Bridget K. Mulvey

Bridget K. Mulvey
Kent State University | KSU · School of Teaching, Learning & Curriculum Studies

Ph.D.

About

37
Publications
20,877
Reads
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347
Citations
Citations since 2016
30 Research Items
303 Citations
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Introduction
Bridget K. Mulvey works at Kent State University teaching and researching in Science Education in the areas of the Nature of Science/Engineering, Science/Engineering Practices/Inquiry, and Educational Technology for diversity, equity, and justice. Her most recent publication is 'Examining ontological and self-monitoring scaffolding to improve complex systems thinking with a participatory simulation.' Website: https://scienceandcareer.weebly.com

Publications

Publications (37)
Article
Full-text available
Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial semester-l...
Article
Full-text available
An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have almost exclusively been assessed using the Views of Nature of Science (VNOS) suite of instruments, which consists of open-ended questions. The purpose of this study was to investi...
Article
In-depth understanding of nature of science (NOS) moves beyond knowledge of discrete NOS aspects to consider connections among NOS aspects. This study presents three teacher cases pre to post a nature of science graduate course to explore the potential of an innovative analytic approach that focuses on the connections individual learners make among...
Article
Full-text available
Most of humanity’s important and difficult problems such as pandemics, environmental health, and social unrest require recognizing and understanding complex systems. Students often have difficulty understanding complex systems concepts and previous research indicates that scaffolded computer simulations may facilitate learning. Few studies, however...
Article
Full-text available
Due to the substantial emphasis on engineering in K-12 science education efforts in the USA, it is important for teachers to develop a deeper understanding of the nature of engineering (NOE) and the relationship between engineering and science. A deep understanding is characterized not only by the presence or absence of ideas but also by the interc...
Article
Scaled analog modeling (“sandbox modeling”) allows deformational processes, such as the development of a mountain belt, to be observed in real time in a classroom setting. However, the actual learning gains from exposure to sandbox modeling in geology courses in higher education settings have not been explicitly studied. We begin to investigate the...
Article
Full-text available
Practitioners and researchers in geoscience education embrace collaboration applying ICON (Integrated, Coordinated, Open science, and Networked) principles and approaches which have been used to create and share large collections of educational resources, to move forward collective priorities, and to foster peer‐learning among educators. These stra...
Article
Scientific knowledge is necessary to make informed decisions about many social issues, but some of the public is skeptical of science and scientific expertise. Teacher education programs are one way to address distrust in science in this generation and the next. Socioscientific issues (SSI) have been advocated as important for teaching about the na...
Chapter
The purpose of this chapter is to present an overview of a year-long professional development program on earth systems science and a related investigation into teachers' knowledge and skill development related to technology integration and what promoted transformational changes. Teachers progressed to recognize the spatial nature of science, use te...
Article
Students with special educational needs (SEN) are often left behind in science education, and research largely ignores this population. In particular, very limited research examines the intersection between the nature of science (NOS) and special education (SPED). To address this gap, the study investigated 18 preservice SPED teachers’ NOS plans an...
Article
Full-text available
Understandings of the nature of scientific inquiry (NO) is included in science education reform documents around theworld. However, little is known about what students have learnedabout NOSI during their pre-college school years. The purpose of this large-scale follow-up international project (i.e. 32 countries and regions, spanning six continents...
Article
Students with special educational needs (SEN) are often left behind in science education, and research largely ignores this population. In particular, very limited research examines the intersection between the nature of science (NOS) and special education (SPED). To address this gap, the study investigated 18 preservice SPED teachers’ NOS plans an...
Article
Full-text available
Understandings of the nature of scientific inquiry (NOSI), as opposed to engaging students in inquiry learning experiences, are included in science education reform documents around the world. However, little is known about what students have learned about NOSI during their pre-college school years. The purpose of this large-scale follow-up interna...
Article
Full-text available
There is growing demand in our society to cultivate creativity and foster innovation. Design thinking has been successfully practiced as an educational framework for supporting innovation in educational and work contexts. However, research on design thinking education that facilitates the acquisition of knowledge related to design process and pract...
Chapter
Full-text available
For decades, nature of science (NOS) has been recognized as an important component in science education reform and has been a major focus of science teacher educators. We noticed that teachers unfamiliar with NOS literature were surprised to learn of the many NOS resources available. The NOS Example Strategy presented in this chapter aims to provid...
Article
Full-text available
Graduate students regularly teach undergraduate STEM courses and canpositively impact students’ understanding of science. Yet little research examines graduate students’ knowledge about nature of science (NOS) or instructional strategies for teaching graduate students about NOS. This exploratory study sought to understand how a 1-credit Teaching in...
Poster
Full-text available
To investigate the added utility of the Views of Nature of Science (VNOS), beyond scoring individual participants' conceptions, through an Epistemic Network Analysis (ENA). • Traditional rating of the VNOS was performed. Then an ENA was used to assess interconnections between NOS conceptions from responses on the VNOS. • The ENA pre-test map showed...
Chapter
Full-text available
To support increased access to science, there is a need to promote a more nuanced understanding of what science is like and the great variations in who scientists are and how they do their work. In particular, it is helpful for students to reflect on the human side of science. Scientists continue to explore the unknown to learn more about the natur...
Article
Full-text available
Minerals are commonly taught in ways that emphasize mineral identification for its own sake or maybe to help identify rocks. But how do minerals fit in with other science content we teach? I use mineral formulas to help Earth science students wonder about the connection between elements, compounds, mixtures, minerals, and mineral formulas. This wee...
Article
Full-text available
Despite successful attempts to improve learners’ nature of science (NOS) conceptions through explicit, reflective approaches, retention of improved conceptions is rarely addressed in research. The issue of context for NOS instruction has implications for this retention. Whether to contextualise has been the question occupying science educators’ att...
Article
Full-text available
Components of complex systems apply across multiple subject areas, and teaching these components may help students build unifying conceptual links. Students, however, often have difficulty learning these components, and limited research exists to understand what types of interventions may best help improve understanding. We investigated 32 high sch...
Article
Full-text available
This investigation examined outcomes associated with nature of science (NOS) instruction along a science-content context continuum on the development of secondary preservice science teachers’ conceptions of and plans to teach NOS, moving beyond the common dichotomy of contextualized versus noncontextualized instruction. Participants comprised six t...
Article
This investigation provides detailed descriptions of preservice secondary science teachers’ technology-enhanced inquiry instruction and their developing TPACK. Prior to student teaching, 27 preservice teachers were introduced to general guidelines for integrating technology to support reform-based science instruction. This instruction was in the co...
Article
Effective nature of science (NOS) instruction is explicit and should be situated in a meaningful context that encourages students to reflect on the scientific enterprise. This approach to NOS instruction aligns with situated learning theory, which espouses that learning cannot be disconnected from the content to which it applies. The process skills...
Article
Space Science for Teachers is a professional development program created to address the astronomy and space science coursework in the Virginia and National Science Education Standards. A unique aspect of the course was the integration of lessons on the nature of science. Informed by social constructivism and situated learning theory, the participat...
Article
Full-text available
40Ar/39Ar dating of muscovite, biotite, and K-feldspar combined with microstructural analysis of lower greenschist-facies, polymetamorphic, phyllitic rocks, and marbles were successfully used to de cipher the thermal and tectonic histories of the Westminster and adjacent terranes in western Maryland. The presence of unreset detrital muscovite in so...

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Project (1)
Project
Epistemic Network Analysis (ENA) is an analysis technique derived from Social Network Analysis and a card sorting technique. ENA provides researchers with maps that show strength of connections between ideas, clustering of ideas, and central ideas using nodes and connection lines. We use this analysis to analyze how learners are connecting ideas and the density of these ideas.