Christina Krist
Biographic Data
| ID | 5877143 |
|---|---|
| NAME | Christina Krist |
| GIVEN NAMES | Christina |
| FAMILY NAME | Krist |
| SIGNATURE | KRIST C |
| AFFILIATIONS | University of Illinois Urbana-Champaign |
| ORCID | 0000-0002-9738-4308 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2016 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Re‐Indexing Epistemic Responsibility: A Grammatical Analysis of How a Teacher Made Space for Students' Epistemic Agency
Supporting students' epistemic agency is a key goal of science education. However, the process of realizing this goal in classrooms is complex and layered, and we have a limited understanding of how teachers draw from their practice to position students as epistemic agents, making it difficult to provide concrete actionable guidance for teachers. To address this question, we conducted a case study of one middle school teacher and her classroom to…
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions
Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or clo…
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm
In response to Li et al.'s (2023) and Zhai and Nehm's (2023) commentaries on Zhai et al.'s 2022 paper, Applying Machine Learning to Automatically Assess Scientific Models, we offer the perspective that these commentaries are talking past each other around several key issues related to artificial intelligence (AI) in science education assessment. In part, this “talking past” stems from the fact that each set of authors is approaching the conversat…
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research
Machine learning (ML) has become commonplace in educational research and science education research, especially to support assessment efforts. Such applications of machine learning have shown their promise in replicating and scaling human‐driven codes of students' work. Despite this promise, we and other scholars argue that machine learning has not yet achieved its transformational potential. We argue that this is because our field is currently l…
Understanding Joint Exploration: The Epistemic Positioning Underlying Collaborative Activity in a Secondary Mathematics Classroom
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
Recent reforms in science education emphasize having students develop and refine core disciplinary ideas through participation in science knowledge–building practices. Supporting students’ meaningful participation in these practices is challenging, in part because our understanding of how this kind of participation develops is underexplored. This paper characterizes the epistemic dimension of classroom scientific practice—the underlying assumptio…
Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching
This study proposes a strategic framework to guide teachers’ curriculum adaptation, planning, and enactment as a lever for redistributing epistemic agency. This framework intends to position teachers as strategic decision‐makers around when and how to open up aspects of their curriculum. We argue that seeing the aspects of Next Generation Science Standards‐aligned curricula—the methods of investigation, the anchoring phenomena, and the explanator…
Epistemologies in practice: Making scientific practices meaningful for students
Recent research and policy documents call for engaging students and teachers in scientific practices such that the goal of science education shifts from students knowing scientific and epistemic ideas, to students developing and using these understandings as tools to make sense of the world. This perspective pushes students to move beyond the rote performance of scientific actions or processes and engage instead in purposeful knowledge constructi…
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Epistemologies in practice: Making scientific practices meaningful for students
Recent research and policy documents call for engaging students and teachers in scientific practices such that the goal of science education shifts from students knowing scientific and epistemic ideas, to students developing and using these understandings as tools to make sense of the world. This perspective pushes students to move beyond the rote performance of scientific actions or processes and engage instead in purposeful knowledge constructi…
Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching
This study proposes a strategic framework to guide teachers’ curriculum adaptation, planning, and enactment as a lever for redistributing epistemic agency. This framework intends to position teachers as strategic decision‐makers around when and how to open up aspects of their curriculum. We argue that seeing the aspects of Next Generation Science Standards‐aligned curricula—the methods of investigation, the anchoring phenomena, and the explanator…
Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data
Recent reforms in science education emphasize having students develop and refine core disciplinary ideas through participation in science knowledge–building practices. Supporting students’ meaningful participation in these practices is challenging, in part because our understanding of how this kind of participation develops is underexplored. This paper characterizes the epistemic dimension of classroom scientific practice—the underlying assumptio…
Bias, bias everywhere: A response to Li et al. and Zhai and Nehm
In response to Li et al.'s (2023) and Zhai and Nehm's (2023) commentaries on Zhai et al.'s 2022 paper, Applying Machine Learning to Automatically Assess Scientific Models, we offer the perspective that these commentaries are talking past each other around several key issues related to artificial intelligence (AI) in science education assessment. In part, this “talking past” stems from the fact that each set of authors is approaching the conversat…
Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research
Machine learning (ML) has become commonplace in educational research and science education research, especially to support assessment efforts. Such applications of machine learning have shown their promise in replicating and scaling human‐driven codes of students' work. Despite this promise, we and other scholars argue that machine learning has not yet achieved its transformational potential. We argue that this is because our field is currently l…
Understanding Joint Exploration: The Epistemic Positioning Underlying Collaborative Activity in a Secondary Mathematics Classroom
Which ideas, when, and why? An experienced teacher's in‐the‐moment pedagogical reasoning about facilitating student sense‐making discussions
Teaching to support students' sense‐making is challenging. It requires continuous, context‐dependent decision‐making about which student ideas to pursue, when, how, and why. This paper presents a single case study of an experienced teacher, Nadine, as an illustrative case in order to provide a rich description of this teacher's decisional episodes. Specifically, we characterize Nadine's pedagogical reasoning for decisions to make space for or clo…
Re‐Indexing Epistemic Responsibility: A Grammatical Analysis of How a Teacher Made Space for Students' Epistemic Agency
Supporting students' epistemic agency is a key goal of science education. However, the process of realizing this goal in classrooms is complex and layered, and we have a limited understanding of how teachers draw from their practice to position students as epistemic agents, making it difficult to provide concrete actionable guidance for teachers. To address this question, we conducted a case study of one middle school teacher and her classroom to…
Computer Science (7 works) · Mathematics education (6 works) · Psychology (6 works) · Sociology (6 works) · Educational Strategies and Epistemologies (5 works) · Science education (5 works) · Science Education and Pedagogy (5 works) · Pedagogy (4 works) · Discipline (3 works) · Education and Critical Thinking Development (3 works)