Joseph Krajcik's research while affiliated with Michigan State University and other places
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Publications (314)
Three-dimensional learning progressions (3DLPs) have received wide-scale attention in depicting learning pathways that students travel as they progress toward knowledge-in-use in making sense of phenomena and solving problems. Using a design-based research approach, this study put efforts into developing a 3DLP of matter, interaction, and energy at...
In science education, a three-dimensional learning progression describes students' knowledge-in-use development of disciplinary core ideas, crosscutting concepts, and science and engineering practices over time so that knowledge becomes more sophisticated, allowing learners to apply their knowledge in new and compelling situations. Researchers put...
Artificial Intelligence (AI) technologies, including machine learning and data mining, have been extensively adopted to automate scoring of student responses to performance-based assessment tasks in classrooms, subsequently generating informative assessment reports. Although the innovative potential of these technologies is widely acknowledged, tea...
Chemical bonding is central to explaining many phenomena. Research in chemical education and the Framework for K–12 Science Education (the Framework ) argue for new approaches to learning chemical bonding grounded in (1) using ideas of the balance of electric forces and energy minimization to explain bond formation, (2) using learning progressions...
This longitudinal study examines the relationship between students' knowledge-in-use performance and their performance on third-party designed summative tests within a coherent and equitable learning environment. Focusing on third-grade students across three project-based learning (PBL) units aligned with the Next Generation Science Standards (NGSS...
Education is always evolving, and most recently has shifted to increased online or remote learning. Digital Learning and Teaching in Chemistry compiles the established and emerging trends in this field, specifically within the context of learning and teaching in chemistry. This book shares insights about five major themes: best practices for teachi...
Understanding the world around us is a growing necessity for the whole public, as citizens are required to make informed decisions in their everyday lives about complex issues. Systems thinking (ST) is a promising approach for developing solutions to various problems that society faces and has been acknowledged as a crosscutting concept that should...
With the increasing emphasis on the goal of knowledge-in-use in science learning and the growing research of machine scoring on science assessment, teachers can provide feedback to meet an individual student's needs. The results were used to characterize students' performances and interpret students' challenges in knowledge-in-use. This study prese...
Because of the complexity of scoring open-end tasks, machine learning (ML) has been utilized for automatically assessing students' constructed responses. However, most existing research focuses on grading text-based responses. No studies have investigated the automatic scoring of hand-drawn models created by elementary students. In this study, we a...
This paper explores the development of knowledge-in-use in the context of the fourth industrial revolution (4IR), focusing on the cognitive processes underlying this essential skill for adapting to complex challenges such as food scarcity, pandemics, and climate change. The study aims to provide insight into the nature of knowledge-in-use by examin...
This paper explores the development of knowledge-in-use in the context of the fourth industrial revolution (4IR), focusing on the cognitive processes underlying this essential skill for adapting to complex challenges such as food scarcity, pandemics, and climate change. The study aims to provide insight into the nature of knowledge-in-use by examin...
Facing the increasingly complex and ever-changing environment of present challenges, citizens in the fourth industrial revolution across the globe will need to develop knowledge-in-use proficiencies, which equips them with the scientific knowledge to make evidence-based informed decisions, support policy changes, and understand future consequences...
How teacher-student interactions develop from moment-to-moment during classes remains understudied. This study uses a mixed-methods explanatory design with insights from “Flow” theory, sociocultural theory, and complex dynamic systems theory to investigate how elementary student situational engagement ¬occurs in project-based science learning throu...
The Next Generation Science Standards (NGSS) present a challenge for teaching and learning that aligns with three-dimensional learning, the integration of core science ideas, crosscutting concepts and scientific and engineering practices. This study describes the 3-year design-based research project to develop, implement, test and redesign teacher...
This investigation studied the effects of the Multiple Literacies in Project-Based Learning science intervention on third graders' academic, social, and emotional learning. This intervention includes four science units and materials, professional learning, and post-unit assessments; features of project-based learning; three-dimensional learning (Na...
Pseudo Artificial Intelligence bias (PAIB) is broadly disseminated in the literature, which can result in unnecessary AI fear in society, exacerbate the enduring inequities and disparities in access to and sharing the benefits of AI applications, and waste social capital invested in AI research. This study systematically reviews publications in the...
Student science proficiency development demands sustainable and coherent learning environment support. Scholars argue that project-based learning (PBL) is an efficient approach to promoting student science learning, compared to conventional instructions. Yet, few studies have delved into the learning process to explore how a coherent PBL system con...
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...
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...
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...
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...
Our ST and CT ID Tool, including both validated and unvalidated components
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
The paper deals with repeated misconceptions of high school students regarding chemistry concepts and phenomena.
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...
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...
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...
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...
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...
Project‐based learning engages students in investigating meaningful questions that are situated in their everyday lives. This case study explores a semester‐long 7th grade, project‐based learning curriculum, where students investigate the driving question, How healthy is our stream for freshwater organisms and how do people's action on land potenti...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
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...
