Kelsey Edwards
Biographic Data
| ID | 5877173 |
|---|---|
| NAME | Kelsey Edwards |
| GIVEN NAMES | Kelsey |
| FAMILY NAME | Edwards |
| SIGNATURE | EDWARDS K |
| AFFILIATIONS | Northwestern University Evanston Illinois USA |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 2 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Characterizing variations in the figured worlds of teachers and students in science class
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, w…
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Reform‐oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another productively, students must ask questions, share incomplet…
Characterizing relationships between collective enterprise and student epistemic agency in science
DATA S1. Supporting Information TABLE S1. Students' ideas for investigating air and water molecules Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas and crosscutting concepts. This knowledge building presents many challenges for teachers. We describe a…
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas and crosscutting concepts. This knowledge building presents many challenges for teachers. We describe a…
Scaling Up Three-Dimensional Science Learning Through Teacher-Led Study Groups Across a State
The vision for science teaching in the Framework for K-12 Science Education and the Next Generation Science Standards requires a radical departure from traditional science teaching. Science literacy is defined as three-dimensional (3D), in which students engage in science and engineering practices to develop and apply science disciplinary ideas and crosscutting concepts. This knowledge building presents many challenges for teachers. We describe a…
Characterizing relationships between collective enterprise and student epistemic agency in science
DATA S1. Supporting Information TABLE S1. Students' ideas for investigating air and water molecules Please note: The publisher is not responsible for the content or functionality of any supporting information supplied by the authors. Any queries (other than missing content) should be directed to the corresponding author for the article
Characterizing variations in the figured worlds of teachers and students in science class
This article explores the challenges of enacting reform‐oriented curriculum in science classrooms. We use the concept of figured worlds to analyze a case study of an eighth‐grade science class where the teacher reported that the students were resistant to changes she was trying to make. By examining stimulated recall interviews with the teacher (including the associated classroom episodes) and post‐unit interviews with a subset of the students, w…
Developing Science Classroom Expectations That Encourage Risk‐Taking for Learning Science Together
Reform‐oriented science classrooms encourage environments in which students engage in a collective enterprise of making sense of their science ideas together. Teachers who strive for these sorts of environments support students in collaboratively constructing and answering their own questions about phenomena and making sense of competing ideas together. However, to engage with one another productively, students must ask questions, share incomplet…
Mathematics education (4 works) · Pedagogy (4 works) · Psychology (4 works) · Science education (4 works) · Science Education and Pedagogy (4 works) · Sociology (4 works) · Computer Science (3 works) · Innovative Teaching and Learning Methods (2 works) · Social science (2 works) · Agency (philosophy) (1 work)