Jenny M Dauer
Biographic Data
| ID | 6674560 |
|---|---|
| NAME | Jenny M Dauer |
| GIVEN NAMES | Jenny M |
| FAMILY NAME | Dauer |
| SIGNATURE | DAUER J M |
| AFFILIATIONS | University of Nebraska–Lincoln |
| ORCID | 0000-0002-1373-8851 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Developing a conceptual model for students’ scientific civic engagement self-concept
To prepare students to meet challenges of the twenty-first century, science educators must equip students with science literacy skills and the means to apply those skills to benefit their communities, i.e. science civic engagement (SCE) with dimensions of civic knowledge, civic confidence, civic action and civic value. In a college-level science literacy course we investigated students’ SCE self-concept (SCE-SC) or how they envision their ability…
Exploring students’ certainty of assumptions and evidence evaluation about socioscientific issue systems
An important goal of science instruction is to promote students’ understanding and evaluation of social issues related to science. Our study used the socioscientific issues (SSI) context of water conservation to explore evidence evaluation and certainty of assumptions among undergraduate students (n = 217) enrolled in a science literacy course at a research-intensive university. We investigated students’ ability to use evidence and certainty of a…
Understanding the emerging food, energy, and water nexus (FEW-Nexus) systems in science education
The intricate interdependence of food, energy, and water (FEW) systems necessitates effective and coordinated educational efforts across various contexts to equip students with the skills to tackle FEW challenges. As an emerging interdisciplinary field, understanding educators’ and education researchers’ views on the FEW-Nexus perspective, self-efficacy, needs, and approaches to promoting community engagement are vital to facilitating the growth …
Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus
Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at th…
Describing undergraduate students’ reasoning and use of evidence during argumentation about socioscientific issues systems
Introduction We conducted research in a post-secondary, large-enrollment science literacy course that asks students to apply multidisciplinary scientific evidence when providing an argument about the potential social and ecological consequences of policy solutions to socioscientific issues (SSI). Methods Coding schemes were developed to describe students’ levels of proficiency in constructing arguments about the nature of SSI systems and were cre…
Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts
Socioscientific issues (SSI) are often used to facilitate students’ engagement in multiple scientific practices such as decision-making and argumentation, both of which are goals of STEM literacy, science literacy, and integrated STEM education. Literature often emphasizes scientific argumentation over socioscientific argumentation, which involves considering social factors in addition to scientific frameworks. Analyzing students’ socioscientific…
Students’ Civic Engagement Self-Efficacy Varies Across Socioscientific Issues Contexts
In STEM learning focused on science literacy, socioscientific issues instruction is often proposed as a way to bolster students’ civic engagement, however few studies in science education have explicitly examined this connection. We define civic engagement as the work of influencing legitimately public matters using means within the existing political structure. In this work we investigate students’ feelings of self-efficacy for this type of civi…
Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies
Socio-scientific reasoning (SSR) is key to helping students take informed positions around socio-scientific issues (SSI). SSR comprises four competencies: recognising complexity of SSI’s, multiple perspectives around SSI’s, the need for ongoing inquiry around SSI’s, and skepticism around different parties’ claims made about SSI’s. The Quantitative Assessment of SSR (QuASSR) provides a promising measurement framework, but there are still important…
Student representations and conceptions of ecological versus social sciences in a conservation course
A framework for pollination systems thinking and conservation
We conducted interviews with 16 postsecondary students at a large public university on pollination systems knowledge. A semi-structured interview protocol was developed with open-ended prompts to elicit student explanations of pollination systems. Congruent themes were developed through coding of the interview transcripts into low, medium, and high sophistication of responses. From this, we developed a framework of pollination knowledge informed …
A framework for pollination systems thinking and conservation
We conducted interviews with 16 postsecondary students at a large public university on pollination systems knowledge. A semi-structured interview protocol was developed with open-ended prompts to elicit student explanations of pollination systems. Congruent themes were developed through coding of the interview transcripts into low, medium, and high sophistication of responses. From this, we developed a framework of pollination knowledge informed …
A framework for pollination systems thinking and conservation
We conducted interviews with 16 postsecondary students at a large public university on pollination systems knowledge. A semi-structured interview protocol was developed with open-ended prompts to elicit student explanations of pollination systems. Congruent themes were developed through coding of the interview transcripts into low, medium, and high sophistication of responses. From this, we developed a framework of pollination knowledge informed …
Measurement of socio-scientific reasoning (SSR) and exploration of SSR as a progression of competencies
Socio-scientific reasoning (SSR) is key to helping students take informed positions around socio-scientific issues (SSI). SSR comprises four competencies: recognising complexity of SSI’s, multiple perspectives around SSI’s, the need for ongoing inquiry around SSI’s, and skepticism around different parties’ claims made about SSI’s. The Quantitative Assessment of SSR (QuASSR) provides a promising measurement framework, but there are still important…
Student representations and conceptions of ecological versus social sciences in a conservation course
Students’ Civic Engagement Self-Efficacy Varies Across Socioscientific Issues Contexts
In STEM learning focused on science literacy, socioscientific issues instruction is often proposed as a way to bolster students’ civic engagement, however few studies in science education have explicitly examined this connection. We define civic engagement as the work of influencing legitimately public matters using means within the existing political structure. In this work we investigate students’ feelings of self-efficacy for this type of civi…
Using Critical Integrative Argumentation to Assess Socioscientific Argumentation across Decision-Making Contexts
Socioscientific issues (SSI) are often used to facilitate students’ engagement in multiple scientific practices such as decision-making and argumentation, both of which are goals of STEM literacy, science literacy, and integrated STEM education. Literature often emphasizes scientific argumentation over socioscientific argumentation, which involves considering social factors in addition to scientific frameworks. Analyzing students’ socioscientific…
Implementing interdisciplinary sustainability education with the food-energy-water (FEW) nexus
Growth in the green jobs sector has increased demand for college graduates who are prepared to enter the workforce with interdisciplinary sustainability skills. Simultaneously, scholarly calls for interdisciplinary collaboration in the service of addressing the societal challenges of enhancing resilience and sustainability have also increased in recent years. However, developing, executing, and assessing interdisciplinary content and skills at th…
Describing undergraduate students’ reasoning and use of evidence during argumentation about socioscientific issues systems
Introduction We conducted research in a post-secondary, large-enrollment science literacy course that asks students to apply multidisciplinary scientific evidence when providing an argument about the potential social and ecological consequences of policy solutions to socioscientific issues (SSI). Methods Coding schemes were developed to describe students’ levels of proficiency in constructing arguments about the nature of SSI systems and were cre…
Understanding the emerging food, energy, and water nexus (FEW-Nexus) systems in science education
The intricate interdependence of food, energy, and water (FEW) systems necessitates effective and coordinated educational efforts across various contexts to equip students with the skills to tackle FEW challenges. As an emerging interdisciplinary field, understanding educators’ and education researchers’ views on the FEW-Nexus perspective, self-efficacy, needs, and approaches to promoting community engagement are vital to facilitating the growth …
Developing a conceptual model for students’ scientific civic engagement self-concept
To prepare students to meet challenges of the twenty-first century, science educators must equip students with science literacy skills and the means to apply those skills to benefit their communities, i.e. science civic engagement (SCE) with dimensions of civic knowledge, civic confidence, civic action and civic value. In a college-level science literacy course we investigated students’ SCE self-concept (SCE-SC) or how they envision their ability…
Exploring students’ certainty of assumptions and evidence evaluation about socioscientific issue systems
An important goal of science instruction is to promote students’ understanding and evaluation of social issues related to science. Our study used the socioscientific issues (SSI) context of water conservation to explore evidence evaluation and certainty of assumptions among undergraduate students (n = 217) enrolled in a science literacy course at a research-intensive university. We investigated students’ ability to use evidence and certainty of a…
Psychology (7 works) · Mathematics education (5 works) · Pedagogy (5 works) · Science education (5 works) · Science Education and Pedagogy (5 works) · Sociology (5 works) · Computer Science (4 works) · Education and Critical Thinking Development (4 works) · Educational Strategies and Epistemologies (4 works) · Political science (4 works)