Sara C Heredia
Dados Biográficos
| ID | 2824987 |
|---|---|
| NOME | Sara C Heredia |
| PRENOMES | Sara C |
| SOBRENOME | Heredia |
| ASSINATURA | HEREDIA S C |
| AFILIAÇÕES | University of North Carolina at Greensboro |
| ORCID | 0000-0003-2553-0270 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 7 |
| TOTAL DE CITAÇÕES | 4 |
| TOTAL COMO AUTOR | 7 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2020 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 1 |
Making Sense of Genetic Complexity
Technological advances in the study of the human genome have led to increased understanding of the complexity of genetic variation and the role of genes and the environment in shaping human phenotypes. Accurate interpretation of modern genetic data will require increased support for science teachers to update their curriculum to teach more complex genetics. In this paper, we analyze the co-design process of one middle school science teacher worki…
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
This isn't school, you know
As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design‐based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle school youth with the design of a STEM ecosystem. Most of the literature on STEM ecosystems focuses …
Exploring STEM Teacher Learning in Out-of-School Settings
Decades of research on student’s science, technology, engineering, and mathematics (STEM) learning have highlighted the need to make science content more relevant for students. However, science teachers have described this as difficult, with large numbers of students in their classrooms and an administrative focus on achievement in high-stakes assessments. In this study, we explore the learning opportunities for two in-service science teachers wh…
Makers-in-Residence
Teaching & learning in makerspaces
Making and makerspaces are becoming increasingly popular in K-12 schools. However, professional development on making for practicing teachers is under researched. We present case studies of two teachers’ sensemaking of making in a one semester graduate course on teaching and learning in makerspaces. The course was designed around three course tenets; maker as learner, as iterative, and as equitable and consequential. We utilize third generation c…
Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development
This study explores the role of conceptual coherence in science teacher learning of science‐specific formative assessment. Conceptual coherence refers to the alignment of ideas about teaching and learning and may be difficult with certain teaching practices, like formative assessment, that have a central role in accountability mechanisms in schools. The case study analyzes how one department of science teachers surfaced and managed issues of cohe…
This isn't school, you know
As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design‐based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle school youth with the design of a STEM ecosystem. Most of the literature on STEM ecosystems focuses …
Exploring the role of coherence in science teachers’ sensemaking of science‐specific formative assessment in professional development
This study explores the role of conceptual coherence in science teacher learning of science‐specific formative assessment. Conceptual coherence refers to the alignment of ideas about teaching and learning and may be difficult with certain teaching practices, like formative assessment, that have a central role in accountability mechanisms in schools. The case study analyzes how one department of science teachers surfaced and managed issues of cohe…
Teaching & learning in makerspaces
Making and makerspaces are becoming increasingly popular in K-12 schools. However, professional development on making for practicing teachers is under researched. We present case studies of two teachers’ sensemaking of making in a one semester graduate course on teaching and learning in makerspaces. The course was designed around three course tenets; maker as learner, as iterative, and as equitable and consequential. We utilize third generation c…
Makers-in-Residence
Exploring STEM Teacher Learning in Out-of-School Settings
Decades of research on student’s science, technology, engineering, and mathematics (STEM) learning have highlighted the need to make science content more relevant for students. However, science teachers have described this as difficult, with large numbers of students in their classrooms and an administrative focus on achievement in high-stakes assessments. In this study, we explore the learning opportunities for two in-service science teachers wh…
Exploring how museums can support science teacher leaders as boundary spanners
Local implementation of science reform efforts in part relies on science teacher leaders (STLs) to improve science instruction in classrooms and beyond. The lack of science‐specific professional learning resources drives STLs to act as boundary spanners to locate resources outside their local context to fill that gap. Museums and other informal science education centers are examples of external entities that STLs might leverage to locate resource…
This isn't school, you know
As part of the special issue on Teacher Learning and Organizational Contexts, this paper explores the collective organizational sensemaking processes of middle school science teachers engaged in a design‐based research project focused on supporting science, technology, engineering, and mathematics (STEM) identity and interest development of middle school youth with the design of a STEM ecosystem. Most of the literature on STEM ecosystems focuses …
Making Sense of Genetic Complexity
Technological advances in the study of the human genome have led to increased understanding of the complexity of genetic variation and the role of genes and the environment in shaping human phenotypes. Accurate interpretation of modern genetic data will require increased support for science teachers to update their curriculum to teach more complex genetics. In this paper, we analyze the co-design process of one middle school science teacher worki…
Mathematics education (6 obras) · Pedagogy (6 obras) · Psychology (6 obras) · Science education (5 obras) · Political science (4 obras) · Sensemaking (4 obras) · Sociology (4 obras) · Innovative Education and Learning Practices (3 obras) · Public relations (3 obras) · Educational technology (2 obras)