Christina Baze
Biographic Data
| ID | 4636540 |
|---|---|
| NAME | Christina Baze |
| GIVEN NAMES | Christina |
| FAMILY NAME | Baze |
| SIGNATURE | BAZE C |
| AFFILIATIONS | Northern Arizona University |
| ORCID | 0000-0002-0418-1772 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
“Okay We’re Doing My Idea”
Science and engineering practices are intended to engage students authentically in the work that scientists and engineers do in order to provide opportunities for meaningful engagement in disciplinary work, including design-based learning. Meaningful engagement, particularly for sensemaking purposes, requires a shift in who is leading the classroom community’s intellectual work, from the teacher to the students. When students are positioned with …
A Call to Explicitly Name and Account for Power in Epistemic Agency Research
For decades, science and engineering education researchers in the United States have sought to understand ways to realize more equitable, student‐centered learning experiences within K‐12 classrooms. One important line of research aligned to this aim has centered on opportunities for developing and supporting students’ epistemic agency, focusing on shifting epistemic agency away from residing solely in the teacher toward instead being enacted acr…
Connecting mathematics and sports in informal learning spaces
Introduction There is a critical need to develop innovative educational strategies that engage youth in meaningful mathematics learning, particularly students from groups that have been historically marginalized in science, technology, engineering, and mathematics (STEM). In this study, we explore youths’ participation in two collaborative projects from the Growing Mathletes curriculum which combines baseball contexts and mathematics. Our goal wa…
An examination of student epistemic agency
Understanding student use of epistemic criteria in engineering design contexts
Recent trends have shifted the focus of science, technology, engineering, and mathematics (STEM) education onto practice‐based learning, to encourage opportunities for students to engage in science and engineering practices (SEPs) with the goal of more meaningful participation and engagement in authentic STEM experiences for all students. However, we do not fully understand how K–12 engineering students use the SEP of argumentation to design solu…
An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum
Calls for engineering integration in pre-collegiate science courses are being made across the globe. The success of such efforts depends heavily on science teachers changing their instructional practices to include engineering. We conjecture when a science teacher chooses to make instructional change, including a change to integrate engineering practices and core ideas into science, the change helps them satisfy one or more of their goals. The pu…
A case study of science teachers' goal conflicts arising when integrating engineering into science classes
The Framework for K‐12 Science Education details new goals to guide improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of four 8th‐grade science teachers who chose to integrate engineering core ideas and practices into their science classes by teaching four STEM design challenges (SDC). This study focuses on understanding the goal conflicts arising from…
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An exploratory study of the goals science teachers’ satisfy by integrating engineering core ideas and practices into the science curriculum
Calls for engineering integration in pre-collegiate science courses are being made across the globe. The success of such efforts depends heavily on science teachers changing their instructional practices to include engineering. We conjecture when a science teacher chooses to make instructional change, including a change to integrate engineering practices and core ideas into science, the change helps them satisfy one or more of their goals. The pu…
A case study of science teachers' goal conflicts arising when integrating engineering into science classes
The Framework for K‐12 Science Education details new goals to guide improvement of US science education. Among the new goals, the inclusion of engineering core ideas and practices stand out. We report a case study of four 8th‐grade science teachers who chose to integrate engineering core ideas and practices into their science classes by teaching four STEM design challenges (SDC). This study focuses on understanding the goal conflicts arising from…
Understanding student use of epistemic criteria in engineering design contexts
Recent trends have shifted the focus of science, technology, engineering, and mathematics (STEM) education onto practice‐based learning, to encourage opportunities for students to engage in science and engineering practices (SEPs) with the goal of more meaningful participation and engagement in authentic STEM experiences for all students. However, we do not fully understand how K–12 engineering students use the SEP of argumentation to design solu…
Connecting mathematics and sports in informal learning spaces
Introduction There is a critical need to develop innovative educational strategies that engage youth in meaningful mathematics learning, particularly students from groups that have been historically marginalized in science, technology, engineering, and mathematics (STEM). In this study, we explore youths’ participation in two collaborative projects from the Growing Mathletes curriculum which combines baseball contexts and mathematics. Our goal wa…
An examination of student epistemic agency
“Okay We’re Doing My Idea”
Science and engineering practices are intended to engage students authentically in the work that scientists and engineers do in order to provide opportunities for meaningful engagement in disciplinary work, including design-based learning. Meaningful engagement, particularly for sensemaking purposes, requires a shift in who is leading the classroom community’s intellectual work, from the teacher to the students. When students are positioned with …
A Call to Explicitly Name and Account for Power in Epistemic Agency Research
For decades, science and engineering education researchers in the United States have sought to understand ways to realize more equitable, student‐centered learning experiences within K‐12 classrooms. One important line of research aligned to this aim has centered on opportunities for developing and supporting students’ epistemic agency, focusing on shifting epistemic agency away from residing solely in the teacher toward instead being enacted acr…
Mathematics education (7 works) · Psychology (7 works) · Pedagogy (6 works) · Educational Strategies and Epistemologies (5 works) · Science Education and Pedagogy (5 works) · Computer Science (4 works) · Epistemology (4 works) · Science education (4 works) · Sociology (4 works) · Engineering (3 works)