CSE Squared - College of Education and Human Development - George Mason University

C(SE)2 Publications

Wonder-full thinking: Promoting inquiry through student-driven investigations

March 2022

There is something both beautiful and powerful about watching a child’s eyes light up during an investigation, the intensity with which she focuses on an object of interest or the sense of fascination that fuels her explorations. As educators, we recognize that these moments don’t always happen within our structured days at school, and yet we believe strongly that children are capable of “wonder-full” thinking that connects them to the natural world both cognitively and emotionally. This project grew from a desire to sustain children’s interest in scientific inquiry through the investigation of their wonders…Read more »

Peters-Burton, E. E., Laclede, L., Stehle, S. M., Rich, P. J. & Kitsantas, A. (online first). High school science teacher use of planning tools to integrate computational thinking. Journal of Science Teacher Education. https://doi.org/10.1080/1046560X.2021.1970088

Peters-Burton, E. E., Goffena, J.* & Stehle, S.M.* (online first). Utility of a self-regulated learning microanalysis for assessing teacher learning during professional development. Journal of Experimental Education. https://doi.org/10.1080/00220973.2020.1799314

Peters-Burton, E. E., Dagher, Z., & Erduran, S. (online first). Student, teacher, and scientist views of the scientific enterprise: A comparative epistemic network analysis using two nature of science frameworks. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-022-10254-w

Cleary, T., Kitsantas, A., Peters-Burton, E. E., Lui, A., Mccleod, K.*, Slemp, J.*, & Zhang, X.* (2022). Self-regulated learning professional development: Shifts and variations in teacher outcomes and approaches to implementation. Teaching and Teacher Education, 111, 103619. https://doi.org/10.1016/j.tate.2021.103619

Porter, A. & Peters-Burton, E. E. (2021). Investigating teacher development of self-regulated learning strategies for secondary science students. Teaching and Teacher Education, 105, 103403. https://doi.org/10.1016/j.tate.2021.103403

Mulvey, B., Parrish, J. C., Reid, J. W., Papa, J., & Peters-Burton, E. E. (2021). Making connections: Using individual epistemic network analysis to extend the value of nature of science assessment. Science & Education, 30, 527-555. DOI: https://doi.org/10.1007/s11191-020-00189-5

Peters-Burton, E. E., Behrend, T., Hudson, C.*, Matray, S.*, & Ford, M.* (2020). Development and validation of a STEM high school self-assessment inventory. School Science and Mathematics, 120(8), 477-490. https://doi.org/10.1111/ssm.12440

Using computational thinking for data practices in high school science

February 2020

Students often need to obtain, organize, clean, and analyze data in order to draw conclusions about a particular phenomenon (e.g., why tidal heights change). When conducting a science investigation in biology, chemistry, physics, or Earth science, data can be collected by the student or can be provided to them via secondary data sets. This article demonstrates how computational thinking and data practices can be merged to develop more effective science investigation lesson plans…Read more »

STEM road map 2.0: A framework for integrated STEM education in the innovation age

February 2020

Featuring a team of over thirty STEM education professionals from across the United States, the updated and revised edition of this landmark book provides an integrated STEM curriculum encompassing the entire K-12 spectrum, with complete grade-level learning based on a spiraled approach to building conceptual understanding.

STEM Road Map Curriculum Series

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Extending the Utility of the Views of Nature of Science Assessment through Epistemic Network Analysis

2019

An understanding of how science is enacted and how scientific knowledge is generated, or the nature of science (NOS), is a major goal of science education. NOS views have almost exclusively been assessed using the Views of Nature of Science (VNOS) suite of instruments, which consists of open-ended questions. The purpose of this study was to investigate the utility of performing an Epistemic Network Analysis (ENA) from VNOSB responses, using the group as the unit of analysis. Traditional scoring of the VNOS responses demonstrated that overall, participants shifted from emerging to more sophisticated views across all elements…Read more »

Building Student Self-Awareness of Learning to Enhance Diversity in the Sciences

October 19, 2017

Many students are being left out of pursuing further studies in science because the current system of science education values only students who learn via completion in an isolated, rather than collaborative way (Tobias, 1990). The stereotype of students who excel in science tend to be the ones who can conform to the institutional structure where the teacher is the sole source of knowledge (Friere, 2000). Through the idea of “Education as the Practice of Freedom” (hooks, 1994), we explore tangible ways to break down that stereotype…Read more »

New Study on School Gardens

September 21, 2017

This exploratory project considers the use of wonder as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously encouraging innovative and ambitious teaching practice. Utilizing wonder as a pedagogical tool for emotional and aesthetic engagement with science holds promise as an entry point to connect future teachers with meaningful science content and practice…Read more »

Wonder as a tool to engage preservice elementary teachers in science learning and teaching

September 21, 2017

This exploratory project considers the use of wonder as a pedagogical tool with preservice elementary teachers (PSETs). An ongoing vexation facing science teacher educators is helping future elementary teachers overcome anxiety and negative associations with science due to their own school science experiences, while simultaneously encouraging innovative and ambitious teaching practice…Read more »