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On the Validity of Machine Learning-Based Next Generation Science Assessments: A Validity Inferential Network
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Zhai, Xiaoming; Krajcik, Joseph; Pellegrino, James W. – Journal of Science Education and Technology, 2021
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…
Descriptors: Artificial Intelligence, Science Tests, Test Validity, State Standards
Reframing Inclusive Science Instruction to Support Teachers in Promoting Equitable Three-Dimensional Science Classrooms
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Kolonich, Angela; Richmond, Gail; Krajcik, Joseph – Journal of Science Teacher Education, 2018
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…
Descriptors: Teaching Methods, Science Instruction, Video Technology, Urban Schools
Engaging Students in Scientific Practices: What Does Constructing and Revising Models Look Like in the Science Classroom?
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Krajcik, Joseph; Merritt, Joi – Science Scope, 2012
The Next Generation Science Standards (NGSS)--now in development--will be based on "A Framework for K-12 Science Education" released by the National Research Council last summer. The "Framework" identifies seven scientific and engineering practices that should be used in science classrooms. These practices reflect the multiple ways in which…
Descriptors: Evidence, Engineering, Classrooms, Elementary Secondary Education
Engaging Students in Scientific Practices: What Does Constructing and Revising Models Look Like in the Science Classroom?
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Krajcik, Joseph; Merritt, Joi – Science and Children, 2012
The Next Generation Science Standards (NGSS)--now in development--will be based on "A Framework for K-12 Science Education" released by the National Research Council last summer. The "Framework" identifies seven scientific and engineering practices that should be used in science classrooms. These practices reflect the multiple ways in which…
Descriptors: Engineering, Classrooms, Investigations, Models
Learning-Goals-Driven Design Model: Developing Curriculum Materials that Align with National Standards and Incorporate Project-Based Pedagogy
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Krajcik, Joseph; McNeill, Katherine L.; Reiser, Brian J. – Science Education, 2008
Reform efforts in science education emphasize the importance of rigorous treatment of science standards and use of innovative pedagogical approaches to make science more meaningful and successful. In this paper, we present a learning-goals-driven design model for developing curriculum materials, which combines national standards and a…
Descriptors: Curriculum Development, Curriculum Design, National Standards, Educational Change
Investigating Teacher Learning Supports in High School Biology Curricular Programs to Inform the Design of Educative Curriculum Materials
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Beyer, Carrie J.; Delgado, Cesar; Davis, Elizabeth A.; Krajcik, Joseph – Journal of Research in Science Teaching, 2009
Reform efforts have emphasized the need to support teachers' learning about reform-oriented practices. Educative curriculum materials are one potential vehicle for promoting teacher learning about these practices. Educative curriculum materials include supports that are intended to promote both student "and" teacher learning. However, little is…
Descriptors: Evaluation Criteria, Biology, Pedagogical Content Knowledge, Misconceptions
Design-Based Science and Student Learning
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Fortus, David; Dershimer, R. Charles; Krajcik, Joseph; Marx, Ronald W.; Mamlok-Naaman, Rachel – Journal of Research in Science Teaching, 2004
Design-Based Science (DBS) is a pedagogy in which the goal of designing an artifact contextualizes all curricular activities. Design is viewed as a vehicle through which scientific knowledge and real-world problem-solving skills can be constructed. Following Anderson and Hogan's (1999) call to document the design of new science pedagogies, this…
Descriptors: Problem Solving, Science Instruction, Science Education, Units of Study