Jennifer Claesgens

Jennifer Claesgens
Weber State University · Center for Science and Math Education

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16
Publications
1,624
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151
Citations

Publications

Publications (16)
Article
Full-text available
The overall goal of our work is to disrupt pervasive narratives and misplaced assessments of what defines scientific brilliance, specifically in the introductory chemistry classroom. The traditional design of science, technology, education, and math (STEM) courses perpetuates the narrow view that intelligence is characterized by innate talent, know...
Article
Full-text available
This case study described teachers with varying technology skills who were implementing the use of geospatial technology (GST) within project-based instruction (PBI) at varying grade levels and contexts 1 to 2 years following professional development. The sample consisted of 10 fifth- to ninth-grade teachers. Data sources included artifacts, observ...
Article
This paper compares the performance of students at a high-performing U.S. public school (n = 64) on the advanced placement (AP) chemistry exam to their performance on the ChemQuery assessment system. The AP chemistry exam was chosen because, as the National Research Council acknowledges, it is the “perceived standard of excellence and school qualit...
Chapter
Energy is a pervasive concept in science that is used extensively in chemistry, biology, and physics to explain many observed phenomena. The National Science Education Standards (National Research Council, National Science Education Standards. National Committee for Science Education Standards and Assessment. National Academy Press, Washington, DC,...
Chapter
Full-text available
Research in science education is concerned with studying and describing how student learning develops over time toward building understanding of core 'big ideas.' This paper offers perspectives on how the development of coherent conceptual understanding in chemistry may be approached. Following an overview of what 'learning progressions' are, the f...
Article
Full-text available
The goal of the two Power of Data (POD) projects was to increase science, technology and math skills through the implementation of project-based learning modules that teach students how to solve problems through data collection and analysis utilizing geospatial technologies. Professional development institutes in two formats were offered to encour...
Poster
Full-text available
We have provided two years of professional development for secondary and middle school teachers with a focus on project-based instruction (PBI) using GIS. The EYE-POD project (funded by NSF-ITEST) involved pairs of teachers from Arizona and the surrounding region in two-week institutes during Summer, 2010, and an advanced institute in Summer, 2011....
Conference Paper
Full-text available
An aim of the NSF-ITEST funded POD project is to examine the effect that technology-integrated, problem-based learning modules have on the learning of secondary students whose teachers have participated in a curriculum implementation professional development structure. This research focuses on the professional development structure as the first ste...
Poster
Full-text available
The EYE-POD project at Northern Arizona University is an NSF-ITEST-funded professional development program for secondary science (SS) and career technical education (CTE) teachers. The program recruited SS-CTE teacher pairs from Arizona and the surrounding region to participate in two-week workshops during Summer, 2010, and an advanced workshop ins...
Article
Full-text available
Preliminary pilot studies and a field study show how a generalizable conceptual framework calibrated with item response modeling can be used to describe the development of student conceptual understanding in chemistry. ChemQuery is an assessment system that uses a framework of the key ideas in the discipline, called the Perspectives of Chemists, an...
Article
Within the already limited literature on instructional practices in detracked classrooms, there are even fewer research-based studies of detracked science classrooms. This article attempts to address this gap in the research literature, delving into the unique challenges and instructional responses to teaching detracked science. The authors report...
Article
The purpose of this dissertation research is to investigate and characterize how students learn chemistry from pre-instruction to deeper understanding of the subject matter in their general chemistry coursework. Based on preliminary work, I believe that students have a general pathway of learning across the "big ideas," or concepts, in chemistry th...
Article
This case study examines the understanding of a small sample of nursing students in some aspects of general chemistry. In the United States most nursing programs require college- level nursing courses, with expectations that students will master basics of first-year general chemistry. Anxiety to achieve passing grades in such courses is high for nu...
Article
Living by Chemistry (LBC) is a high school curriculum project that proposes framing the big ideas of chemistry to provide developmental cohesion across the curriculum and promote conceptual understanding. The proposed framework, called perspectives of Chemists," is intended to allow measurement of individual conceptual change in chemistry over time...
Article
ChemQuery/Living by Chemistry (LBC) is a chemistry curriculum and assessment project that has framed the "big ideas" of chemistry in order to provide developmental cohesion and promote conceptual understanding for students. This framework, called Perspectives of Chemists, informs on patterns and characteristics of the "conceptual change space" in t...

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