❝Building on my earlier studies of mechanistic reasoning, my current research is investigating development of reasoning about more complex biological mechanisms. My work focuses primarily on two populations – biology graduate students and undergraduates in upper division biology courses. Like their faculty mentors, graduate students are involved in the process of building and refining models. However, little is known about how these students learn to use model-based reasoning. Thus I am focused on defining the intermediate reasoning states between novice and expert researchers. Additionally, I am interested in exposing students to authentic biological reasoning at points earlier than graduate school. She is collaborating to develop a model for bringing the reasoning practices of biologists into an upper division undergraduate course. Research within this course will include describing the forms of reasoning that students reveal during small group problem solving sessions. Modern biologists employ a set of practices and reasoning skills that allow them to construct models of natural phenomena and refine these models through experimentation and hypothesis testing. Expert models of the phenomena they research are typically dynamic, detailed and full of causal connections. Model building is heavily connected to the physical and mental work biologists do in the laboratory. The formal and informal models that biologists use are highly productive tools for explaining and making predictions about the biological world. My interest is in understanding the development of these forms of reasoning and practice. Children begin to develop the skills for causal reasoning and explanation building at a young age, but how these early resources are fostered through schooling is not well understood. My earlier work demonstrated how school-age children constructed explanations for a simple visible system of levers. These studies suggested that even when all components of a mechanism are available for children to see and manipulate they often fail to explain the action of the system in terms of mechanism. In particular many children struggled to identify components relevant to mechanism, mentally animate the motion of the system, and build causal connections to explain the relevance of interactions within the system. However, my colleagues and I went on to show how careful instruction could help young students begin to understand and reason about these simple mechanisms.
- ILSCHMSImproving Learning in Science Classrooms - How to Make it Stick
- CDBCell and Developmental Biology
- ALSMAdolescent Learning in Science and Mathematics
- Learning Science Concepts Through Metaphor Comprehension, Production, and Conversation: Behavioral, Neural and Artificial Intelligence Measures
- Addressing the Challenge of Authentic Inquiry at Scale: Probing and Supporting Teaching Assistants' Implementation of a Model-Based-Inquiry Curriculum
Principal Investigator (PI)
- CUR Transformations Project
- Authentic Scientific Practices in the Classroom: A Model-Based-Inquiry Curriculum for the Introductory Biology Laboratory
Principal Investigator (PI)
- span span style= font-size:11pt; Science Identity Development through Participation in a Classroom Community of Science Practice /span /span
- The Instructor’s Role in a Model-Based Inquiry Laboratory: Characterizing Instructor Supports and Intentions in Teaching Authentic Scientific Practices.
- The instructor’s role in a model-based inquiry laboratory: Characterizing instructor supports and intentions in teaching authentic scientific practices
- Supporting Scientific Development through Model-Based Inquiry: A Students’ Eye View of Grappling with Data, Uncertainty and Community in a Laboratory Experience.
- Supporting Scientific Practice through Model-Based Inquiry: A Students’-Eye View of Grappling with Data, Uncertainty, and Community in a Laboratory Experience
- What do earwax, spinners and cats have in common? Probabilistic reasoning in undergraduate genetics problem-solving
- Authentic Inquiry through Modeling in Biology (AIM-Bio): An Introductory Laboratory Curriculum that Increases Undergraduates' Scientific Agency and Skills.
- Authentic Inquiry through Modeling in Biology (AIM-Bio): An introductory laboratory curriculum that increases undergraduates’ scientific agency and skills
- Generative mechanistic explanation building in undergraduate molecular and cellular biology
- A retrospective study of a Scientist in the Classroom Partnership Program
- Teaching Real Data Interpretation with Models (TRIM): Analysis of Student Dialog in a Large-Enrollment, Cell and Developmental Biology Course
- Teaching real data interpretation with models (TRIM): Analysis of student dialogue in a large-enrollment cell and developmental biology course
- Analysis of Korean Elementary Pre-Service Teachers’ Changing Attitudes About Integrated STEAM Pedagogy Through Developing Lesson Plans
- Features of Knowledge Building in Biology: Understanding Undergraduate Students' Ideas about Molecular Mechanisms
- Features of knowledge building in biology: Understanding undergraduate students’ ideas about molecular mechanisms
- Exploring Prospective Teachers’ Assessment Practices: Noticing and Interpreting Student Understanding in the Assessment of Written Work.
- Developing faculty cultures for evidence-based teaching practices in STEM: A progress report
- Exploring prospective teachers' assessment practices: Noticing and interpreting student understanding in the assessment of written work
- Children's mechanistic reasoning
- Embodied experiences within an engineering curriculum
- Analysis of children’s mechanistic reasoning about linkages and levers in the context of engineering design
- Complement levels and activity in the normal and LPS-injured lung
- Complement in the Unique Immune System of the Lung
- Surfactant Protein A Enhances the Phagocytosis of C1q-Coated particles by Alveolar Macrophages.