Nancy Butler Songer

Learn More
In order to compete in a global economy, students are going to need resources and curricula focusing on critical thinking and reasoning in science. Despite awareness for the need for complex reasoning, American students perform poorly relative to peers on international standardized tests measuring complex thinking in science. Research focusing on learning(More)
The National Science Foundation-funded Centerfor Innovative Learning Technologies (CILT) is designed to be a national resourcefor stimulating research and development of technology-enabled solutions to critical problems in K-14 science, math, engineering and technology learning. The Center, launched at the end $1997, is organized around four themes(More)
What are the barriers to technology-rich inquiry pedagogy in urban science classrooms, and what kinds of programs and support structures allow these barriers to be overcome? Research on the pedagogical practices within urban classrooms suggests that as a result of many constraints, many urban teachers' practices emphasize directive, controlling teaching,(More)
The Kids as Global Scientists (KGS) project engages students in the study of atmospheric science through the use of current imagery and on-line communication in a reform-minded, inquiry-based curricular program. This article presents case study data on one sixth-grade classroom of KGS participants during the 8-week program. Six students representing three(More)
The work presented builds on a multiyear effort to study the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school learning environment enacted simultaneously in hundreds of classrooms across the nation. Two groups of teachers participated in this study. One group consists of “maverick” teachers:(More)
Over 10 years ago, a National Research Council committee led by Jim Pellegrino and Robert Glaser generated the fundamental text on educational assessment titled, Knowing What Students Know: The Science and Design of Educational Assessment (NRC, 2001). In this document, the authors emphasize that assessment is a process of reasoning from evidence, ‘‘a(More)
This article evaluates a validity argument for the degree towhich assessment tasks are able to provide evidence about knowledge that fuses information from a progression of core disciplinary ideas in ecology and a progression for the scientific practice of developing evidence-based explanations. The article describes the interpretive framework for the(More)