skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


  • Home
  • Search Results
  • Page 1 of 1

Search for: All records

Creators/Authors contains: "Zuiker, Steve"

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. ; ; ; (, Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024)
    Lindgren, Robb; Asino, Tutaleni; Kyza, Eleni; Looi, CheeKit; Keifert, Teo; Suárez, Enrique (Ed.)
    Students need learning experiences that build capacities to agentively engage with issues challenging our world today. Teachers are often under-supported in endeavors to facilitate such learning experiences. Grounded in principles of consequential learning and expansive framing, this design-based research study sought to better understand the ways in which STEM teachers support students’ real work in the world as members of a school-based citizen science lab. Qualitative analysis of transcripts from teachers’ post-professional development and post-enactment interviews was used to characterize the ways teachers frame roles, goals, and community relationships intended to support students’ real work with real consequences. Findings illuminate ways teachers foster consequential STEM learning and suggest design principles for supporting teachers’ ongoing learning for and facilitation of real work with real consequences. 
    more » « less
    Accepted Manuscript Full Text Available
  2. ; ; ; ; ; (, Proceedings)
    Lindgren, Robb; Asino, Tutaleni; Kyza, Eleni; Looi, Chee-Kit; Keifert, Teo; Suárez, Enrique (Ed.)
    A limiting factor in school-based citizen science is teachers’ capacity to facilitate active student engagement in place-based inquiry practices. We extend Harris and colleagues’ student data interaction constructs of visibility, believability and meaningfulness using a design-based research approach to qualitatively examine professional development structures designed to enable teachers to foster students’ contributions as visible, believable, and meaningful. 
    more » « less
    Accepted Manuscript Full Text Available