In Event: Poster Session 4

Division C - Learning and Instruction / Section 4: Science

Can a Bridging Visualization Help Chemistry Students Integrate Observable and Molecular Views? - David I. Miller, Northwestern University; Kevin McElhaney, University of California - Berkeley; Marcia Linn, University of California - Berkeley

Cognitive Processes During Reading and Conceptual Change - Matthew T. McCrudden, Victoria University of Wellington; Julie Brockman Smart, Presbyterian College; Blair Daniel Northcott, Victoria University of Wellington

Constraints and Criteria in the Classroom: Classifying Elementary Teacher Implementation of Engineering Design - Louis S. Nadelson, Boise State University; Patricia Pyke, Boise State University; Janet Callahan, Boise State University

Development, Implementation, and Evaluation of a Chemistry-Integrated Resource Package (ChIRP) for First-Year Chemistry - Jaclyn Jeanette Stewart, The University of British Columbia

Examining “Scientists in the Classroom” Through Systems Thinking - P. Elizabeth Pate, The University of Texas - San Antonio

Habitat Tracker: Learning About Scientific Inquiry Through Digital Journaling in Wildlife Centers - Amanda N. Clark, Florida State University

How to Get Real: The Authenticity of Computer-Based Science Labs - Megan Sauter, Northwestern University; Michael Downing, Northwestern University; Kemi Jona, Northwestern University; David Henry Uttal, Northwestern University; David Rapp, Northwestern University

Middle School Students’ Scientific Literacy: Constructing a Measure - Helenrose Fives, Montclair State University; Wendy Huebner, Montclair State University; Amanda Birnbaum, Montclair State University; Mark Nicolich

Reading Comprehension Strategies in High School Science Classrooms: Evidence That Improving Students’ Reading-to-Learn Competencies Increases Science Achievement - Phillip Herman, University of Pittsburgh; Kristen Perkins, Northwestern University; Peter Samuelson Wardrip, University of Pittsburgh

Rethinking Expertise in Physics: An Investigation of Expertise in High School Physics Teachers - Kara Krinks, Vanderbilt University; Pratim Sengupta, Vanderbilt University

Student Uses and Perceptions of Formative Assessment: Voices From the “Truth Box” - Rachelle Haroldson, University of Minnesota

Supporting Elementary Teacher Candidates’ Understandings of Ambitious, Content-Rich Science Instruction - Julie Kittleson, University of Georgia; Janna Dresden, University of Georgia; Julianne A. Wenner, University of Georgia

The Stanford Global Climate Change Education Project: Classroom Implementation, Student Achievement, and Project Evaluation - Nicole Holthuis, Stanford University; Rachel A. Lotan, Stanford University; Jennifer Saltzman, Stanford University; Michael Mastrandrea, Stanford University; Salina Gray, Stanford University; Laura Bofferding, Purdue University; Shayna Sullivan, Stanford University

Technology Supported Inquiry-Based Approaches: Opportunities for Culturally-Relevant Pedagogy? - Noemi Waight, University at Buffalo - SUNY

Student Learning and Inquiry-Based Science Instruction: Testing Effectiveness in a Randomized Trial - Mack C. Shelley, II, Iowa State University; Christopher Gonwa-Reeves, Iowa State University; Joan Baenziger, Iowa State University; Ashley Seefeld, Iowa State University; Brian Hand, University of Iowa; William J. Therrien, University of Iowa