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Tina Grotzer is an associate professor of education at the Harvard Graduate School of Education, a principal investigator at Harvard Project Zero, and a faculty member at the Center for Health and the Global Environment at Harvard Medical School. Her research identifies ways in which understandings about the nature of causality impact our ability to deal with complexity in our world and has four dominant strands: 1) How reasoning about causal complexity interacts with our decisions in the everyday world; 2) How causal understanding develops in supported contexts; 3) How causal understanding interacts with science learning (with the goal of developing curriculum to support deep understanding); and 4) the public understanding of science given the nature of science, the nature of causal complexity and the architecture of the human mind. Tina directs the Understandings of Consequence Research Unit focused on understanding Causal Cognition in a Complex World. This work is funded by the National Science Foundation (NSF). She was awarded a Career Award from NSF in 2009 to enable her to extend this inquiry in new directions and to fund the work of doctoral students studying with her. She is a Co-PI with Chris Dede on the EcoMUVE Project, funded by the Institute of Education Sciences (IES), the goal of which is to develop a virtual ecosystem to teach the inherent complex causal dynamics to middle school students.Tina is deeply committed to helping teachers use the knowledge gained through her research and has authored the Causal Patterns in Science Curriculum series. She collaborates with scientists from diverse organizations including the Cary Institute for Ecosystem Studies, and the Harvard Smithsonian Center for Astrophysics. She has advised programs for children’s television, including science-oriented shows such as Disney’s Stanley and PBS’s It's a Big, Big World and forthcoming shows focused on sustainability. Previously, Tina was a program coordinator and teacher for 14 years, in the Arlington Public Schools, MA and at Poughkeepsie Day School, an N-12 school committed to the careful observation of children’s development and creation of programs to facilitate their growth. She received her doctorate in 1993 and her master’s in 1985 from Harvard University. She received her bachelor’s in Developmental Psychology from Vassar College in 1981, after spending two years at Dutchess Community College and having been recruited to Vassar by Dr. Colton Johnson through the program he was developing to build bridges for capable community college students, Exploring Transfer, subsequently funded by the Dana Foundation (for which she is eternally grateful).Selected Publications These files are in Adobe PDF format. Grotzer, T.A., Miller, R.B., Lincoln, R.A. (in press). Perceptual, attentional, and cognitive heuristics that interact with the nature of science to complicate public understanding of science, in M.S. Khine (Ed.) Advances in the nature of science research: Concepts and methodologies, Springer, forthcoming spring 2011 Grotzer, T.A. & Mittlefehdlt, S. (in press). Students’ metacognitive behavior and ability to transfer causal concepts, In A. Zohar & J. Dori (Eds.) Metacognition and science education. New York: Springer Science. Grotzer, T.A. (2010). Reasoning about causal complexity in science and beyond. Cambridge, MA: President and Fellows of Harvard College. Callan, E., Grotzer, T., Kagan, J., Nisbett, R.E., Perkins, D.N., & Shulman, L.S. (2009). Education and a civil society: Teaching evidence-based decision making. Cambridge, MA: American Academy of Arts and Sciences. Liu, Y. & Grotzer, T.A. (2009). Looking forward: Teaching the nature of the science of today and tomorrow. In I.M. Saleh & M.S. Khine (Eds.) Fostering scientific habits of mind: Pedagogical knowledge and best practices in science education. Rotterdam: Sense Publishers. Wong, A., Morris, L., Jasti, C., Liu, D, & Grotzer, T.A. (2009). Nature of scientific thinking: Lessons designed to develop understanding of the nature of science and modeling. Cambridge, MA: President and Fellows of Harvard College.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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