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  1. Chinn, C. ; Tan, E. ; Chan, C. & (Ed.)
    Pets are beloved family members in many cultures. Companionship with pets motivates and positions humans as inquirers as they find out their pets' experiences with them. With the need to advance science education from dualist notions of the world and the learner as separate entities, our research team conducted a two-week online summer camp to engage teens and their pets in investigations around pets' senses. Following a qualitative analysis of participants' talk and projects at the workshop, we found that teens engaged in science learning practices while investigating aspects of their pets' lives and designing experiences for them. Additionally, participants adopted an ecological and relational approach to science learning that positioned themselves and their pets as subjects. We discuss implications for future work with pets, and for the design of other STEM learning environments that engage perspective-taking, empathy, and care.
    Free, publicly-accessible full text available June 1, 2023
  2. Chinn, C. ; Tan, E. ; Chan C. ; Yael, K. (Ed.)
    Ecologists construct physical microcosms that exemplify mechanisms and relations in ecosystems. This poster describes how a 7th-grade classroom complemented field study of an intertidal ecosystem with design of classroom microcosms. Initial designs appeared constrained by literal resemblance. As students’ inquiry increasingly focused on interactions among organisms, they configured microcosms to facilitate observation of these interactions. Microcosms became sites for studying processes that could be inferred from field data but rarely observed directly.
    Free, publicly-accessible full text available July 1, 2023
  3. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    We used Natural Language Processing (NLP) to design an adaptive computer dialogue that engages students in a conversation to reflect on and revise their written explanations of a science dilemma. We study the accuracy of the NLP idea detection. We analyze how 98 12-13 year-olds interacted with the dialogue as a part of a Diagnostic Inventory. We study students’ initial and revised science explanations along with their logged responses to the dialogue. The dialogue led to a high rate of student revision compared to prior studies of adaptive guidance. The adaptive prompt encouraged students to reflect on prior experiences, to consider new variables, and to raise scientific questions. Students incorporated these new ideas when revising their initial explanations. We discuss how these adaptive dialogues can strengthen science instruction.
    Free, publicly-accessible full text available January 1, 2023
  4. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    This work-in-progress poster reports on the development process of a virtual environment to support embodied cognition about the scale of scientific entities from subatomic particles to galaxies. Research shows that learners struggle to comprehend the sizes of entities beyond human scale. In order to determine specific entities to use in the virtual environment, a document analysis of US K-undergraduate science education standards was undertaken. Entities, categories of entities, and ranges of sizes were identified.
    Free, publicly-accessible full text available January 1, 2023
  5. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    Higher education institutions around the globe have increasingly made the commitment to diversity. Instructors play an integral role in creating inclusive learning environments. Guided by sociopolitical perspectives on learning, we ask: How do higher education instructors conceptualize diversity? How do these conceptions inform curriculum and instruction? Interview data from 30 instructors teaching at minority-serving institutions in the United States revealed three distinct conceptions of diversity defined by variations in five aspects: student identities, intelligence mindset, pedagogical motivation, learning environment, and legitimized membership. The essentialist conception is based on students having inherently determinate traits described by preexisting universal categories. The functionalist conception differentiates students by academic performance. The existentialist conception acknowledges that students have unique experiences that impact the learning process. Our results indicate that while instructors acknowledge different student features and have varying understanding for why diversity is important, some conceptions of diversity do not necessarily suggest an inclusive culture.
    Free, publicly-accessible full text available January 1, 2023
  6. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y (Ed.)
    Free, publicly-accessible full text available January 1, 2023
  7. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices.
    Free, publicly-accessible full text available January 1, 2023
  8. Chinn, C ; Tan, E ; Chan, C ; Kali, Y. (Ed.)
    We use natural language processing (NLP) to train an automated scoring model to assess students’ reasoning on how to slow climate change. We use the insights from scoring over 1000 explanations to design a knowledge integration intervention and test it in three classrooms. The intervention supported students to distinguish relevant evidence, improving connections between ideas in a revised explanation. We discuss next steps for using the NLP model to support teachers and students in classrooms.
    Free, publicly-accessible full text available January 1, 2023
  9. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    Free, publicly-accessible full text available January 1, 2023
  10. Chinn, C ; Tan, E. ; Chan, C ; Kali Y. (Ed.)
    From a design-based research study investigating rural families’ science learning with mobile devices, we share findings related to the intergenerational exploration of geological time concepts at a children’s garden at a university arboretum. The team developed a mobile augmented reality app, Time Explorers, focused on how millions of years of rock-water interactions shaped Appalachia. Data are recorded videos of app usage and interviews from 17 families (51 people); videos were transcribed, coded, and developed into qualitative case studies. We present results related to design elements that supported sensory engagement (e.g., observation, touch) through AR visualizations related to geological history. This analysis contributes to the literature on informal learning environments, theory related to learning-on- the-move, and the role of sensory engagement with AR experiences in outdoor learning.
    Free, publicly-accessible full text available January 1, 2023