reasoning with scientific data: How do middle school students coordinate between theory and evidence? Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Kyza, E., & Edelson, D. (2004, April). Scaffolding middle school students' coordination of theory and evidence. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Kyza, E., & Edelson, D. C. (in press). Scaffolding middle-school students' coordination of theory and evidence. Educational Research and Evaluation.

L

Lambert, J. (2006, July). Preservice teachers’ misconceptions about earth systems. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Lambert, J. (2006, January). Assessing and addressing pre-service teachers’ misconceptions about earth systems. Paper presented at the International Conference of the Association for Science Teacher Education, Portland, OR.

Lambert, J. (2005, July). Diverse students' achievement and perceptions of an inquiry-based earth systems curriculum. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Lambert, J., Lester, B., Lee, O., & Luykx, A. (2004, July). Changing teachers' beliefs about science and student diversity through an inquiry-based earth systems curricular and professional development intervention. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Lee, E. (2006, July). Curriculum materials as tools for constructing and reconstructing a teacher’s PCK. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Lee, E., Brown, B., & Luft, J. (2006, April). Assessing beginning secondary science teachers' PCK: Pilot year results. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Lee, E., & Luft, J. (2006, April). Defining pedagogical content knowledge from the perspective of experienced secondary science teachers. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Lee, V. R. (2006, July). Moving beyond epistemic fidelity for evaluating curricular representations. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Lee, V. R., (April, 2006). Moving beyond epistemic fidelity for evaluating curricular representations. Poster presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Lee, V. R., & Krakowski, M. (2006, April). Methodological challenges for identifying and coding diverse knowledge elements in interview data. In B. Sherin (Chair), Approaches and challenges for using clinical interviews as instruments for capturing coherence in student knowledge. Symposium conducted at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Lee, V. R., & Sherin, B. (2006, June). Beyond transparency: How students make representations meaningful. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Lin, H. T. (2006, June). Exploring the relationship between teachers' curriculum enactment experience and their understanding of underlying curriculum design rationales. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Lin, H. T., & Fishman, B. (April, 2006). Exploring the relationship between teachers' curriculum enactment experience and their understanding of underlying curriculum design rationales. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Lizotte, D. J., McNeill, K. L., & Krajcik, J. (2004, June). Teacher practices that support students' construction of scientific explanations in middle school classrooms. Paper presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

Lockhart, J. (2005). Environmental literacy working paper 5: Diversity and evolution. Unpublished manuscript, Michigan State University.

M

Mamlok-Naaman, R., Fortus, D., Dershimer, R.C., Krajcik, J., & Marx, R.W. (2006). How do I design a cellular phone that is safer to use? In P. Nentwig & D. Waddington (Eds.), Setting into Perspective: Context-based science education, (pp. 215-241). Munster: Waxmann.

Mawyer, K. (2006, July). Beliefs, decisions and adaptations: A test case study of a teacher’s participation with investigations. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Mawyer, K. (2006, April). Curriculum use and adaptation of a reform-based science curriculum. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Mawyer, K. (2005, July). Recognizing adaptation in curricular enactment. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

McLaughlin, D., Gallagher, J., Heitzman, M., Stevens, S., & Swarat. S. (2006, July). Addressing issues of diversity in curriculum materials and teacher education. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

McNeill, K. L. (2006). Supporting students' construction of scientific explanations through curricular scaffolds and teacher instructional practices. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI.

McNeill, K. L. (2006, July). Supporting students' construction of scientific explanations through curricular scaffolds and teacher instructional practices. Featured Research Presentation presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

McNeill, K., & Krajcik, J. (2006, April). Sequencing and supporting complex scientific inquiry practices in instructional materials for middle school students: explanation and argumentation. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

McNeill, K. L., & Krajcik, J. S. (2006, April). Supporting students' construction of scientific explanation through generic versus context-specific written scaffolds. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.

McNeill, K. L., & Krajcik, J. S. (in press). Middle school students' use of appropriate and inappropriate evidence in writing scientific explanations. In M. Lovett & P. Shah (Eds.), Thinking with data: The proceedings of the 33rd Carnegie Symposium on Cognition. Mahwah, NJ: Lawrence Erlbaum Associates, Inc.

McNeill, K. L., & Krajcik, J. S. (accepted). Teacher instructional practices to support students writing scientific explanations. In J. Luft, J. Gess-Newsome, & R. Bell (Eds.), Science as inquiry in the secondary setting. Washington, DC: National Science Foundation.

McNeill, K. L., & Krajcik, J. (2004, June). Middle school students' use of evidence and reasoning in writing scientific explanations. Paper presented at the 33rd Carnegie Symposium on Cognition: Thinking with Data, Pittsburgh, PA.

McNeill, K., & Kuhn, L. (2006). Explanation and argumentation. In symposium presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

McNeill, K. L., & Kuhn, L. (2006, April). Sequencing and supporting complex scientific inquiry practices in instructional materials for middle school students: Explanations and argumentation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

McNeill, K. L., & Lizotte, D. J. (2005, April). Identifying teacher practices that support students' explanations in science. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. W. (2006). Supporting students' construction of scientific explanations by fading scaffolds in instructional materials. The Journal of the Learning Sciences, 15(2), 153–191.

McNeill, K. L., Lizotte, D. J., Krajcik, J., & Marx, R. (2004, April). Supporting students' construction of scientific explanations using scaffolded curriculum materials and assessments. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Merritt, J. (2006, July). Focus on modeling: A curriculum approach to learning the particle nature of matter. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Merritt, J. (2006, April). Focus on Modeling: A Curriculum Approach to Learning the Particulate Nature of Matter. Poster presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Merritt, J., Rogat, A., & George, M. (2006, April). Focus on modeling: A curriculum approach to learning the particulate nature of matter. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Moje, E. B., Krajcik, J., Sutherland, L. M., & Heitzman, M. E. (2004, July). Developing scientific literacy through use of textual tools. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Moore, F. (2004, April). Power in science teaching, learning, and teacher professional development. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

N

Nordine, J. (2006, July). Investigating the impact of curriculum on students’ energy concept development. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Nordine, J., Fortus, D., & Krajcik, J. (2006, April). Development of middle school students’ conception of energy during a qualitative unit in which energy is not defined. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Nordine, J. (2005, July). The development of middle school students' conception of energy during a qualitative unit in which energy is not defined. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Novak, A. M., & Krajcik, J. S. (2004). Using technology to support inquiry in middle school science. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 75-101). Dordrecht, The Netherlands: Kluwer.

P

Passmore, C. (2006, July). What does sustainability mean? Investigating what happens to curriculum and practice after a school/university collaboration ends. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Passmore, C. (2005, July). Curriculum development, modification, or implementation: Varied entry points for teachers in their journey toward model-based instruction. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Piety, P. (2005, July). A multimodal semiotic exploration of the food web diagram in contemporary middle school textbooks and assessments. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Pitts, V. M. (2006, July). Do students buy in? A study of student goal and role adoption by students in project-based curricula. Featured Research Presentation presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Pitts, V. (April, 2006). Does the scenario matter? A study of student buy-in to an overall scenario in project-based curricula. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Pitts, V. M. (2006). Do students buy in? A study of student goal and role adoption by students in project-based curricula. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Pitts, V. (2004, July). Role, goal, and activity: How context influences student engagement in scenario-based learning environments. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Pitts, V. (2005, July). Examining student buy-in to project-based science curricula. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Pitts, V., & Edelson, D. (2006, June). The Role-Goal-Activity Framework Revisited: Examining Student Buy-In in a Project-Based Learning Environment. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Pitts, V. M., & Edelson D. (2004, June). Role, goal, and activity: A framework for characterizing participation and engagement in project-based learning environments. Paper presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

Pitts, V., & Edelson, D. (2004, April). Role, goal, and activity: How context influences student engagement in scenario-based learning environments. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Plummer, J. (2006). Elementary Students Learning About the Apparent Motions of celestial objects. Unpublished doctoral dissertation, University of Michigan, Ann Arbor, MI.

Plummer, J. (2005). Kinesthetic learning with elementary students in the planetarium. Poster presented at the 40th Annual Meeting of the Great Lakes Planetarium Association, Grand Rapids, MI.

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Quintana, C., Reiser, B. J., Davis, E. A., Krajcik, J., Fretz, E., Duncan, R. G., Kyza, E., Edelson, D., & Soloway, E. (2004). A scaffolding design framework for software to support science inquiry. The Journal of the Learning Sciences, 13(3), 337.

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Regan, T., Sweeney, B., Willard, T., DeBoer, G. (2006, July). Representations of force and motion concepts at the middle level. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Reiser, B. J. (2004). Scaffolding complex learning: The mechanisms of structuring and problematizing student work. The Journal of the Learning Sciences, 13(3), 273.

Reiser, B., & Tzou, C. (2004, April). Managing tensions in supporting students in technology-rich investigations. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Richmond, G., & Schwarz, C. Supporting the development of reform-based science teaching in urban contexts through work in professional inquiry communities. School Science and Mathematics. Manuscript in preparation.

Rivet, A., Jona, K., & Edelson, D. (2006, April). Sequencing and supporting complex science inquiry practices in instructional materials for middle school students: Systems thinking. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Rogat, A. D., & Krajcik, J. (2005, April). Teacher practices around visual representations in a middle school chemistry unit. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.

Rogat, A. D., Heitzman, M., & Krajcik, J. (2005, April). Exploring the relation between teachers' practices around visual representations and student learning in an inquiry-based chemistry unit. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Roseman, J. E., DeBoer, G., Wilson, L., Morris, K., Kulm, G., Willson, V., Capraro, R., Capraro, M. M., & Manon, J. (2004, April). Research issues in the improvement of mathematics teaching and learning through professional development. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Roseman, J. E., Kurth, L., Kesidou, S., & Stern, L. (2004, April). Mapping for curriculum coherence. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

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Salierno, C., Edelson, D. C., & Sherin, B. (in press). The development of student conceptions of the earth-sun relationship in an inquiry-based curriculum. Journal of Geoscience Education.

Schwarz, C., Enfield, M., Gunckel, K. L., Grosshandler, D., Tsurusaki, B. K., & Smith, E. (2006, April). Enhancing elementary teachers’ capabilities for critiquing, modifying, and enacting science curriculum materials: Conceptual frameworks for the elementary teachers and curriculum materials project. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Schwarz, C., & White, B. (2005). Meta-modeling knowledge: Developing students' understanding of scientific modeling. Cognition and Instruction, 23(2), 165-205.

Schwarz, C., Meyer, J., & Sharma, A. (2004, April). Creating epistemologically-rich learning environments: Computer modeling tools for pre-service elementary and middle school teachers. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Schwarz, C., Meyer, J., & Sharma, A. (2004, June). Preparing tomorrow's teachers to use technology: Analysis of pre-service elementary and middle school teachers' interpretations with computer modeling and simulation tools. Poster presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

Schwarz, C., Meyer, J., & Sharma, A. (in press). Technology, pedagogy, and epistemology: Opportunities and challenges of using computer modeling and simulation tools in elementary science methods. Journal of Science Teacher Education.

Schwarz, J. (2005). Describing content in middle school science curricula. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Schwarz-Ballard, J. (April, 2006). Epistemic structures as integrated descriptions of science content in curricula. Poster presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Schwarz-Ballard, J. (April, 2006). Primero la ciencia: Transforming an urban science summer camp. Poster presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Scott, L. A., Zimmerman, R., Chang, H., Heitzman, M., Krajcik, J., McNeill, K. L., Quintana, C., & Soloway, E. (2004, June). Demonstration: A handheld chemistry modeling and animation tool. Poster presented at the annual meeting of Interaction Design and Children, College Park, MD.

Sengupta, P., & Wilensky, U. (2006, July). NIELS: An agent based modeling environment for learning electromagnetism. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Sengupta, P., & Wilensky, U. (April, 2006). NIELS: An agent-based modeling environment for learning electromagnetism. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Sherin, B. (2006, June). Changing conceptual ecologies with task-structured science curricula. Paper presented at the 7th International Conference on the Learning Sciences, Santa Monica, CA.

Sherin, B. (2006). Common Sense Clarified: The role of intuitive knowledge in physics problem solving. Journal of Research in Science Teaching, 43(6), 535–555.

Sherin, B. L., Edelson, D., & Brown, M. (2004). On the content of task-structured curricula. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 221-248). Dordrecht, The Netherlands: Kluwer.

Sherin, B. L., Reiser, B. J., & Edelson, D. C. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. The Journal of the Learning Sciences, 13(3), 387.

Sherin, B., Krakowski, M., Lee, V. R., & Bang, M. (in press). The dynamics of coherence in a clinical interview about the seasons. In S. Vosniadou, X. Vamvakoussi, & C. Stathopoulou (Eds.), Advances in conceptual change research and the role of epistemological beliefs. Athens, Greece.

Shwartz, Y., Novak, A., & Krajcik, J. (2006, April). Enacting Inquiry-Based Curriculum: A Case Study. Poster presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Slusher, D., Mawyer, K., Riley, C., & Edelson, D. (2004, July). A study of the implementation of "Looking at the Environment," a year-long high school environmental science curriculum. Poster presented at the 2nd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Northwestern University, Evanston, IL.

Smith, B. K., & Reiser, B. J. (2005). Explaining behavior through observational investigation and theory articulation. The Journal of the Learning Sciences, 14, 315-360.

Smith, E., Fortus, D., Gunckel, K., Krajcik, J., & Roseman, J. (2004, April). Curricula in the classroom: Modules for preparing teachers to evaluate and modify curriculum materials. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Smith, E., Fortus, D., Gunckel, K., Krajcik, J., & Roseman, J. (2004, January). Curricula in the classroom: Modules for preparing teachers to evaluate and modify curriculum materials. Paper presented at the International Conference of the Association for the Education of Teachers of Science, Nashville, TN.

Smithey, J. & Davis, E. A. (April, 2006). The Development of pre-service elementary teachers’ knowledge about learners’ science ideas. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Smithey, J., & Davis, E. A. (2004, June). Pre-service elementary science teachers' identity development: Identifying with images of inquiry. Poster presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

Stern, L. (2005, July). Using Benchmarks for Science Literacy and Project 2061's criteria to inform the development of a curricular unit on evolution. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Stern, L., & Roseman, J. E. (2006). Improving the alignment of curriculum and assessment to national science standards. In D. W. Sunal & E. L. Wright (Series Eds.), Research in science education: Vol. 2. The impact of state and national standards on K–12 science teaching (pp. 301–324). Greenwich, CT: Information Age Publishing.

Stevens, S., & Davis, E. (2006, July). New teachers’ knowledge and beliefs about instructional representations. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Sutherland, L. M., McNeill, K. L., & Colson, K. (2004, November). Supporting students in creating scientific explanations. Workshop presented at the National Science Teachers Association Conference on Linking Science and Literacy in the Classroom, Seattle, WA.

Sutherland, L. M., McNeill, K. L., Krajcik, J. S., & Colson, K. (2005, April). Supporting students in creating scientific explanations. Workshop presented at the National Science Teachers Association Conference on Linking Science and Literacy in the Classroom, Dallas, TX.

Sutherland, L. M., McNeill, K. L., Krajcik, J. S., & Colson, K. (2006). Supporting students in creating scientific explanations. In Linking science and literacy in the K-8 classroom. Washington, DC: NSTA Press.

Sutherland, L., & George, M. A. (2005, April). Teachers' use of text to support students' science literacy learning. Symposium presented at the annual meeting of the American Educational Research Association, Montreal, Quebec, Canada.

Swarat,S. (2006, July). Understanding Middle School Student Interest in Science. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Switzer, A. (2006, July). Decision making in high-school environmental science: introducing a method of assessment. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Swarat, S. (April, 2006). What makes a topic interesting? An exploration of the underlying dimensions of topic interest. Paper presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

Switzer, A. (2005, July). Rubric design for assessing students' environmental decision making. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Switzer, A. (2005, October). Learning technologies which further the goals of environmental education. PowerPoint presentation given at the Annual Conference of the North American Association of Environmental Education, Albuquerque, NM.

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Tabak, I., & Sandoval, W. (2005, July). Exploring how configurations of students, teachers, and materials can foster agency in the science classroom. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Tarnoff, A., & Duncan, R. G. (2004, April). An improved framework for the design of inquiry-based learning environments: The synthesis of learning for use and understanding by design. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Tsurusaki, B. K., & Anderson, C. W. (2006, April). Connecting personal actions to environmental systems. Paper presentation, National Association for Research in Science Teaching, San Francisco, CA.

Tsurusaki, B. K., & Lockhart, J. (2006, April). Environmental literacy: Critical for preparing responsible citizens to live in a sustainable world. Paper presentation, American Educational Research Association, San Francisco, CA.

Tsurusaki, B. K. (2005). Environmental literacy working paper 4: Connecting personal and social actions to environmental systems. Unpublished manuscript, Michigan State University.

Tsurusaki, B. K., & Forthoffer, R. (2005, July). The environmental literacy project. Poster presented at the 3rd annual Knowledge Sharing Institute of the Center for Curriculum Materials in Science, Michigan State University, East Lansing, MI.

Tzou, C. (2006, April). Describing teaching dilemmas that arise during inquiry science teaching from a discourse perspective. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Tzou, C. (2005) Inquiry Science as a Discourse: New Challenges for Teachers, Students, and the Design of Curriculum Materials. Unpublished doctoral dissertation, Northwestern University, Evanston, IL.

Tzou, C., & Reiser, B. (2004, April). Balancing multiple demands of inquiry: A multidimensional perspective on teachers' support of inquiry practices. Poster presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Tzou, C., & Reiser, B. (2004, April). Support for discourse practices in inquiry science: A multidimensional perspective. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Tzou, C., & Reiser, B. (2004, June). Inquiry practices as subsystems: Characterizing important elements of reasoning. Poster presented at the 6th International Conference of the Learning Sciences, Santa Monica, CA.

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Umphress, J. (2006, July). Problem solving at home: Children’s intuitive development of theories of nature. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Umphress, J. (April, 2006). Reopening the debate: Introducing social prescription as the key to understanding informal learning. Poster presented at the Annual Meeting of the American Educational Research Association, San Francisco, CA.

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Wilson, C. (2006, July). Assessing students’ ability to trace matter in dynamic systems. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Wilson, C. (2006, April). Learning progressions in environmental literacy: Diversity and evolution in environmental systems. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Wilson, C. (2006, April). Measuring the impact of informal science education in zoos on environmental knowledge, attitudes, and behavior. Poster presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.

Wilson, C., Tsurusaki, B., Gunckel, K., & Covitt, B. (2006, July). Modernizing ecology content in the required K-12 science curriculum: The development of a learning progression for environmental science literacy. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Y

Yunker, M (2006, July). An evaluation of the nanosense curriculum materials: clear sunscreen: The interaction of light with matter. Poster presented at the 4th Annual CCMS Knowledge Sharing Institute, Ann Arbor, MI.

Text: AAAS Project 2061, Michigan State University, Northwestern University, University of Michigan
Text: Center for Curriculum Materials in Science