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1. Debiasing Evaluations that are Biased by Evaluations

   Jingyan Wang, Ivan Stelmakh ( January 2021 , AAAI)
2. Debiasing Evaluations that are Biased by Evaluations

   Wang, Jingyan ; Stelmakh, Ivan ; Wei, Yuting ; Shah, Nihar ( January 2021 , AAAI)

   null (Ed.)
3. Case information biases evaluations of video-recorded eyewitness identification evidence.

   https://doi.org/10.1037/mac0000126  

   Douglass, Amy Bradfield ; Charman, Steve D. ; Matuku, Kureva P. ; Shambaugh, Laura J. ; Lapar, Meghan P. ; Lamere, Erika ( September 2023 , Journal of Applied Research in Memory and Cognition)
4. Students’ Scientific Evaluations of Astronomical Origins

   https://doi.org/10.32374/AEJ.2022.2.1.032ra  

   Dobaria, Archana ; Bailey, Janelle M. ; Klavon, Timothy G. ; Lombardi, Doug ( September 2022 , Astronomy Education Journal)

   Students often encounter alternative explanations about astronomical phenomena. However, inconsistent with astronomers’ practices, students may not be scientific, critical, and evaluative when comparing alternatives. Instructional scaffolds, such as the Model-Evidence Link (MEL) diagram, where students weigh connections between lines of evidence and alternative explanations, may help facilitate students’ scientific evaluation and deepen their learning about astronomy. Our research team has developed two forms of the MEL: (a) the preconstructed MEL (pcMEL), where students are given four lines of evidence and two alternative explanatory models about the formation of Earth’s Moon and (b) the build-a-MEL (baMEL), where students construct their own diagrams by choosing four lines scientific evidence out of eight choices and two alternative explanatory model out of three choices, about the origins of the Universe. The present study compared the more autonomy-supportive baMEL to the less autonomy-supportive pcMEL and found that both scaffolds shifted high school student and preservice teacher participants’ plausibility judgments toward a more scientific stance and increased their knowledge about the topics. Additional analyses revealed that the baMEL resulted in deeper evaluations and had stronger relations between levels of evaluation and post-instructional plausibility judgements and knowledge compared to the pcMEL. This present study, focused on astronomical topics, supports our team’s earlier research that scaffolds such as the MELs in combination with more autonomy-supportive classrooms may be one way to deepen students’ scientific thinking and increase their knowledge of complex scientific phenomena.

    

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5. Developing STEM Career Identities among Latinx Youths: Collaborative Design, Evaluations, and Adaptations during COVID-19

   https://doi.org/10.3390/bs13110949  

   Park, Chong Myung ; Donnelly, Hayoung Kim ; Rodriguez, Angelica ; Esquivel, Luis ; Nardi, Cecilia ; Trunfio, Paul ; Oliver-Davila, Alexandra ; Howard, Kimberly A. ; Solberg, V. Scott ( November 2023 , Behavioral Sciences)

   In response to the low representation of Latinx adults in STEM occupations, this community-based participatory action research study aims to increase the number of middle school youths developing STEM career identities and entering high school with the intention to pursue STEM careers. The students were provided with summer and after-school activities focusing on network science and career development curricula. Using a quasi-experimental pretest–posttest design and career narratives, this study examined the changes in STEM and career self-efficacy, as well as career identity. The results show improvements in self-efficacy, an increased number of youths with intentions of pursuing future STEM career opportunities, and deeper reflections on their talents and skills after program participation. This paper also describes the program development and implementation in detail, as well as the adaptations that resulted from COVID-19, for scholars and educators designing similar programs. This study provides promising evidence for the quality of STEM and career development lessons in supporting the emergence of a STEM career identity and self-efficacy.

    

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