Joseph Krajcik's research while affiliated with Michigan State University and other places

Publications (288)

Article
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We face complex global issues such as climate change that challenge our ability as humans to manage them. Models have been used as a pivotal science and engineering tool to investigate, represent, explain, and predict phenomena or solve problems that involve multi-faceted systems across many fields. To fully explain complex phenomena or solve probl...
Article
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Students' motivation plays an important role in successful science learning. However, motivation is a complex construct. Theories of motivation suggests that students' motivation must be conceptualized as a moti-vational system with numerous components that interact in complex ways and influence metacognitive processes such as self-evaluation. This...
Conference Paper
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Recent development of Artificial Intelligence (AI), especially machine learning (ML) which is a subset of AI, has shown great potential to innovate traditional assessment practices by significantly improving the construct complexity, assessment functionality, and automaticity using AI-based automatic scoring. We thus propose a symposium focusing on...
Article
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Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multirepresentational features of scientific models, scoring student‐developed models is time‐ and cost‐intensive, remaining one of the most challenging assessment pra...
Conference Paper
Science education shifts to develop student knowledge-in-use. Teachers are the linchpin to reach the new vision. Rich images of NGSS science classroom enactment have been appealed for teachers’ instructions. This longitudinal study employs latent profile analysis to identify profiles of teacher enactment across three consecutive units. Observation...
Article
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Developing and using models to make sense of phenomena or to design solutions to problems is a key science and engineering practice. Classroom use of technology-based tools can promote the development of students’ modelling practice, systems thinking, and causal reasoning by providing opportunities to develop and use models to explore phenomena. In...
Method
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Our ST and CT ID Tool, including both validated and unvalidated components
Preprint
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Involving students in scientific modeling practice is one of the most effective approaches to achieving the next generation science education learning goals. Given the complexity and multi-representational features of scientific models, scoring student-developed models is time-and cost-intensive, remaining one of the most challenging assessment pra...
Article
Full-text available
Crafting Engaging Science Environments is a high school chemistry and physics project-based learning intervention that meets Next Generation Science Standards performance expectations. It was administered to a diverse group of over 4,000 students in a randomized control trial in California and Michigan. Results show that treatment students, on aver...
Preprint
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Teachers adapt science curriculum materials in planned and unplanned ways to address a variety of goals. This professional learning design seeks to support 18 elementary science teachers in biweekly professional learning (PL) sessions during COVID 19. They discuss and share their own adaptations for enhancing opportunities for productive disciplina...
Conference Paper
Full-text available
Teachers adapt science curriculum materials in planned and unplanned ways to address a variety of goals. This professional learning design seeks to support 18 elementary science teachers in biweekly professional learning (PL) sessions during COVID 19. They discuss and share their own adaptations for enhancing opportunities for productive disciplina...
Article
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This paper introduces project-based learning (PBL) features for developing technological, curricular, and pedagogical supports to engage students in computational thinking (CT) through modeling. CT is recognized as the collection of approaches that involve people in computational problem solving. CT supports students in deconstructing and reformula...
Chapter
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Recent reform-based policy documents cite the design of inclusive classroom environments as a critical driver for promoting equitable learning environments. Yet, finding opportunities that support elementary students’ science achievement in under-resourced urban environments with predominately Black students remains a significant equity challenge f...
Article
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Energy conservation is a fundamental concept in physics and across the sciences as it provides a lens for investigating a wide range of phenomena. Research into energy learning progressions has shown that a majority of students across K-12 struggle with energy conservation. These studies characterize students’ learning progressions as starting from...
Article
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In A Framework for K-12 Science Education, researchers call for teachers to make dramatic shifts in practice – and sustain in these changes in practice – so students can engage in rigorous and equitable three-dimensional science learning. Project-Based Learning (PBL) motivates students from diverse backgrounds to persist in learning. This project p...
Article
To meet the demands of the Next Generation Science Standards (NGSS), teachers need to reconsider their current instructional practices, shifting from learning about scientific ideas to making sense of phenomena and solving problems using three-dimensional learning components. Project-Based Learning (PBL) provides a framework for creating NGSS-align...
Article
Deep science understanding is reflected in students’ ability to use content and skills when making sense of the world. Assessing deep understanding requires measuring complex constructs that combine elements of content and skills. To develop valid measures of complex constructs, we need to understand how their theoretical dimensionality, reflected...
Article
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When the COVID-19 pandemic struck, research teams in the United States and Finland were collaborating on a study to improve adolescent academic engagement in chemistry and physics and the impact remote teaching on academic, social, and emotional learning. The ongoing “Crafting Engaging Science Environments” (CESE) intervention afforded a rare data...
Article
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Project-based learning (PBL) is a long-standing curricular model that has been argued to support equity-based goals in science learning. Yet, little is known about how PBL can be implemented effectively and equitably in the context of virtual instruction. This comparative case study follows two elementary science teachers as they transition to virt...
Conference Paper
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This study aims to develop a three-dimensional integrated learning progression (3D ILP) and assessments for delineating the progress of middle school students’ proficiency in applying the elements of energy, modeling and cause and effect to make sense of real-world phenomena. We employed construct-centered design for guiding the development of 3D I...
Article
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This study provides a solid validity inferential network to guide the development, interpretation, and use of machine learning-based next-generation science assessments (NGSAs). Given that machine learning (ML) has been broadly implemented in the automatic scoring of constructed responses, essays, simulations, educational games, and interdisciplina...
Article
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In response to the call for promoting three-dimensional science learning (NRC, 2012), researchers argue for developing assessment items that go beyond rote memorization tasks to ones that require deeper understanding and the use of reasoning that can improve science literacy. Such assessment items are usually performance-based constructed responses...
Article
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We present teacher–researcher partnership (TRP) as a way of fostering teachers’ professional learning. Teachers’ participation as research group members is an essential aspect of the partnership. Teachers and researchers share the same goal, which is to improve their understanding of and enhance students’ engagement in science. Project-based learni...
Article
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Scientific modelling plays a crucial role in students’ science learning. Modelling proficiency and literacy development reinforce each other. This study investigates the relationship between teacher support of student literacy development and their modelling proficiency in the context of elementary project-based learning science environments. To ex...
Preprint
Full-text available
This study provides a solid validity inferential network to guide the development, interpretation, and use of machine learning-based Next Generation Science Assessments (NGSAs). Given that machine learning (ML) has been broadly implemented in the automatic scoring of constructed responses, essays, simulations, educational games, and interdisciplina...
Article
Full-text available
Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program to meet the challenge by providing free education and stipends and promising a career position to attract high-performance secondary graduates, while using a contract to...
Article
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The Framework for K‐12 science education (The Framework) and Next Generation Science Standards (NGSS) emphasize the usefulness of learning progressions in helping align curriculum, instruction, and assessment to organize the learning process. The Framework defines three dimensions of science as the basis of theoretical learning progressions describ...
Preprint
Recruiting high-quality physics teachers for low-socioeconomic status (SES) schools is essential for ensuring equity but is challenging globally. China launched a four-year program to meet the challenge by providing free education and stipends and promising a career position to attract high-performance secondary graduates; while using a contract to...
Conference Paper
In a rapidly changing world, the ability to transfer one's knowledge is critical. Using the conceptualization of transfer as preparation for future learning, we investigated how students from two approaches to teaching energy that conceptualize energy differently, perform in a transfer task. We present first results that suggest that emphasizing en...
Conference Paper
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Assessing and tracking student science proficiency of energy across time are essential for providing feedback continuously and coherently on their making sense of real-life phenomena. This study developed an Integrated Learning Progression (ILP) and associated classroom-based assessments integrating Disciplinary Core Ideas, Scientific and Engineeri...
Conference Paper
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The paper deals with repeated misconceptions of high school students regarding chemistry concepts and phenomena.
Article
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This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engageme...
Chapter
To deal with the environmental, scientific, and health challenges facing the world, individuals throughout the globe will need to experience science education that will allow them to develop usable STEM knowledge. Contextualization plays a crucial role in developing usable knowledge. Without appropriate contextualization, most knowledge remains ine...
Article
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Knowledge-in-Use, i.e., the ability to apply what one has learned, is a major goal of education and involves the ability to transfer one's knowledge. While some general principles of knowledge transfer have been revealed, the literature is full of inconclusive results and it remains hard to predict successful transfer. However, research into expert...
Article
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In the sciences, energy is an important idea to get insight into phenomena, as energy can help to reveal hidden systems and processes. However, students commonly struggle to use energy ideas to interpret and explain phenomena. To support students in using energy ideas to interpret and explain phenomena, a range of different graphical representation...
Article
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In this paper, we present a design solution that involves the bringing together of Project-based Learning (PBL) with the theory of usable knowledge (Pellegrino & Hilton, Developing transferable knowledge and skills in the 21st century, 2012). Usable knowledge is the ability to use ideas to solve problems and explain phenomena, an approach to scienc...
Article
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Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K‐12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many r...
Article
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Modern science standards emphasize knowledge-in-use, i.e., connecting scientific practices with content. For knowledge to become usable in knowledge-in-use performances, students need well organized knowledge networks that allow them to activate and connect sets of relevant ideas across contexts, i.e. students need integrated knowledge. We conducte...
Article
Contemporary views on learning highlight that deep learning occurs not simply by accumulating knowledge, but by using and applying knowledge as one engages in disciplinary activity. Increasingly, those concerned with education policy and practice are shifting priorities toward supporting deeper learning by emphasizing the importance of students’ ab...
Chapter
Building and using models to make sense of phenomena or to design solutions to problems is a key science and engineering practice. Using technology-based tools in class can promote the development of students’ modeling practice, systems thinking, and causal reasoning. In this chapter we focus on the development of students’ system modeling competen...
Article
Full-text available
Modeling is one of the core scientific and engineering practices described in A Framework for K-12 Science Education. Students are expected to construct, use, evaluate, and revise their models to make sense of phenomena or to find solutions to problems. Technology tools can support the development of students' modeling practice when learning about...
Article
In A Framework for K-12 Science Education, the National Research Council frames inclusive science instruction as a collection of strategies for teachers to engage students. In this conceptual article, we reframe inclusive science instruction by examining the literature in science and multicultural education and describe five elements to support tea...
Conference Paper
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Scientific literacy is an important part of education. Students that demonstrate scientific literacy can organize and coordinate their science ideas to interpret and explain a diverse range of phenomena. However, the complex thinking connected to this ability is not captured by most assessments today. We address this issue by investigating how the...
Article
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Developing curriculum innovations aligned to research-based design principles and education reforms poses a daunting design challenge requiring substantial expertise. This study examines how prioritizing the agency of primary school teachers, engaged with researchers in the collaborative design of curriculum innovations, may allow for teachers to d...
Article
We propose a process of contextualization based on seven empirically derived contextualization principles, aiming to provide opportunities for Indigenous Mexican adolescents to learn science in a way that supports them in fulfilling their right to an education aligned with their own culture and values. The contextualization principles we empiricall...
Article
A coherent curriculum that clearly defines sets of ideas that build upon one another to meet desired learning goals can successfully support the development of meaningful understanding across time. This study explores the influence of a coherent curriculum as a systematic approach to aligning and sequencing specific ideas to support students in dev...
Technical Report
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In this literature review, we seek to understand in what ways aspects of computer science education and making and makerspaces may support the ambitious vision for science education put forth in A Framework for K-12 Science as carried forward in the Next Generation Science Standards. Specifically, we examine how computer science and making and make...
Article
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Artiklis käsitletakse STEM-õpikeskkonna arendamise võimalusi ning STEMi rakendamist põhi- ja keskkooliastmes, keskendudes järgmisele küsimusele: kuidas aidata õpilastel omandada põhjalikke ja integreeritud STEM-valdkonna teadmisi, et neil oleks praktilised teadmised ja probleemilahendusoskused, mis aitaks neil maailmas hakkama saada ja seda paremak...
Article
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In this manuscript we focus on how to develop STEM learning environments, and how STEM can be implemented in K-12 schools. We focus on the following question: “How can we support students in building a deep, integrated knowledge of STEM so that they have the practical knowledge and problem solving skills necessary to live in and improve the world?”...
Article
In this study, we explored how a teacher used a new mobile application that enables students to collect data inside and outside the classroom, and then use the data to create scientific explanations by using claim-evidence-reasoning framework. Previous technologies designed to support scientific explanations focused on how these programs improve st...
Chapter
The incredible breakthroughs in science, technology, and engineering over the past 25 years have brought about unprecedented new opportunities to explain complex phenomena, harness natural resources, and improve the quality of life for individuals throughout the globe. Advances in communication technologies have united people across the globe. Howe...
Article
This study explores how often students are engaged in their science classes and their affective states during these times, using an innovative methodology that records these experiences in situ. Sampling a subset of high schools in the U.S. and Finland, we collected over 7,000 momentary responses from 344 students over the course of a week. We exam...
Article
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Models for higher education in science, technology, engineering, and mathematics (STEM) are under pressure around the world. Although most STEM faculty and practicing scientists have learned successfully in a traditional format, they are the exception, not the norm, in their success. Education should support a diverse population of students in a wo...
Article
Explanation studies underlined the importance of using evidence in support of claims. However, few studies have focused on students' use of others' data (second-hand data) in this process. In this study, students collected data from a local water source and then took all the data back to the classroom to create scientific explanations by using clai...
Article
The Framework for K-12 Science Education (National Research Council, 2012) sets an ambitious vision for science learning by emphasizing that for students to achieve proficiency in science they will need to participate in the authentic practices of scientists. To realize this vision, all students will need opportunities to learn from high-quality cu...
Article
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We re-conceptualized the meaning of scientific literacy and developed an instrument, which we call the Global Scientific Literacy Questionnaire (GSLQ) based on a new conceptual framework for scientific literacy in the twenty-first century. We identified five dimensions, each with key elements. The five dimensions are (1) content knowledge (core ide...
Article
Curricular coherence is an indication of the alignment of content ideas, the depth at which they are studied, and the sequencing of ideas within and across grade levels and has been identified as an important predictor of student performance. This study examined the contribution of inter-unit coherence on energy to the learning of this concept over...