Erin E Krupa
Biographic Data
| ID | 9510594 |
|---|---|
| NAME | Erin E Krupa |
| GIVEN NAMES | Erin E |
| FAMILY NAME | Krupa |
| SIGNATURE | KRUPA E E |
| AFFILIATIONS | North Carolina State University |
| ORCID | 0000-0001-6898-4059 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Design & Pitch Challenges in STEM
Solving many of the pressing issues facing the world today will require a deep and integrated understanding of science, technology, engineering, and mathematics (STEM). To prepare today’s K-12 students to tackle these challenges, STEM education must create opportunities to learn disciplinary content while inventing actionable solutions to messy, interdisciplinary problems. Learning frameworks, such as Project-Based Learning (PBL), Design-Based Le…
Designing to transform
As educators pursue more authentic and relevant approaches to mathematics instruction, it is essential to understand how students reason mathematically in innovative learning environments. This study examines students’ reasoning with geometric transformations during a summer camp, in which they used dynamic geometry environments (DGEs) to design transforming, multi-functional products. Student artifacts were analyzed using two frameworks on reaso…
Project-Based Inquiry (PBI) Global during a Pandemic
Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included t…
Supporting Students’ Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration
Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and stu…
No prominent works on this page.
Supporting Students’ Science Content Knowledge and Motivation through Project-Based Inquiry (PBI) Global in a Cross-School Collaboration
Inquiry is featured prominently in the Next Generation Science Standards (NGSS) as a promising pedagogical approach. Building on current conceptions of inquiry, a mixed-methods research design was used to explore the effects of Project-Based Inquiry (PBI) Global on student science content knowledge, motivation, and perspectives related to inquiry in a cross-school collaboration. The data sources included pre-/post-tests on science content and stu…
Project-Based Inquiry (PBI) Global during a Pandemic
Building on new learning ecology theory and situated in the COVID-19 pandemic context, a qualitative research design was used to examine student and teacher perspectives on Project-Based Inquiry (PBI) Global. Drawing on Problem-Based Learning (PBL) and Project-Based Learning (PjBL), PBI Global supports participants toward engaging in inquiry-to-action aligned with the UN Sustainable Development Goals (SDGs). Data sources for this study included t…
The Design & Pitch Challenges in STEM
Solving many of the pressing issues facing the world today will require a deep and integrated understanding of science, technology, engineering, and mathematics (STEM). To prepare today’s K-12 students to tackle these challenges, STEM education must create opportunities to learn disciplinary content while inventing actionable solutions to messy, interdisciplinary problems. Learning frameworks, such as Project-Based Learning (PBL), Design-Based Le…
Designing to transform
As educators pursue more authentic and relevant approaches to mathematics instruction, it is essential to understand how students reason mathematically in innovative learning environments. This study examines students’ reasoning with geometric transformations during a summer camp, in which they used dynamic geometry environments (DGEs) to design transforming, multi-functional products. Student artifacts were analyzed using two frameworks on reaso…
Mathematics education (3 works) · Problem and Project Based Learning (3 works) · Psychology (3 works) · Sociology (3 works) · Computer Science (2 works) · Focus group (2 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works) · Problem-based learning (2 works) · Project-Based Learning (2 works)