Research

Our research examines how to improve science teaching by focusing on the intersection between race, language, technology and science learning. Using mixed methods, we explore ways to improve teaching and learning for all students.

Leftovers from COVID-19: Exploring How New Teachers Use Digital Learning Tools to Promote Effective Science Conversations

Dive into the Science In The City Lab Grous research titled, t “Leftovers from COVID-19,” where pre-service science teachers transform digital tools from pandemic necessities to innovative classroom allies. Discover how these educators harness technology to boost engagement and metacognitive awareness, proving that some pandemic adaptations are here to stay. This study makes a compelling case for the enduring role of digital tools in modern education—feel free to read this early access document and share to the science teaching community.

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Research Internship – Exploring Educational Technology Design for Equitable Learning

Stanford’s Graduate School of Education, in collaboration with the d.school and the Department of Engineering, invites undergraduate students to apply for a research internship on a two-year project exploring how educational technology companies design products to support equity-based teaching and learning. The research focuses on a Community of Practice (CoP) model, where technology designers, executives, and educators collaborate to enhance educational tools, and compares their approaches to those outside the CoP. Intern responsibilities include conducting qualitative interviews, analyzing data, assessing educational software, and learning experimental research methods. Applicants should be current undergraduates with coursework or interest in education, educational technology, design, or teaching. Applications are due by the end of February, and inquiries can be submitted via the provided sign-up form.

Technology
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The Cultural & Cognitive Potential of Virtual Reality in Science

Our research team spent several years exploring the power of virtual reality as a classroom learning tool. We sought to do something different. So, instead of bring high cost virtual reality headsets to schools, we used low cost cardboard headsets for instruction. This enabled nearly every student to have their own virtual reality headsets. So what did we learn? The details are below.

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Book Talk: Preparing Science Teachers Through Practice-Based Teacher Education

Join us for an online Book Talk. Stanford’s Graduate School of Education’s Science in The City Research Group welcomes the team of Dr. David Stroupe, Dr. Karen Hammerness, Dr. Scott McDonald, & Dr. Kirsten Mawyer. Together, they wrote an incredible text that explores and challenges how we train modern science teachers. Given, theoretical and practical challenges of teaching science, teacher educators must have a detailed understanding of how to build a science teaching force that understands students, understands curriculum, and understands core pedagogical practices. Join us for an online exploration of their new book.

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EdTech Remix

When people design educational technology, they have someone in mind. Design is always intentional. An effective designer can created an educational technology tool that produces learning because is designed with a specific user in mind and customized to meet that end user’s needs. The EdTech remix hopes to create a wave of designers who are skilled at building culturally effective learning technology. By brining together top scholars, designer, tech teachers, and educators our collective build capacity for all participants. This project hopes to get insights from designers to understand how they approach modern educational technology design.

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Join Us In Exploring Culturally Relevant Science Technology

Technology offers us an opportunity forward. Currently, many students have laptops and cellular phones that have amazing capabilities that have are still underutilized in science classrooms. These devices offer important possibilities. First, these devices can take you to places that you cannot experience, like space and into cells. Smartphones can become VR devices, simulators, and…

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Culturally Relevant Virtual Reality for Science Classrooms

Virtual reality represents a new direction in technological advancements for educational research. While education has been slow to adopt new technology, educational technology companies have been slow to collaborate with teachers to produce pedagogically valuable resources. This project explores house science educators and science researchers collaborate to produce virtual reality instructional materials for the modern science students. What this means Is that educators can think critically about how technology can become a useful tool for building culturally relevant virtual reality instructional materials. At the 2019 conference for the National Association of researchers of science teaching, we presented a number of new research studies. The studies are here for you to review and share broadly.

Science Technology
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STEM Learning for African-American Boys

The growing concern for providing access to science careers for African-American men has lead to many programs that attempt to provide students’ access to high end science education. We conducted a year-long study of one organization’s attempt to understand the challenges of teaching science in urban context. We monitored how the school’s leadership designed and…

Science Teaching Practices
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