TERC Presenter Series
With the cancellation of many conferences this year and reduced audiences for those who did present, the TERC’s Communications team thought it would be nice for staff to still be able to disseminate their presentations. As a response, we developed the TERC Presenter Series. Over a few months we set up Zoom presentations for projects to share their work and for those of us inside and outside of TERC learn more about the ongoing research.
Can Eye Movements Provide a Means of Measuring Implicit Learning of Physics?
Ibrahim Dahlstrom-Hakki discusses the increasing need for the development of assessments that are fair and equitable across all populations of learners as highlighted by The Standards for Educational and Psychological Testing put out jointly by APA, AERA, and NCME (2014). This talk reports on work that explores the use of eye movement data from neurodiverse students playing the physics video game Impulse. This pilot study shows promise in using eye tracking data as a means of more equitably assessing students’ implicit learning of Newtonian physics.
“I juggle both Native and Western Science.” Portraits of Native Identity in Computer Science for Academic Persistence
By Nuria Jaumot-Pascual, Kathy DeerInWater, Christina Bebe Silva, and Maria (Mia) Ong
This presentation features the findings of the study titled, Native Women and Two-Spirit Individuals in Computing Higher Education: A Photo Elicitation Study of Persistence (NAWC2). NAWC2 is a one-year study funded by the Women of Color in Computing Collaborative (Kapor Center/Center for Gender Equity in Science and Technology, ASU). This study uses the method of photo elicitation (Harper, 2002), which inserts participant-generated photographs in one-on-one interviews, to understand the experiences of Native women and two-spirit individuals’ persistence in computer science and how their identities intersect.
Moving Toward More Equitable Science Assessments for English Learners
A presentation by Tracy Noble that summarizes 9 years of work on two projects focused on identifying the linguistic features of 5th grade MCAS science test items that interfere with English Learners’ ability to demonstrate their science knowledge when answering these test items. The presentation includes implications for assessment design that are relevant to any work that involves language and English Learners, including curriculum and professional development.