Project
Pathways (MSP: The Math & Science Partnership) -
Funded by NSF for $12.5M: A five-year project in which CRESMET and
ASU faculty are partnering with school districts in Chandler, Tolleson,
Mesa, and Tempe.
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The Teacher Professional Continuum (TPC) Project
TPC- Mathematics: Teachers Promoting Change Collaboratively -
Funded by NSF for up to $4.5M: A five-year project to produce a model for helping
precalculus teachers to acquire knowledge and adopt methods that research shows will improve
their students' learning.
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TPC- Science: Exploring the Development of Beginning Secondary Science Teachers -Funded by NSF for up to $1.4 million: This five-year research project is the only project in the TPC portfolio that focuses on the development of beginning science teachers. This project follows 120 first-year secondary science teachers, in different induction programs, for 3 years in order to understand the development of their knowledge bases and practices.
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Research on Learning and Education (ROLE) -
Funded by NSF for $1.4M: A three-year project in which researchers will closely follow
a cohort of 160 students from Grade 6 through Grade 8 to increase understanding of the longitudinal
cognitive and social processes related to young adolescents' learning of rational numbers.
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Math & Science Teaching Fellows - Math & Science Teaching Fellows is a summer program for teachers funded by Science Foundation Arizona and led by CRESMET Associate Director Robert Culbertson with co-principal investigators Marilyn Carlson, Janet Bond-Robertson and Albert Brown. Forty teachers per summer are spending mornings in ASU science research labs and afternoons in CRESMET in a five-week program that aims to bring cutting-edge science and pedagogy research into Arizona classrooms
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Virtual Counseling Center - CRESMET Director of Counseling Research and Practice, John J. Horan is being supported by a grant from the National Science Foundation to design and evaluate assessment and intervention resources for counselors to assist students and graduates in the development of life skills and career plans. To ensure maximum benefit, all resources have a solid basis in empirical research and are capable of being administered over the Internet
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WISSC -WISSC via Web is a National Science Foundation dissemination project led by Gail Hackett, John J. Horan, Susan Haag, and Dee Spenser, designed to make GSE research useable for women practitioners supporting women in STEM studies and careers. A taxonomy of barriers and supports that serves to inform and guide will be posted in the Virtual Counseling Center.
Research
How Students Learn Foundational Concepts and Problem Solving -
CRESMET Director Marilyn Carlson studies cognitive aspects of knowing and learning
the concept of function, a central idea of secondary and undergraduate mathematics.
Her research team has developed the Multi-Dimensional Problem Solving Framework and
assessment tools such as the Precalculus Concept Assessment Instrument and the Views
About Mathematics Survey. James Middleton, Director of Curriculum and Instruction,
College of Education, chiefly pursues three aligned strands of research: understanding
children's mathematical thinking; motivation in mathematics; and teacher change.
The Modeling Approach to Teaching Physics -
Since 1980 CRESMET-affiliated faculty David Hestenes, Professor of Physics and Astronomy,
has researched, tested, and refined the modeling instruction method for teaching physics.
The method organizes course content around a small number of basic scientific models as
units of coherently structured knowledge. He has also developed assessment tools,
including the Force Concept Inventory, the Mechanics Baseline Test, and the Views About
Science Survey.
Developing Scientific Reasoning Skills -
CRESMET affiliated faculty Anton Lawson, Professor of Biology, generates and tests explanatory
theories of the development of reasoning patterns, as well as neurological models of cognition.
Among his contributions is continued development and refinement of the Learning Cycle method
of instruction, in which teachers lead students to learn science as science is practiced,
through successive phases of exploration, term introduction, and application.
Promoting Teacher Growth in Content and Pedagogy -
Under the leadership of CRESMET Director Marilyn Carlson and with funding from the NSF, a team
of interdisciplinary CRESMET-affiliated faculty is launching two five-year projects to research
new models of teacher professional development. The researchers will be looking at a model
that combines graduate courses for teachers with professional learning communities, in which
university faculty support the teachers in structured reflections about their subjects and
their pedagogy.
Support for English Language Learners -
College of Education Assistant Professors and CRESMET Associate Directors Douglas
Clark and
Robert Atkinson pursue questions relating to how multiple linked representations (pictorial,
symbolic, numerical, graphical, and linguistic) can assist English language learning (ELL)
students in grasping science and mathematics concepts.
Engineering Design -
CRESMET Associate Director Veronica Burrows, Associate Professor of Chemical Engineering,
investigates the incorporation of engineering design principles in K-12 and undergraduate
curricula. Among the design principles her research targets are how to promote students'
learning to: identify and clearly define the central problem within a broader problematic
context; recognize and assert assumptions; collect data; create and implement mathematical
models; construct prototypical physical models; analyze the behaviors of the models and
refine them, all while using appropriate technology, software, and conceptual tools.
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