College of Education *
College of Education *


Randy McGinnis IRB StudyProfessor J. Randy McGinnisreports the following news: This fall semester 2015 I am conducting an IRB approved study of pedagogical transformation in my elementary teacher education science methods courses. The study is partially funded by my Elevate Fellowship (awarded by the Center for Teaching & Learning Transformation Center at UM) and my NSF Grant (MADE CLEAR, My research team for this study includes my doctoral students, Emily Hestness and Natalie Harr Ylizarde.

We are conducting a design-based research study that investigates future elementary teachers’ understanding and views of citizen science to enact the Next Generation Science Standards (specifically, how to effectively teach the climate change Disciplinary Core Idea and the computational thinking Core Practice). We expect the findings from our study will inform future directions for the professional development (preservice and inservice) of science educators nationwide --and beyond. Collaborating in the transformation of the pedagogy examined in our study are Dr. Jan Plane, Director of the UM Center for Women in Computing and one of her graduate students Angel Plane. For the study, Dr. Plane and Angel designed and conducted a lesson on programming educational robots (LEGO Mindstorms) with the interns in the study sample (i.e., interns in my elementary teacher education science methods courses).


Diane Ketelhut with Brian NelsonDiane Jass Ketelhut (along with colleague Brian Nelson of Arizona State University) received an award for Best App-Based Game for the SAVE Science module, Weather Trouble, at the 9th European Conference on Games Based Learning (ECGBL) 2015, held in Steinkjer, Norway this October.







Randy McGinnisJ. Randy McGinnis, Director of CSTE and Professor of Science Education in the Department of TLPL in the College of Education, University of Maryland, was recognized at the annual meeting of NARST held in Rio Mar, Puerto Rico for his service (2011-2013) as President of NARST.

NARST is a worldwide organization for improving science teaching and learning through research. Since its inception in 1928, NARST has promoted research in science education and the communication of knowledge generated by the research. The ultimate goal of NARST is to help all learners achieve science literacy. NARST promotes this goal by: 1) encouraging and supporting the application of diverse research methods and theoretical perspectives from multiple disciplines to the investigation of teaching and learning in science; 2) communicating science education research findings to researchers, practitioners, and policy makers; and 3) cooperating with other educational and scientific societies to influence educational policies.”


Description: Macintosh HD:Users:xiaoyanggong:Desktop:20150128_115029.jpg J. Randy McGinnis was awarded an Elevate Fellowship (January-December, 2015) in the new Edward St. John’s Teaching and Learning and Transformation Center, University of Maryland. Ms. Emily Hestness, doctoral student in the Department of TLPL, will assist him in the fellowship. For more information on the Elevate Fellowship please visit


Dr. McGinnis’s Elevate Fellowship Project
The Next Generation Science Standards (NGSS) places new emphasis on preparing teachers to model scientific practices in their teaching so that their learners will gain such skills. The Science Practices in the NGSS include: asking questions and posing problems, planning and carrying out investigations, analyzing and interpreting data, constructing explanations, and obtaining, evaluating, and communicating information. Also, the Maryland Technology Teaching Standards (MDTTS) requires teachers to infuse educational technology throughout their teaching of subject matter. As an Elevate Fellow in the Teaching and Learning and Transformation Center at the University of Maryland, Dr. McGinnis proposes to solve this new problem of preparing new teachers of science to meet the standards detailed in the NGSS and the MDTTS by redesigning education experiences in his elementary science methods courses (EDCI 372) so that it includes an active learning Citizen Science experience as a way to model 21st Century pedagogy. Dr. McGinnis conceptualizes citizen science as: approaches to scientific inquiry that engage members of the public, together with the scientific community, in scientific investigation and learning around unanswered questions or problems.