Gillian Roehrig
Biographic Data
| ID | 5742226 |
|---|---|
| NAME | Gillian Roehrig |
| GIVEN NAMES | Gillian |
| FAMILY NAME | Roehrig |
| SIGNATURE | ROEHRIG G |
| AFFILIATIONS | University of Minnesota |
| ORCID | 0000-0002-6943-7820 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Filling the Network Gap in Research Ethics: Analyzing Ethical Issues at Scale in Big Team Science
Scientific research increasingly involves large, multidisciplinary teams networked across multiple institutions to develop new technologies. Despite the rise of complex research networks and big team science, there has been too little analysis to date of the ethical challenges facing these networks. The extensive literature on the ethical issues confronting individual researchers and small teams (the microlevel) and on the larger societal challen…
Elaborating Nature of Engineering Through Family Resemblance Approach
Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context
This study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teach…
Reality vs. Expectations of Assessment in STEM Education: An Exploratory Case Study of STEM Schools in Egypt
In this exploratory case study, the assessment methods planned and used in Egyptian STEM schools were explored. The purpose of the study was to explore the relationship between the ideals provided in STEM education both from research and policy documents and the actual assessment strategies used both at the classroom and state level in order to understand the alignment between the proposed lofty goals of STEM and the modes of assessment actually …
Beyond the basics: A detailed conceptual framework of integrated STEM
Given the large variation in conceptualizations and enactment of K − 12 integrated STEM, this paper puts forth a detailed conceptual framework for K − 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by au…
Becoming a STEM-Focused School District: Administrators’ Roles and Experiences
Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district’s development and expansion of its STEM education focus, which started in the years leading up to the distri…
Systems Object Framework: A framework for describing students’ depiction of object organisation within systems
Developing students’ ability to think about systems, as opposed to isolated facts, is of central importance in much of science teaching. Prior work in this area has focused on students’ recognition of the processes occurring within a system. Comparatively, little work has been done on how students organise the objects that are contained within the system. Understanding how objects are organised within a system structure can promote understanding …
“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities
Integrated approaches to teaching science, technology, engineering, and mathematics (STEM) are increasingly being implemented in elementary and middle school classrooms, and despite a variety of conceptions of integrated STEM, researchers agree that small group activities and teamwork play a central role in STEM learning. However, little is known about how students participate in the small group portions of integrated STEM curricular units. In th…
Environmental Topics in Physics by Inquiry Course: Integration Models Used by Physics Teachers
As we approach the second quarter of the twenty-first century, one may predict the environment will be among the dominant themes in political and educational discourse. This study investigates how three physics teachers integrated environmental topics and issues in their classroom. Data collection methods including field notes taken from observations, teachers’ interviews, and a collection of artifacts and documents were used. The data were coded…
Computational participation and the learner‐technology pairing in K‐12 STEM education
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology …
The use of teacher leader roles in an online induction support system
Future Earth—Advancing Civic Understanding of the Anthropocene: Advancing Civic Understanding of the Anthropocene
Earth now is dominated by both biogeophysical and anthropogenic processes, as represented in these two images from a simulation of aerosols. Dust (red) from the Sahara sweeps west across the Atlantic Ocean. Sea salt (blue) rises into the atmosphere from winds over the North Atlantic and from a tropical cyclone in the Indian Ocean. Organic and black carbon (green) from biomass burning is notable over the Amazon and Southeast Asia. Plumes of sulfat…
Infusing Neuroscience Into Teacher Professional Development
Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscien…
Infusing Neuroscience Into Teacher Professional Development
Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscien…
Infusing Neuroscience Into Teacher Professional Development
Bruer advocated connecting neuroscience and education indirectly through the intermediate discipline of psychology. We argue for a parallel route: The neurobiology of learning, and in particular the core concept of plasticity, have the potential to directly transform teacher preparation and professional development, and ultimately to affect how students think about their own learning. We present a case study of how the core concepts of neuroscien…
Future Earth—Advancing Civic Understanding of the Anthropocene: Advancing Civic Understanding of the Anthropocene
Earth now is dominated by both biogeophysical and anthropogenic processes, as represented in these two images from a simulation of aerosols. Dust (red) from the Sahara sweeps west across the Atlantic Ocean. Sea salt (blue) rises into the atmosphere from winds over the North Atlantic and from a tropical cyclone in the Indian Ocean. Organic and black carbon (green) from biomass burning is notable over the Amazon and Southeast Asia. Plumes of sulfat…
The use of teacher leader roles in an online induction support system
Computational participation and the learner‐technology pairing in K‐12 STEM education
The role of technology in STEM education remains unclear and needs stronger operational definition. In this paper, we explore the theoretical connection between STEM and emergent technologies, with a focus on learner behaviors and the potential of technology-mediated experiences with computational participation (CP) in shaping STEM learning. In particular, by de-emphasizing what technology is used and bringing renewed focus to how the technology …
Beyond the basics: A detailed conceptual framework of integrated STEM
Given the large variation in conceptualizations and enactment of K − 12 integrated STEM, this paper puts forth a detailed conceptual framework for K − 12 integrated STEM education that can be used by researchers, educators, and curriculum developers as a common vision. Our framework builds upon the extant integrated STEM literature to describe seven central characteristics of integrated STEM: (a) centrality of engineering design, (b) driven by au…
Becoming a STEM-Focused School District: Administrators’ Roles and Experiences
Science, technology, engineering, and mathematics (STEM) schools and districts continue to emerge, and while some research highlights critical components to be included in STEM schools, there is a need to learn more about the process of becoming a STEM school or district. In this study, we investigated a rural United States school district’s development and expansion of its STEM education focus, which started in the years leading up to the distri…
Systems Object Framework: A framework for describing students’ depiction of object organisation within systems
Developing students’ ability to think about systems, as opposed to isolated facts, is of central importance in much of science teaching. Prior work in this area has focused on students’ recognition of the processes occurring within a system. Comparatively, little work has been done on how students organise the objects that are contained within the system. Understanding how objects are organised within a system structure can promote understanding …
“There are other ways to help besides using the stuff”: Using activity theory to understand dynamic student participation in small group science, technology, engineering, and mathematics activities
Integrated approaches to teaching science, technology, engineering, and mathematics (STEM) are increasingly being implemented in elementary and middle school classrooms, and despite a variety of conceptions of integrated STEM, researchers agree that small group activities and teamwork play a central role in STEM learning. However, little is known about how students participate in the small group portions of integrated STEM curricular units. In th…
Environmental Topics in Physics by Inquiry Course: Integration Models Used by Physics Teachers
As we approach the second quarter of the twenty-first century, one may predict the environment will be among the dominant themes in political and educational discourse. This study investigates how three physics teachers integrated environmental topics and issues in their classroom. Data collection methods including field notes taken from observations, teachers’ interviews, and a collection of artifacts and documents were used. The data were coded…
Reality vs. Expectations of Assessment in STEM Education: An Exploratory Case Study of STEM Schools in Egypt
In this exploratory case study, the assessment methods planned and used in Egyptian STEM schools were explored. The purpose of the study was to explore the relationship between the ideals provided in STEM education both from research and policy documents and the actual assessment strategies used both at the classroom and state level in order to understand the alignment between the proposed lofty goals of STEM and the modes of assessment actually …
Elaborating Nature of Engineering Through Family Resemblance Approach
Collaborative Design Capacity for Enactment Framework: An Analytic Tool for Conceptualizing Pedagogical Design Capacity Within Social Context
This study examines an urban middle school teacher design team's capacity for creating integrated science, technology, engineering, and mathematics curricula. Using Brown's pedagogical design capacity (PDC) theory, which highlights interactions between personal and curricular resources, this paper introduces an extended framework that includes social interactions as key influences on teachers' design abilities. Findings show that individual teach…
Filling the Network Gap in Research Ethics: Analyzing Ethical Issues at Scale in Big Team Science
Scientific research increasingly involves large, multidisciplinary teams networked across multiple institutions to develop new technologies. Despite the rise of complex research networks and big team science, there has been too little analysis to date of the ethical challenges facing these networks. The extensive literature on the ethical issues confronting individual researchers and small teams (the microlevel) and on the larger societal challen…
Pedagogy (9 works) · Psychology (9 works) · Computer Science (7 works) · Mathematics education (6 works) · Sociology (5 works) · Innovative Teaching and Learning Methods (4 works) · Science Education and Pedagogy (4 works) · Curriculum (3 works) · Engineering (3 works) · Engineering ethics (3 works)