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Project 2061 Publications

Project 2061 Resources Available in Print

Project 2061 Resources Available Online

Science Standards and Related Materials

Assessment

Curriculum and Instruction

Textbook Analysis Reports

Selected Publications/Presentations by Project 2061 Staff

2021

Roseman, J. E., Koppal, M., Herrmann-Abell, C. F., Pappalardo, S., & Schiff, E. (2021). Photosynthesis: Matter and energy for plant growth. In J. Nordine & O. Lee (Eds.) Crosscutting concepts: Strengthening science teaching. Arlington, VA: NSTA Press.

2020

Matter and Energy for Growth and Activity – Developed with support from the U.S. Department of Education’s Institute of Education Sciences, AAAS Project 2061 partnered with the Genetics Science Learning Center at the University of Utah to design and test a multimedia twelve-week curriculum unit for high school biology. The unit supports the vision of three-dimensional learning and teaching in the Next Generation Science Standards, focusing on important but often difficult core ideas and crosscutting concepts about matter and energy in nonliving and living systems while engaging students in science practices of analyzing and interpreting data, using mathematics, developing and using models to make sense and construct explanations of matter and energy phenomena. The Matter and Energy for Growth and Activity unit is available from NSTA Press and includes a Student Edition workbook, a comprehensive Teacher Edition, and a set of online resources. Contact: Jo Ellen Roseman, Principal Investigator, roseman.joellen@gmail.com

Read more:

  • Herrmann-Abell, C. F., Hardcastle, J., & Roseman, J. E. (2019, April). Evaluating a unit aimed at helping students understand matter and energy for growth and activity. Paper presented at the annual conference of the American Educational Research Association, Toronto, Canada.

Toward High School Biology – Developed with support from the U.S. Department of Education’s Institute of Education Sciences and in partnership with BSCS, AAAS Project 2061 has developed and tested an innovative eight-week curriculum unit designed to integrate physical and life science concepts to help middle school students understand chemical reactions and their role in the growth and repair of living organisms. Field test results have shown that students using the new unit, which is designed to align with the three dimensions of science learning called for in the Next Generation Science Standards, have significant learning gains when compared to students using their district curriculum. The Toward High School Biology unit is available from NSTA Press and includes a Student Edition workbook, a comprehensive Teacher Edition, and a set of online resources. Contact:  Jo Ellen Roseman, Principal Investigator, roseman.joellen@gmail.com

Koppal, M., Long, M. N., Donovan, L., Drakes, D., Pappalardo, S. W., & Roseman, J. E. (2020) Practical Research: Supporting Students in Writing Scientific Explanations. Science Scope. https://www.nsta.org/store/product_detail.aspx?id=10.2505/4/ss20_043_05_26 

2019

Herrmann-Abell, C. F., DeBoer, G. E., Trumbull, E., Sexton, U. M., Glassman, S., Huang, C-W., & Nelson-Barber, S. (2019, March-April). Investigating two linguistic factors associated with differential performance of English language learners. Paper presented at the annual conference of the National Association for Research in Science Teaching, Baltimore, MD.

Herrmann-Abell, C. F., Hardcastle, J., & DeBoer, G. E. (2019, April). Investigating the comparability of multiple-choice and constructed-response science assessments. Paper presented at the annual conference of the American Educational Research Association, Toronto, Canada.

Herrmann-Abell, C. F., Hardcastle, J., & Roseman, J. E. (2019, April). Evaluating a unit aimed at helping students understand matter and energy for growth and activity. Paper presented at the annual conference of the American Educational Research Association, Toronto, Canada.

Roseman, J. E., & Herrmann-Abell, C. F. (2019, August). NGSS-based curriculum materials to support teaching of middle and high school life sciences and their physical science prerequisites. Presentation at a AAAS/Project 2061 workshop, Washington, DC.

Roseman, J. E., Stark, L. A., Herrmann-Abell, C. F., Bass, K. M., Hardcastle, J. M., & Nehm, R. H. (2019, March-April). Developing high school biology curriculum materials that support NGSS teaching and learning: Opportunities and challenges. Symposium presented at the annual conference of the National Association for Research in Science Teaching, Baltimore, MD.

Koppal, M. (2019, Sept. 24). Taking a new approach to high school biology. Project 2061 Connections. Retrieved from https://www.aaas.org/news/taking-new-approach-high-school-biology?et_rid=35363281&et_cid=3010407

2018

Hermann-Abell, C. F., & DeBoer, G. E. (2018). Investigating a learning progression for energy ideas from upper elementary through high school. Journal of Research in Science Teaching, 55(1), 68-93. doi: 10.1002/tea.21411

Herrmann-Abell, C. F., Hardcastle, J., DeBoer, G. E. (2018, March). Comparability of computer-based and paper-based science assessments. Paper presented at the annual conference of the National Association for Research in Science Teaching, Atlanta, GA.

Herrmann-Abell, C. F., Hardcastle, J., & DeBoer, G. E. (2018, April). Using Rasch to develop and validate an assessment of students' progress on the energy concept. Paper presented at the annual conference of the American Educational Research Association, New York: NY.

2017

American Association for the Advancement of Science/Project 2061. (2017). Toward high school biology: Understanding growth in living things. Arlington, VA: NSTA Press. 

American Association for the Advancement of Science/Project 2061. (2017). Toward high school biology: Understanding growth in living things - Introducing a new middle school curriculum. Washington, DC.

Hardcastle, J., Herrmann-Abell, C. F., & DeBoer, G. E. (2017, April). Comparing student performance on paper-and-pencil and computer-based-tests. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX. 

Hardcastle, J., Herrmann-Abell, C. F., & DeBoer, G. E. (2017, April). Validating an assessment for tracking students’ growth in understanding of energy from elementary school to high school. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, San Antonio, TX. 

Roseman, J. E. (2017, May). Using physical and life science ideas to make sense of phenomena.  Presentation at the NGSS Across the Curriculum webinar. National Association of Geoscience Teachers. Northfield, MN. 

Roseman, J. E. (2017, June). What do materials designed for the Framework and NGSS look like and how can they be designed? Presentation at the Workshop on the Design, Selection, and Implementation of Instructional Materials for the Next Generation Science Standards (NGSS),  National Research Council, Washington, DC. 

Roseman, J. E., Herrmann-Abell, C. F., & Koppal, M. (2017). Designing for the Next Generation Science Standards: Educative curriculum materials and measures of teacher knowledge.  Journal of Science Teacher Education, 28(1), 111-141.

2016

DeBoer, G. E., Herrmann-Abell, C. F., & Glassman, S. (2016, April). Differential performance of English learners on science assessments:The role of cognitive complexity. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Baltimore, MD.

Herrmann-Abell, C. F., & DeBoer, G. E. (2016, April). Using Rasch modeling and option probability curves to diagnose students' misconceptions. Paper presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

Herrmann-Abell, C. F., & DeBoer, G. E. (2016, April). Using Rasch modeling to investigate a learning progression for energy ideas. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Baltimore, MD.

Herrmann-Abell, C. F., Koppal, M., & Roseman, J. E. (2016). Toward high school biology: Helping middle school students understand chemical reactions and conservation of mass in nonliving and living systems. CBE-Life Sciences Education, 15(4). DOI:10.1187/cbe.16-03-0112.

Roseman, J. E., Herrmann-Abell, C. F., & Kruse, R. (2016, April). Integrating NGSS core ideas and practices: Supporting and studying teachers' implementation. Poster presented at the Annual Meeting of the American Educational Research Association, Washington, DC.

2015

Roseman, J. E., Fortus, D., Krajcik, J., & Reiser, B. J. (2015, April). Curriculum materials for Next Generation Science Standards: What the science education research community can do. Paper presented at the Annual Conference of the National Association for Research in Science Teaching, Chicago, IL.

Roseman, J. E., & Koppal, M. (Dec. 2014/Jan. 2015). Aligned or not? Educational Leadership, Dec. 2014/Jan. 2015. Read an abstract of the article.

Herrmann-Abell, C. F., & DeBoer, G. E. (2015, April). Using Rasch modeling to explore students’ understanding of elementary school ideas about energy. Paper presented at the Annual Conference of the National Association for Research in Science Teaching, Chicago, IL.

2014

DeBoer, G. E. (2014). The history of science curriculum reform in the United States. In Handbook of research on science education, Vol. II. NY: Routldege. (Read an excerpt of from the chapter.)

DeBoer, G.E. (2014). School policy in science education. In M. P. Mueller, D. J. Tippins, & A. J.  Stewart (Eds.), Assessing schools for Generation R (pp. 377-391). New York, NY: Springer.

DeBoer, G. E., Quellmalz, E. S., Davenport, J. L., Timms, M. J., Herrmann-Abell, C. F., Buckley, B. C., Jordan, K. A., Huang, C., & Flanagan, J. (2014). Comparing three online testing modalities: Using static, active, and interactive online testing modalities to assess middle school students' understanding of fundamental ideas and use of inquiry skills related to econsystems. Journal of Research in Science Teaching, 51(4). (Read an abstract of the article.)

Herrmann-Abell, C. F., & DeBoer, G. E. (2014). Developing and using distractor-driven multiple-choice assessments aligned to ideas about energy forms, transformation, transfer, and conservation.  In Teaching and learning of energy in K-12 education. NY: Springer. (Read an abstract of the chapter.)

Herrmann Abell, C. F., Flanagan, J. C., & Roseman, J. E. (2014, March) Evaluating the promise of an intervention that helps students understand chemical reactions in living systems, Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Pittsburgh, PA.

Roseman, J. E. (2014). Linking textbooks to science learning. In Proven programs in education: Science, technology, & mathematics (STEM) (pp. 92-97). Thousand Oaks, CA: Corwin. 

2013

DeBoer, G. E. (2013). Science for all: Historical perspectives on policy for science education reform. In J. Bianchini, V. Akerson, A. Calabrese Barton, O. Lee, & A. J. Rodriguez (Eds.), Moving the equity agenda forward (pp. 5-20). New York, NY: Springer. 

Flanagan, J., Herrmann-Abell, C. F., & Roseman, J. E. (2013, April). Developing and evaluating an eighth grade curriculum unit that links foundational chemistry to biological growth: Paper #5: Using teacher measures to evaluate the promise of the intervention. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Herrmann-Abell, C. F., Flanagan, J., & Roseman, J. E. (2013, April). Developing and evaluating an eighth grade curriculum unit that links foundational chemistry to biological growth: Paper #4: Using student measures to evaluate the promise of the intervention. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

Roseman, J. E., Herrman Abell, C. F., Flanagan, J., Kruse, R., Howes, E., Carlson, J., Roth, K., & Bourdelat-Parks, B. (2013, April). Developing and rvaluating an eighth grade curriculum unit that links foundational chemistry to biological growth: Paper #1: Selecting core ideas and practices-An iterative process. Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.

2012

Herrmann-Abell, C. F., Flanagan, J., Roseman, J. E. (2012, March). Results grom a pilot study of a curriculum unit designed to help middle school students understand chemical reactions in living systems. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching. Indianapolis, IN.

Wilson, L. D., & Roseman, J. E. (2012). A tool for analyzing instructional practices and vurriculum materials in the context of specific mathematics learning goals. D. J. Heck, K. B. Chval, I. R. Weiss, & S. W. Ziebarth (Eds.) Approaches to Studying the Enacted Mathematics Curriculum (pp. 143-172). Charlotte, N.C.: Information Age Publishing, Inc.

2011

DeBoer, G.E. (2011). Introduction to the policy terrain in science education. In G. DeBoer (Ed.), The Role of Public Policy in K-12 Science Education (pp. 1-12). Charlotte, NC: Information Age Publishing.

Flanagan, J. C. & Roseman, J. E. (2011, April). Assessing middle and high school students’ understanding of evolution with standards-based items. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching, Orlando, FL

Hermann Abell, C.F. & DeBoer, G.E. (2011). Using distractor-driven standards-based multiple-choice assessments and Rasch modeling to investigate hierarchies of chemistry misconceptions and detect structural problems with individual items. Chemical Education Research and Practice, #2, pp. 184-192.

2010

DeBoer, G.E. (2010). Leadership for public understanding of science. In J. Rhoton (Ed.) Science education leadership: Best practices for the new century.  Arlington, VA: National Science Teachers Association Press.

Roseman, J. E., Stern, L., & Koppal, M. (2010). A method for analyzing the coherence of high school biology textbooks. Journal of Research in Science Teaching, 47(1), 47-70. 

Willard, T., & Roseman, J. E. (2010, March). Probing students’ ideas about models using standards-based assessment items. Paper presented at the Annual International Conference of the National Association of Research in Science Teaching, Philadelphia, PA

2009

DeBoer, G.E., Herrmann-Abell, C.F., Wertheim, J., & Roseman, J.E. (2009, April). Assessment linked to middle school science learning goals: A Report on field test results for four middle school science topics.  Paper presented at the Annual International Conference of the National Association for Research in Science Teaching, Garden Grove, CA.

Wilson, L. D., Willson, V. L., Manon, J. R., Larsen, R., Li, Y., & Roseman, J. E. (2009, April). Factors influencing middle grades students’ algebra learning: Multiple research perspectives. Paper presented at the Annual Meeting of the American Educational Research Association, San Diego, CA.

2008

DeBoer, G., Herrmann Abell, C., Gogos, A. Michiels, A., Regan, T., & Wilson, P.  (2008). Assessment linked to science learning goals: Probing student thinking through assessment. In J. Coffey, R. Douglas, and C. Stearns (Eds.) Assessing science learning: Perspectives from research and practice. Washington, DC: National Science Teachers Association Press.

DeBoer, G., Lee, H., & Husic, F. (2008). Assessing integrated understanding of science. In Y. Kali, J. E. Roseman, and M. C. Linn (Eds.) Designing coherent science education: Implications for curriculum, instruction, and policy.  New York: Columbia University Teachers College Press.

Roseman, J. E., Linn, M. C., & Koppal, M. (2008). Characterizing curriculum coherence. In Y. Kali, M. C. Linn, & J. E. Roseman (Eds.), Designing coherent science education: Implications for curriculum, instruction, and policy. New York: Teachers College Press.

Earlier Publications

DeBoer, G. E. (2007). Science education. In Mathison, S. & Wayne, R (Eds), Battleground: Schools. Westport, CT: Greenwood Press.

DeBoer, G.E. (2006). The history of the science standards movement in the United States.  In D. Sunal & E. Wright, (Eds.).  The impact of state and national standards on K-12 science teaching.  Charlotte, NC: Information Age Publishing, Inc.

DeBoer, G.E. (2005). Historical perspectives on inquiry teaching in schools. In L. Flick & N. Lederman, (Eds.) Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education. Dordrecht, the Netherlands: Kluwer Academic Publishers.

DeBoer, G.E. (2005). Standard-izing test items.  Science Scope, January, 2005.

DeBoer, G.E. (2004). A science education research organization perspective on reform in teaching undergraduate science.  In D. Sunal & E. Wright, (Eds.) Research in science education: Reform in undergraduate science teaching for the 21st century. Information Age Publishing, Inc.

DeBoer, G.E. (2002). Student-centered teaching in a standards-based world: Finding a sensible balance. Science and Education, 11(4), 405-417.

DeBoer, G. E. (2000). Scientific literacy: Another look at its historical and contemporary meanings and its relationship to science education reform. Journal of Research in Science Teaching, 37, 582-601.

Kesidou, S., & Roseman, J. E. (2002). How well do middle school science programs measure up? Findings from Project 2061’s curriculum review. Journal of Research in Science Teaching, 39(6), 522-549.

Stern, L., & Roseman, J. E. (2004). Can middle-school science textbooks help students learn important ideas? Findings from Project 2061’s curriculum evaluation study: Life science. Journal of Research in Science Teaching, 41(6), 538-568.

 

 

 

 

 

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