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Tina Grotzer's current research identifies ways in which understandings about the nature of causality impact students' ability to learn complex science concepts. Tina directs the Understandings of Consequence Project, funded by the National Science Foundation (NSF). The project identifies default assumptions about the nature of causality that students bring to their learning. These assumptions limit or distort how students structure their scientific explanations. The project conducted a series of intervention studies, finding that helping students learn to broaden their understanding of the nature of causality significantly improves their ability to learn the science concepts. Tina's publications include an extensive review of the research on the development of complex causal understanding, recently published in Studies in Science Education. Her current research questions explore whether the causal understandings transfer to new topics. The Understandings of Consequence Project Curriculum Units, developed with teacher collaborators, designed to help students understand the causal concepts in the context of learning about particular topics, are available at http://www.pz.harvard.edu/ucp. These units have been featured in the Essential Science Series developed by the Harvard Smithsonian Science Media Group and airing on the Annenberg CPB Channel. Tina's completed projects include The Everyday Classroom Tools Project, a NASA funded project, in collaboration with the Harvard Smithsonian Center for Astrophysics, and Parent Partners, a collaboration with The Brazelton Institute at Children's Hospital, Boston and the Child Development Department at UMASS Amherst. Tina has served as an educational advisor for children's television programming, including Henson's Bear in the Big Blue House and Disney's PB&J Otter. Prior to coming to Project Zero, Tina was a Program Coordinator in the Arlington Public Schools, MA and a Primary Core Teacher /Advisor at the Poughkeepsie Day School, an N-12 school community committed to the careful observation of children's development and to the creation of individualized programs to facilitate their growth. She received her Ed.D. in 1993 and Ed.M. in 1985 from Harvard University and her A.B. in Developmental Psychology from Vassar College in 1981. Selected Publications These files are in Adobe PDF format. Grotzer, T.A. & Lincoln, R. (2007). Educating for "intelligent environmental action" in an age of global warming, in S. Moser & L. Dilling (Eds.) Creating a Climate for Change: Communicating Climate Change and Facilitating Social Change. The National Center for Atmospheric Research (NCAR), Cambridge, UK: Cambridge University Press. Perkins, D.N., & Grotzer, T.A. (2005). Dimensions of causal understanding: The role of complex causal models in students' understanding of science. Studies in Science Education, 41, 117-166. Grotzer, T.A., Houghton, C.A., Basca, B., Mittlefehldt, S., Lincoln, R., & MacGillivray, D. (2005). Causal patterns in density: Lessons to infuse into air pressure units. President and Fellows of Harvard College for Project Zero, Harvard Graduate School of Education, Cambridge, MA.Grotzer, T.A. (2004, October). Putting everyday science within reach: Addressing patterns of thinking that limit science learning. Principal Leadership,16-21. Grotzer, T.A. & Sudbury, M. (2004). Causal patterns in simple circuits. President and Fellows of Harvard College for Project Zero, Harvard Graduate School of Education, Cambridge, MA. Basca, B.B. & Grotzer, T.A. (2003). Causal patterns in air pressure-related phenomena. President and Fellows of Harvard College for Project Zero, Harvard Graduate School of Education, Cambridge, MA. Grotzer, T.A. (2003). Learning to understand the forms of causality implicit in scientific explanations. Studies in Science Education. 39, 1-74. Grotzer, T.A., & Basca, B.B. (2003). Helping students to grasp the underlying causal structures when learning about ecosystems: How does it impact understanding? Journal of Biological Education, 38,(1)16-29. Grotzer, T.A. (2002). Causal patterns in ecosystems. Cambridge, MA: Project Zero, Harvard Graduate School of Education. Grotzer, T.A. (2002). Expanding our vision for educational technology: Procedural, conceptual, and structural knowledge. Educational Technology, 42(2). Grotzer, T.A., Howick, L., Tishman, S., & Wise, D. (2002). Art works for schools: A curriculum for teaching thinking in and through the arts. Lincoln, MA: DeCordova Museum and Sculpture Park. Grotzer, T.A., & Perkins, D.N. (2000). The teaching of intelligence: A performance conception, In R. Sternberg (Ed.) Handbook on intelligence. New York: Cambridge University Press. Grotzer, T.A., & Bell, B. (1999). Negotiating the funnel: Guiding students toward understanding elusive generative concepts. In L. Hetland & S. Veenema (Eds.) The Project Zero classroom: Views on understanding. President and Fellows of Harvard College. Grotzer, T.A., & Sudbury, M. (1998, December). Where is the language of causality? THINK Magazine. Grotzer, T.A. (1998). The keys to inquiry, Hypertext Document, ECT Website: Harvard Smithsonian. Available:<http://hea-www.harvard.edu/ECT> Perkins, D.N., & Grotzer, T.A. (1997). Teaching intelligence. American psychologist, Vol. 52(10), 1125-1133. Grotzer, T.A. (1996). Math/Science matters: Cognitive issues that affect math and science learning. Cambridge, MA: Harvard Project on Schooling and Children, Exxon Education Foundation. [Essay #1: Understanding Counts!: Teaching for Depth in Math and Science; Essay #2: "The Moon's Taking Off!": How Children's Intuitive Theories Influence Math and Science Learning; Essay #3: Constructing Minds: Rethinking Math and Science Education following Constructivism; Essay #4: Effort Versus Ability: Which One Makes the Grade?] Grotzer, T.A. (1996). Math/Science matters: Issues of instructional technique in math and science learning. Cambridge, MA: Harvard Project on Schooling and Children, Exxon Education Foundation. [Essay #1: Learning the Habits of Mind that Enable Mathematical and Scientific Behavior; Essay #2: Teaching Thinking Skills: Does it Add Up for Math and Science Learning?; Essay #3: Interdisciplinary Curriculum: Weaving a Tapestry of Understanding; Essay #4: Beyond Rote: Inventing Math and Science Formulas from Understanding; Essay #5: Problem-Based Learning: A Solution for Math and Science?] Grotzer, T.A. (1996). Math/Science matters: Issues that impact equitable opportunities for all math and science Learners. Cambridge, MA: Harvard Project on Schooling and Children, Exxon Education Foundation. [Essay #1: Teaching to Diversity: Math and Science Learning for All Children; Essay #2: Making the Difference in Math and Science for Children with Learning Disabilities; Essay #3: Meeting the Needs of Able Learners in Math and Science; Essay #4: Girls Count!: Balancing the Gender Equation in Math and Science Learning.] Grotzer, T.A. (1993). Children's understanding of complex causal relationships in natural systems. Unpublished doctoral dissertation. Harvard University, Cambridge. Commons, M.L., Armon, C., Kohlberg, L., Richards, F.A., Grotzer, T.A., & Sinnott, J.D. (Eds.). (1990). Adult Development: Vol. 2: Models and Methods in the Study of Adolescent and Adult Thought. New York: Praeger. Grotzer, T.A. (1989). Can children learn to understand complex causal relationships?: A pilot study. Unpublished qualifying paper. Harvard University, Cambridge. |
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