Presenters: Joseph Krajcik, Jonathan Osborne, Helen Quinn
This plenary will set the direction for sessions and discussions for the day-long meeting. Plenary presenters will tackle the challenge of how to develop a stable platform for learning, focusing on standards, curriculum, and assessment. Each presenter will bring his or her unique experience and scholarship to the discussion. A question-and-answer session will follow.
ABOUT THE PRESENTERS:
Joseph Krajcik, Director, CREATE for STEM Institute, Michigan State University
Joseph Krajcik is director of the CREATE for STEM Institute and a faculty member in science education at Michigan State University. A former high school chemistry and physical science teacher, he spent 21 years at the University of Michigan before coming to Michigan State in 2011. During his career, he has focused on working with science teachers to reform science teaching practices to promote students’ engagement in and learning of science. He was PI on an NSF project that aims to design, develop, and test the next generation of middle school curriculum materials to engage students in obtaining deep understandings of science content and practices. He also served as head of the Physical Science Design Team to develop the NGSS. Krajcik serves as co-editor of the Journal of Research in Science Teaching. He has authored and co-authored curriculum materials, books, software, and over 100 manuscripts, and makes frequent presentations at international, national, and regional conferences. He is a fellow of the American Association for the Advancement of Science and has served as president of the National Association for Research in Science Teaching, from which he received the Distinguished Contributions to Science Education Through Research Award in 2010. Krajcik has a PhD from the University of Iowa.
Jonathan Osborne, Professor, Stanford University
Jonathan Osborne is the Kamalachari Family Professor of Science in the Graduate School of Education, Stanford University. He started his career teaching high school physics in inner London before joining King’s College London in 1985, where he worked for 23 years. He became a full professor in 2000 and Head of the Department of Education in 2005. He then joined Stanford in 2009. During his career, he has been an advisor to the United Kingdom House of Commons Science and Technology Committee for their report on Science Education in 2002, has been President of the U.S. National Association for Research in Science Teaching (2006–07) and has won the association’s award for the best research publication in 2003 and 2004 in the Journal of Research in Science Teaching. He was a member of the U.S. National Academies Panel that produced the new framework for the NGSS in the United States. Currently, he is chair of the expert group responsible for producing the framework for the OECD PISA science assessments in 2015. His research focuses on the teaching and learning of argumentation, how to teach literacy in science, and students’ attitudes towards science. Osborne earned Physics and an MS in Astrophysics and PhD in Education from the University of London.
Helen Quinn, Professor Emerita, Stanford University
Helen Quinn is professor emerita of physics at SLAC National Accelerator Laboratory at Stanford University. A theoretical physicist, she was elected to the National Academy of Sciences in 2003 and was president of the American Physical Society in 2004. In addition to her scholarship in physics, she has had long-term involvement in science education and in the continuing education of science teachers. She was an active contributor to the California State Science Standards development process. She recently chaired the Committee on a Conceptual Framework for New K–12 Science Education Standards for the National Research Council, chaired the Science Work Group, and co-chaired the Public Dialogue Committee. Quinn holds a bachelor’s degree in Physics and a PhD in Elementary Particle Physics from Stanford University.
