Articles

Fackler, A. K. (2024). “I Thought That They Were Very Cut and Dry”: Preservice Elementary Science Teachers Learning About and Learning with Models and Modeling. Journal of Science Teacher Education, 1-23.

Fackler, A. K., & Harman, R. M. (2024). Empowering Elementary Preservice Science Teachers: Harnessing Diverse Language Resources in the Practice of Modeling. Science Education.

Fackler, A. K., & Capps, D. K. (2024). ‘If you wanted to take this model and throw nitrogen at it, it would fit’: synthesis approach to modelling to learn about biogeochemical cycles. International Journal of Science Education, 46(5), 421-439.

Shemwell, J. T., Capps, D. K., Fackler, A. K., & Coogler, C. H. (2023). Integrative Analysis Using Big Ideas: Energy Transfer and Cellular Respiration. Journal of Science Education and Technology, 1-20.

Capps, D.K., & Shemwell, J.T. (2020). Moving beyond the model as copy problem: Investigating the utility of teaching about structure-preserving transformations in the model-referent relationship. International Journal of Science Education, 42(12), 2008-2031.

Shemwell, J.T., & Capps, D.K. (2019). Learning Abstraction as a Modeling Competence. In D. Kruger, J. van Driel, & A. Upmeier zu Belzen (Eds.), Towards a Competence-Based View on Models and Modeling in Science Education (pp. 291-307). Springer, Cham.

Conference Presentations

Shemwell, J.T., Capps, D.K., Yauck, J., & Young, L. (2024). Dewey’s conjectural anticipation and the animating power of big ideas for agency in science learning. A paper presentation for the 2024 AERA Annual International Conference, Philadelphia, PA.

Capps, D.K. & Shemwell, J.T. (2024). Teacher appreciation of analysis as an instructional use of big ideas. A paper presentation for the 2024 NARST Annual International Conference, Denver, CO.

Shemwell, J.T. & Capps, D.K. (2024). Conjectural anticipation and the animating power of big ideas for agency in science learning. A paper presentation for the 2024 NARST Annual International Conference, Denver, CO.

Fackler, A. K., Coogler, C., Capps, D., & Shemwell, J. (2021). Learning Cellular Respiration Through Models and Modeling: A Case of and for Constructing Gapless Explanations. Paper to be presented at the annual meeting of the American Educational Research Association. [virtual]

Fackler, A. K., Capps, D., & Shemwell, J. (2021). Using Rasch to Explore Students’ Understanding of Energy: A Modeling-Based Intervention Study. Paper to be presented at the annual meeting of the American Educational Research Association. [virtual]

Shemwell, J., Capps, D., Fackler, A. K., Love, K., May, M. M., Smith, E., & Coogler, C. (2020). How do you teach cellular respiration? Harnessing models for understanding. Workshop to be held at the NSTA Conference. Boston, MA. [conference cancelled, COVID-19]

Shemwell, J.T., Capps, D.K., Coogler, C., Fackler, A.K. (2020). How modeling can help students condense meaning within language. Paper to be presented at the National Association for Research in Science Teaching. Portland, OR. [conference cancelled, COVID-19]

Fackler, A.K., Coogler, C., Capps, D.K., & Shemwell, J.T. (2020). The affordances of integrating crosscutting concepts and modeling: Improving science learning with a connective structure. Paper to be presented at the National Association for Research in Science Teaching. Portland, OR. [conference cancelled, COVID-19] Coogler, C., Fackler, A. K., Shemwell, J., & Capps, D. (2019). How modeling instruction can promote learning, understanding, and transfer in science. Paper to be presented at the annual meeting of the American Association for Teaching and Curriculum. Birmingham, AL.

Capps, D.K., Shemwell, JT., Fackler, A.K., Leary, E., Coogler, C., & Kirk, E. (2019). Escaping the narrative: Helping teachers understand how models can bring structure to complex science explanations. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
Capps, D.K., Fackler, A.K., Leary, E., Kirk, E.A., May, M.M., Yauck, J. (2019). How Modeling Can Revolutionize Your Teaching of Cellular Respiration. In Georgia Science Teachers Association. Columbus, GA

Capps, D.K. (2018). Abstraction in modeling through synthesis (AiMS): Research on the utility of abstraction as a guiding principle for learning about the nature of models. Poster presented at the Principal Investigators Meeting of the DRK12 Program, Washington, DC.

Karaşahinoğlu, A., & Capps, D.K. (2018). Learning that models are abstract: A description of the learning processes within synthesis modeling. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.