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CONTENTS Introduction: Coordinating PreK-16 STEM Education Research and Practices for Advancing and Refining Reform Agendas Richard A. Duschl, Amber S. Bismack, James Greeno and Drew H. Gitomer Theme 1: Systems Thinking Thinking about a System and Systems Thinking in Engineering Thomas A. Litzinger Diagnostic Instruction: Toward an Integrated System for Classroom Assessment Jim Minstrell, Ruth Anderson, and Min Li Response 1: Systems Thinking as a Design Problem Marcela Borge Response 2: Improving Learning about Systems Requires Designing for Change in Educational Systems William R. Penuel Theme 2: Model-Based Reasoning Modeling Authentic STEM Research: A Systems Thinking Perspective Annmarie R. Ward Meeting the Standards for STEM Educations: Individual and National Needs Spencer A. Benson Response 1: Model-Based Reasoning in Professional Development Hilda Borko Response 2: "Where is the line?" Brian P. Coppola Theme 3: Quantitative Reasoning Quantitative Reasoning in Mathematics Education: Directions in Research and Practice Heather Lynn Johnson Teachers Use of Data, Measurement, and Data Modeling in Quantitative Reasoning Anthony J. Petrosino Response 1: Quantitative Reasoning in STEM Disciplines Robert Mayes Response 2: Quantitative Reasoning: Capturing a Tension Between Structure and Variability Rose Mary Zbiek Theme 4: Equity, Epistemic, and Ethical Outcomes Educational and Ethical Dilemmas for STEM Education in Pennsylvania's Marcellus Shale Gasfield Communities Catharine Biddle & Kai A. Schafft Defining a Knowledge Base for Reasoning in Science: The role of procedural and epistemic knowledge Jonathan Osborne Response 1: Views from Above and Below: Access to Science Education Nancy Brickhouse Response 2: The Values of Science Literacy Nancy Tuana Theme 5: STEM Communication and Policy Outreach Why People Care About Chickens and Other Lessons about Rhetoric, Public Science, and Informal Learning Environments Stacey Pigg, William Hart-Davidson, Jeff Grabill, and Kirsten Ellenbogen New Environments for Professional Development: Situating Science Learning and Teaching in a Framework and NGSS World Jean Moon Response 1: School-System Contexts for Professional Development Edward J. Fuller Response 2: Technology-supported Communication in Science: Conjectures on Expertise and Evaluation Drew H. Gitomer Reflections and Summary Reflections on the Waterbury Summit: STEAM And Systems Thinking Stephanie E. Vasko Summary: Driving Change Forward Amber S. Bismack, Yann Shiou Ong, Armend Tahirsylaj, and Richard A. Duschl About the Authors Waterbury Summit Participants
Richard A. Duschl is the Kenneth B. Waterbury Chaired Professor in Secondary Education, Department of Curriculum and Instruction, College of Education, The Pennsylvania State University, USA. Amber S. Bismack is a Ph.D. student, Department of Educational Studies (Science Education), School of Education, The University of Michigan, USA.