Matthew A Cannady
Biographic Data
| ID | 2342170 |
|---|---|
| NAME | Matthew A Cannady |
| GIVEN NAMES | Matthew A |
| FAMILY NAME | Cannady |
| SIGNATURE | CANNADY M A |
| AFFILIATIONS | University of California Office of the President |
| ORCID | 0000-0002-7256-3131 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Computational Thinking for Science Positions Youth to Be Better Science Learners
Computational thinking plays a central and ubiquitous role in many science disciplines and is increasingly prevalent in science instruction and learning experiences. This study empirically examines the computational thinking skills that are particular to engaging in science and science learning and then tests if these skills are predictive of science learning over the course of one semester. Using a sample from 600 middle school science students,…
Learning to Teach to Argue
Background/Context The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. Purpose/Objective/Research Question/Focus of Study This study provides a rare window into the challenges and opportunities teachers encounter as they introduce argument writing into their science classrooms with support from the N…
Development of the International Ocean Literacy Survey
The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comp…
Assessment at the Intersection of Science and Literacy
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating…
Problematizing the STEM Pipeline Metaphor
Researchers and policy makers often use the metaphor of an ever‐narrowing pipeline to describe the trajectory to a science, technology, engineering or mathematics (STEM) degree or career. This study interrogates the appropriateness of the STEM pipeline as the dominant frame for understanding and making policies related to STEM career trajectories. Our review of pertinent literature and independent analysis of data from the National Educational Lo…
Development of the International Ocean Literacy Survey
The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comp…
Assessment at the Intersection of Science and Literacy
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating…
Problematizing the STEM Pipeline Metaphor
Researchers and policy makers often use the metaphor of an ever‐narrowing pipeline to describe the trajectory to a science, technology, engineering or mathematics (STEM) degree or career. This study interrogates the appropriateness of the STEM pipeline as the dominant frame for understanding and making policies related to STEM career trajectories. Our review of pertinent literature and independent analysis of data from the National Educational Lo…
Assessment at the Intersection of Science and Literacy
The authors of this article, all of whom have been a part of this effort to assess argumentation in literacy-rich science curriculum, have struggled with our attempts to build 3 argument-related assessments—understanding, critiquing, and constructing arguments about scientific phenomena in both oral and written modes. Loosely affiliated with the Seeds of Science/Roots of Reading Project at Lawrence Hall of Science, this effort focused on creating…
Development of the International Ocean Literacy Survey
The Ocean Literacy movement began in the U.S. in the early 2000s, and has recently become an international effort. The focus on marine environmental issues and marine education is increasing, and yet it has been difficult to show progress of the ocean literacy movement, in part, because no widely adopted measurement tool exists. The International Ocean Literacy Survey (IOLS) aims to serve as a community-based measurement tool that allows the comp…
Learning to Teach to Argue
Background/Context The emphasis on scientific practices articulated by the National Research Council framework and the Next Generation Science Standards requires significant pedagogical shifts for U.S. science teachers. Purpose/Objective/Research Question/Focus of Study This study provides a rare window into the challenges and opportunities teachers encounter as they introduce argument writing into their science classrooms with support from the N…
Computational Thinking for Science Positions Youth to Be Better Science Learners
Computational thinking plays a central and ubiquitous role in many science disciplines and is increasingly prevalent in science instruction and learning experiences. This study empirically examines the computational thinking skills that are particular to engaging in science and science learning and then tests if these skills are predictive of science learning over the course of one semester. Using a sample from 600 middle school science students,…
Psychology (5 works) · Mathematics education (4 works) · Pedagogy (4 works) · Science education (3 works) · Computer Science (2 works) · Engineering (2 works) · Innovative Teaching and Learning Methods (2 works) · Literacy (2 works) · Political science (2 works) · Science Education and Pedagogy (2 works)