Leslie J Atkins Elliott
Biographic Data
| ID | 9527121 |
|---|---|
| NAME | Leslie J Atkins Elliott |
| GIVEN NAMES | Leslie J Atkins |
| FAMILY NAME | Elliott |
| SIGNATURE | ELLIOTT L J A |
| AFFILIATIONS | Department of Curriculum, Instruction, and Foundational Studies Boise State University Boise Idaho |
| ORCID | 0000-0003-4535-7348 |
| VERIFIED | Yes |
| TOTAL WORKS | 3 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 3 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Why We Eat Calories
In the Next Generation Science Standards, energy is considered a “crosscutting concept” that bridges disciplinary boundaries and unites scientific disciplines. I examine how energy is represented in physics, biology, and chemistry contexts, using the reaction of molecular oxygen with sugar as an exemplar, and argue that disciplines disagree in how they represent the origin of energy that drives this process. In particular, while biology tends to …
Supporting aesthetic experience of science in everyday life
Researchers have argued that a central goal of science education is to transform students' out-of-school experiences, so that students have aesthetic experiences of the world that would not otherwise be available to them. The goal of this paper is to articulate a set of design principles that support this goal. In doing so, I will first position this as a problem of transfer, and describe a perspective on transfer in which an idea or experience i…
Truth, success, and faith
Responsive teaching—or teaching that builds from the “seeds of science” in student thinking—is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students’ STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content …
No prominent works on this page.
Truth, success, and faith
Responsive teaching—or teaching that builds from the “seeds of science” in student thinking—is depicted in STEM education literature as both important and challenging. U.S. science education reform has been calling for teachers to enact instruction that attends to and takes up the substance of students’ STEM ideas; however, responsive teaching represents a substantial shift from the current state of affairs in most U.S. classrooms, where content …
Supporting aesthetic experience of science in everyday life
Researchers have argued that a central goal of science education is to transform students' out-of-school experiences, so that students have aesthetic experiences of the world that would not otherwise be available to them. The goal of this paper is to articulate a set of design principles that support this goal. In doing so, I will first position this as a problem of transfer, and describe a perspective on transfer in which an idea or experience i…
Why We Eat Calories
In the Next Generation Science Standards, energy is considered a “crosscutting concept” that bridges disciplinary boundaries and unites scientific disciplines. I examine how energy is represented in physics, biology, and chemistry contexts, using the reaction of molecular oxygen with sugar as an exemplar, and argue that disciplines disagree in how they represent the origin of energy that drives this process. In particular, while biology tends to …
Psychology (3 works) · Epistemology (2 works) · Mathematics education (2 works) · Pedagogy (2 works) · Philosophy (2 works) · Science Education and Pedagogy (2 works) · Sociology (2 works) · Attention Economy in Education and Business (1 works) · Calorie (1 works) · Chemistry (1 works)