Krista Glazewski

Krista Glazewski
Indiana University Bloomington | IUB · Department of Instructional Systems Technology

About

109
Publications
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2,642
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Publications

Publications (109)
Article
Artificial intelligence (AI) is quickly finding broad application in every sector of society. This rapid expansion of AI has increased the need to cultivate an AI-literate workforce, and it calls for introducing AI education into K-12 classrooms to foster students’ awareness and interest in AI. With rich narratives and opportunities for situated pr...
Article
Because implementing and orchestrating collaborative problem-based learning (PBL) in K-12 classrooms requires teachers to manage multiple activities and access various teaching resources at the same time, this is an exceptionally complex task for designers to develop tools for orchestration support as well as for teachers to coordinate. The aim of...
Conference Paper
Full-text available
Successfully engaging in collaborative problem solving is an essential constituent of professional and general life skills. Collaborative problem solving is also used to engage learners in collaborative processes relevant to the acquisition of knowledge and skills. Here, learners co-construct knowledge by transactively building on each other’s cont...
Chapter
Collaborative game-based learning environments offer the promise of combining the strengths of computer-supported collaborative learning and game-based learning to enable students to work collectively towards achieving problem-solving goals in engaging storyworlds. Group chat plays an important role in such environments, enabling students to commun...
Article
Full-text available
This study aims to explore the middle schoolers' common naive conceptions of AI and the evolution of these conceptions during an AI summer camp. Data were collected from 14 middle school students (12 boys and 2 girls) from video observations and learning artifacts. The findings revealed 6 naive conceptions about AI concepts: (1) AI was the same as...
Chapter
This chapter discusses problem-based learning as a powerful pedagogy that is able to facilitate students’ higher order thinking, knowledge development, and transferable knowledge and skills. Grounded in the constructivist approaches, problem-based learning is a robust methodology for teaching and learning. Problem-based learning supports learners’...
Article
With accelerating advances in artificial intelligence, it is clear that introducing K-12 students to AI is essential for preparation to interact with and potentially develop AI technologies. To succeed as the workers, creators, and innovators of the future, we argue students should encounter core concepts of AI as early as elementary school. Howeve...
Article
Recent years have seen the rapid adoption of artificial intelligence (AI) in every facet of society. The ubiquity of AI has led to an increasing demand to integrate AI learning experiences into K-12 education. Early learning experiences incorporating AI concepts and practices are critical for students to better understand, evaluate, and utilize AI...
Chapter
Collaborative game-based learning environments offer significant promise for creating effective and engaging group learning experiences. These environments enable small groups of students to work together toward a common goal by sharing information, asking questions, and constructing explanations. However, students periodically disengage from the l...
Article
Full-text available
This exploratory paper highlights how problem‐based learning (PBL) provided the pedagogical framework used to design and interpret learning analytics from Crystal island: ecojourneys, a collaborative game‐based learning environment centred on supporting science inquiry. In Crystal island: ecojourneys, students work in teams of four, investigate the...
Article
You may access the free prints (first 50 people can use the link to receive free copy of the paper). https://www.tandfonline.com/eprint/6QUMG8RUEWVBTUDFGBVT/full?target=10.1080/1475939X.2022.2030790 This study explores the multiple ways in which a group of five in-service language teachers reflected in an online video-embedded learning environment...
Article
Full-text available
Problem-based learning (PBL) has been widely incorporated in STEM classrooms. Unfortunately, its effectiveness for foreign language teaching is less explored. This design case describes the design and implementation process of a Chinese PBL unit in a US elementary school along with the design considerations of teaching dilemma-centered instruction....
Article
The purpose of this study was to explore the impact a specific socio-scientific inquiry (SSI) unit has on student achievement and attitudes over the course of two years with two different implementations of the unit. Specifically, this study addressed the following research question: What impact does participation in an SSI unit have on student ach...
Article
The aim of this multiple case study was to investigate the influences of professional development coaching on three elementary school teachers' technology integration practices and their coaching experiences. We found that authentic coaching experiences, including modeling and hands-on activities, were considered supportive for teachers' technology...
Article
This study used an explanatory mixed methods research design to examine the scaffolding strategies of middle school teachers during a design problem-based learning (PBL) unit. Both quantitative and qualitative techniques were used in data collection and analysis, and the findings were integrated for interpretation. Our analysis of classroom observa...
Article
Artificial intelligence has emerged as a technology that is profoundly reshaping society and enabling rapid improvements in science, engineering, and mathematics, as well as information technology itself. This has generated increased demand for fostering an AI-literate populace as well as a growing recognition of the importance of promoting K-12 st...
Article
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Scaffolding is one of the critical features in a problem-based learning environment to address challenges associated with problem solving. While transfer of responsibility is considered as an ultimate goal in scaffolding that is adaptive and contingent, it is rarely studied and practiced. Thus, the purpose of this study was to inform a deeper under...
Article
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As a way to support teachers' professional development activities and build communities of practice for teachers, education researchers and practitioners have put considerable effort into building an online learning community for K-12 teachers to create a venue to facilitate teachers' joint knowledge construction. However, a substantial number of s...
Article
Full-text available
Collaborative inquiry learning affords educators a context within which to support understanding of scientific practices, disciplinary core ideas, and crosscutting concepts. One approach to supporting collaborative science inquiry is through problem‐based learning (PBL). However, there are two key challenges in scaffolding collaborative inquiry lea...
Chapter
Collaborative game-based learning environments integrate game-based learning and collaborative learning. These environments present students with a shared objective and provide them with a means to communicate, which allows them to share information, ask questions, construct explanations, and work together toward their shared goal. A key challenge...
Article
Teachers’ ability to design meaningful uses of technology for all learners in any classrooms has a potential to narrow digital gaps among K-12 students. However, we know little about whether teachers are prepared to consider these issues when making technology integration decisions. This study explored preservice teachers’ knowledge use and their c...
Article
The purpose of this study was to identify types and patterns of peer scaffolding that occur during inquiry-based learning (IBL) group activities. It employed a single instrumental case approach that integrated quantitative and qualitative analyses of data gathered from 21 students in a ninth grade biology course. A verbal analysis, a content analys...
Article
Complex problem solving is an effective means to engage students in disciplinary content while also furnishing critical non-cognitive and life skills. Despite increased adoption of complex problem-solving methods in K-12 classrooms today (e.g., case-, project-, or problem-based learning), we know little about how to make these approaches accessible...
Article
Full-text available
In an effort to address K-8 teacher confidence in STEM and increase basic genetics knowledge to a level consistent with its importance in society, we have developed, implemented, and evaluated a 7-day teacher professional development workshop. The overarching goal of our workshop is to facilitate the implementation of innovative DNA-based classroom...
Article
The purpose of this study was to examine how students’ academic achievement and group performance related to their perceptions of the usefulness of hard, peer, and teacher scaffolds. A single instrumental case approach that integrated quantitative and qualitative analysis was employed for this study, which involved data gathered from 163 students i...
Article
Purpose This paper aims to present a model of collaborative inquiry play: rule-based imaginary situations that provide challenging problems and support agentic multiplayer interactions (c.f., Vygotsky, 1967; Salen and Zimmerman, 2003). Drawing on problem-based learning (PBL, Hmelo-Silver, 2004), this paper provides a design case to articulate the r...
Chapter
Narrative and collaboration are two core features of rich interactive learning. Narrative-centered learning environments offer significant potential for supporting student learning. By contextualizing learning within interactive narratives, these environments leverage students’ innate facilities for developing understandings through stories. Comput...
Chapter
Scaffolding is one of the key features of a problem‐based learning (PBL) environment. As observed by Barrows and Tamblyn instructors and/or tutors are expected to provide learners with consistent and dynamic support throughout the problem‐solving process. Although Barrows did not use the scaffolding metaphor in his early descriptions of PBL, the sm...
Presentation
Despite industry's preference for engineers who are able to link their university learning to real-world design, the gap between what is learned and what is applied persists (Cosgrove, Phillips, & Quilligan, 2010; Ribiero & Mizukami, 2005). This presentation describes the use of problem-based learning (PBL) as an approach to bridge that gap in a se...
Article
This chapter reviews how scaffolding has been conceptualized and used in problem‐based learning (PBL) environments since first introduced by Howard Barrows in the early 1970s. We discuss the two primary functions scaffolding serves: to guide or support students through the complexity of a task (i.e., structuring the task) and to help students focus...
Article
Full-text available
Understanding more about the relationship between teachers’ content-specific pedagogical beliefs and practices with regard to their technology will help teacher educators prepare teachers to integrate technology to support teaching and learning. This study explored the relationship between English as foreign language (EFL) teachers’ content-specifi...
Chapter
Our campuses and professions reflect a seemingly endless stream of initiatives to consider how faculty might integrate technology into instruction, and many have engaged such opportunities. However, there is a reason to engage skepticism when we consider the role of technology in our institutions. I argue that technology cannot be both the goal of...
Article
Full-text available
Purpose This paper aims to lay out the goals and challenges in using information for ambitious learning practices. Design/methodology/approach Through a review of the literature, the authors integrate across learning, information sciences and instructional design to identify challenges and possibilities for information searching and sense-making...
Presentation
This session covers a mixed-methods research study of scaffolding strategies used in a middle-school problem-based learning (PBL) environment. Rooted in cognitive psychology and instructional design theory, the study explores different types of scaffolding used by teachers to support all learners of varying ability levels over five days of instruct...
Conference Paper
This work describes an innovative approach to bridging the gap often found in undergraduate engineering courses of students’ ability to apply existing content knowledge to real-world situations. The use of Problem Based Learning (PBL) was piloted in a senior-level Foundation Engineering course during the summer of 2018. During the module, groups we...
Article
Full-text available
Research has identified that pre-service teachers have concerns about technology integration (e.g., their future school would lack technology resources; technology is not applicable in their subject areas). Mentoring has been highlighted as a means of overcoming these concerns. In this study, we present and investigate one strategy - an asynchronou...
Article
This study examined the types of learning behaviors students demonstrated while performing inquiry tasks. It also explored the relationship between the learning behaviors and students' domain knowledge. We observed fourteen students in five groups during a ninth-grade biology course. Three types of learning behaviors (inquiry, collaborative, and mi...
Article
Full-text available
Supporting change in teacher practice: Examining shifts of teachers' professional development preferences and needs for technology integration. Studies have shown that when K-12 school districts implement a new technology initiative, it is not always accompanied by effective teacher professional development (PD). Many teachers have indicated that e...
Article
Full-text available
We can see why educators are drawn to making; maker environments hold tremendous potential for engaging learners in both (a) building and representing their knowledge and (b) fostering opportunities for seeing the world in new ways. This potential reflects what our team of middle school teachers, university professors, and graduate students observe...
Article
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Although many elementary schools have adopted one-to-one programs, we still lack information on how teachers integrate iPads or other tablets into their daily instruction, especially in early childhood settings. The purpose of this case study was to present how four experienced iPad-using early childhood teachers integrated one-to-one iPads into th...
Article
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This study explores how web-based scaffolding tools provide instructional support while implementing a socio-scientific inquiry (SSI) unit in a science classroom. This case study focused on how students used web-based scaffolding tools during SSI activities, and how students perceived the SSI unit and the scaffolding tools embedded in the SSI activ...
Article
This case study reports on the implementation of student-generated questioning using a customized personal response system (PRS) by two groups of students in second language (L2) courses at a university in the United States. This study aimed to understand more about instructor and student experience with student-generated questioning for promoting...
Conference Paper
Full-text available
Educators from The Project School and collaborators from Indiana University (IU) forged a unique partnership that supported middle school students over the course of a yearlong, multidisciplinary design project. The project engaged students in a broad question: Can DIY (Do-It-Yourself) aquaponic systems solve sustainability problems associated with...
Chapter
In this account, I present some of the highlights of my experiences along with the ways I’ve considered and made sense of them. And incidentally, the references by Hackman, Solnit, and Zimmerman are readily available online and well worth the the read.
Article
Full-text available
Socioscientific Inquiry (SSI) represents an instructional approach designed to target interest and knowledge in sci-ence. In this context, students consider scientific issues that have social implications and comprise a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004, 2011). Given the poten...
Article
Full-text available
This special issue represents the second issue of a two-part series in which we forefront a number of examples that address our broad question: what do our designs look like when we partner with teachers? The result is this issue focusing on partnership implementations of designs intended for K-12 classrooms. From an open call for proposals, we inv...
Presentation
Full-text available
The purpose of the study is to portray the development of a beginning first-grade teacher’s development when using during her first year of teaching. Through recognizing beginning teachers’ practices and hearing their stories, we will be able to gain a better understanding of how the beginning elementary teacher understands and creates meaning from...
Article
Full-text available
At the intersection of biology and computer science is the growing field of bioinformatics—the analysis of complex datasets of biological relevance. Despite the increasing importance of bioinformatics and associated practical applications, these are not standard topics in elementary and middle school classrooms. We report on a pilot project and its...
Article
Full-text available
In this special issue, we asked a broad question: what do our designs look like when we partner with teachers? More specifically, we began by acknowledging the fact that our design decisions - the “what has gone into this effort?” - are not always visible in our research publications. The result is a diverse collection of contributing teachers, tea...
Presentation
Full-text available
This study explored early childhood teachers’ instructional practices under the context of 1:1 iPad initiative. Two kindergarten and two 1st grade teachers teaching in a Midwest elementary school participated in the study. In-depth interviews and classroom observations were conducted to understand their instructional practices and perception of usi...
Poster
Exploring the Current Landscape of Technology, Instruction, Cognition, and Learning
Chapter
Full-text available
While problem-based learning (PBL) has a relatively long history of successful use in medical and pre-professional schools, it has yet to be widely adopted by K–12 teachers, despite notable progress the last few years (e.g., Gallagher & Gallagher, 2013; Kolodner et al., 2003; Swan et al., 2013). This relatively slow adoption may be due, in part, to...
Article
Full-text available
It is generally believed that new PhD graduates begin their first faculty positions having already outlined a research agenda that will guide their work during the next several years of their careers. Yet very little guidance is provided regarding how to accomplish this important task. In fact, little explanation is provided about what, exactly, a...
Article
Full-text available
Socioscientific Inquiry (SSI) represents one approach designed to target interest and knowledge in science. In this context, students consider scientific issues that have social implications and require a range of trade-offs, concepts, and considerations in order to arrive at informed conclusions (Sadler, 2004). However, inquiry tasks in general an...
Article
Students engaged in problem-based learning (PBL) units solve ill-structured problems in small groups, and then present arguments in support of their solution. However, middle school students often struggle developing evidence-based arguments (Krajcik et al., J Learn Sci 7:313–350, 1998). Using a mixed method design, the researchers examined the use...
Article
Full-text available
Much of the potential success in problem-based learning (PBL) rests on the teacher (Neville, 1999). In order for PBL teachers to achieve the anticipated outcomes, they need to enact specific strategies that enable student success (Kolodner et al., 2003). This includes helping students master strategies for: 1) conducting effective information searc...
Article
Full-text available
Despite the challenges inherent in adopting problem-based learning (PBL) in the middle school classroom, successful PBL teachers are able to find suitable solutions. In this exploratory study we examined the perceptions and practices of five successful middle school PBL teachers regarding the specific difficulties encountered with PBL and the strat...
Article
Full-text available
The literature on the use of problem-based learning in K–12 settings has traditionally focused on gifted and average students. However, mainstreaming is placing increasing numbers of students with special needs in general education classrooms. This case study examined how members of a small group in a mainstreamed seventh grade science class intera...
Article
Problem-based learning (PBL) is an instructional approach in which students in small groups engage in an authentic, ill-structured problem, and must (1) define, generate and pursue learning issues to understand the problem, (2) develop a possible solution, (3) provide evidence to support their solution, and (4) present their solution and the eviden...
Article
The purpose of this study was to develop and field-test the Technology Skills, Beliefs, and Barriers scale and to determine its validity and reliability for use with preservice teachers. Data were collected from 176 preservice teachers enrolled in a field-based teacher education program located at a major Southwestern university in the United State...
Article
Problem-based learning requires teachers to assume non-traditional roles focused on guiding students in the active exploration of a complex learning environment. Scaffolds may represent one means for supporting teachers in this unfamiliar role. This case study examined the role of scaffolds as supports for two sixth-grade teachers unfamiliar with P...