Christina Krist
Assistant Professor, Curriculum & Instruction
Contact
302 Education Building
38 Education Bldg (mail code 708)
Champaign (UIUC Campus Mail), IL 61820
Topics
Biography
Dr. Krist’s work focuses on making science learning meaningful for students and teachers, especially in the context of current reforms such as the NGSS. Her research explores how science classroom communities develop forms of engagement in disciplinary practices, such as modeling and argumentation, that are meaningful to them. In particular, she examines the epistemologies guiding students’ work, how students are positioned with respect to knowledge, and the relationship between positioning and epistemological development. She also studies how teachers learn to create and sustain environments that foster students’ epistemic agency in building science knowledge.
Dr. Krist completed her doctoral work at Northwestern University in 2016 and her postdoctoral work at the University of Maryland, College Park in 2017.
Key Professional Appointments
- Assistant Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign
- Affiliate, Carl R. Woese Institute for Genomic Biology, University of Illinois, Urbana-Champaign
Research & Service
Dr. Krist’s work focuses on making science learning more meaningful for students and teachers, especially in the context of current reforms such as the NGSS. Her research explores how science classroom communities develop forms of engagement in disciplinary practices, such as modeling and argumentation, that are meaningful to them. In particular, she examines the epistemologies guiding students’ work, how students are positioned with respect to knowledge, and the relationship between positioning and epistemological development. She also studies how teachers learn to create and sustain environments that foster students’ epistemic agency in building science knowledge.
Dr. Krist primarily uses video records of interactions in science classrooms and in professional development settings to conduct both microgenetic and longitudinal analyses of learning in practice. Her current projects include:
- investigating how teachers navigate instructional tensions and trade-offs in creating opportunities for students’ epistemic agency while aligning instruction to NGSS
- exploring the role of trust in developing rigorous knowledge-building classroom communities
- using gender performativity as a lens to examine and expand possibilities for participation in scientific argumentation
- examining the effect of computational thinking as an entry point to NGSS on teachers’ conceptions and implementations of inquiry
Publications
Hur, P., Machaka, N., Krist, C., & Bosch, N. (2023). Informing Expert Feature Engineering through Automated Approaches: Implications for Coding Qualitative Classroom Video Data. In LAK 2023 Conference Proceedings - Towards Trustworthy Learning Analytics - 13th International Conference on Learning Analytics and Knowledge (pp. 630-636). (ACM International Conference Proceeding Series). Association for Computing Machinery. link >
Krist, C., Machaka, N., Voss, D., Mathayas, N., Kelly, S., & Shim, S. Y. (Accepted/In press). Teacher Noticing for Supporting Students’ Epistemic Agency in Science Sensemaking Discussions. Journal of Science Teacher Education. link >
Kubsch, M., Krist, C., & Rosenberg, J. M. (2023). Distributing epistemic functions and tasks—A framework for augmenting human analytic power with machine learning in science education research. Journal of Research in Science Teaching, 60(2), 423-447. link >
Bell, A., Lee, S., Haverly, C., Pierson, A., Keifert, D., Johnson, H., Salgado, M., Shim, S. Y., Krist, C., Nation, J., & Kang, H. (2022). Navigating making space: Attending to multiple learning pathways in science learning. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1691-1698). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).
Machaka, N., Parr, E. D., Dyer, E. B., & Krist, C. (2022). Shifts in Positions, Epistemic Authority, and Epistemic Agency in a Secondary Mathematics Classroom. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 2148-2149). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).
Shim, S. Y., & Krist, C. (2022). Expanding the interpretive functions of framing for understanding marginalized students’ participation in collaboration and learning. Cultural Studies of Science Education, 17(3), 937-944. link >
Shim, S. Y., Krist, C., Ko, M. L. M., Jarosewich, T., Hall, K., & Hug, B. (2022). Teacher Sensemaking of Potential Educative Features in Science Curricular Materials. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), International Collaboration toward Educational Innovation for All: Overarching Research, Development, and Practices - 16th International Conference of the Learning Sciences, ICLS 2022 (pp. 1489-1492). (Proceedings of International Conference of the Learning Sciences, ICLS). International Society of the Learning Sciences (ISLS).
Dyer, E. B., Parr, E. D., Machaka, N., & Krist, C. (2021). Understanding Joint Exploration: The Epistemic Positioning in Collaborative Activity in a Secondary Mathematics Classroom. In D. Olanoff, K. Johnson, & S. M. Spitzer (Eds.), Proceedings of the 43rd Annual Conference of PME-NA (pp. 546-555)
Parr, E. D., Machaka, N., Dyer, E. B., Krist, C., Langer-Osuna, J., Chavez, R., Malamut, J., Kwon, F., Lange, K., Ramirez, J., Gargroetzi, E., Walkoe, J., Walton, M., Mathayas, N., Danish, J., Tu, X., Zhou, M., Vickery, M., Kelly, S., ... Shim, S. Y. (2021). Movement, Authority, and Knowledge: Examining the Relationships in Embodied and Social Positioning for STEM Learning. In E. de Vries, Y. Hod, & J. Ahn (Eds.), Proceedings of the 15th International Conference of the Learning Sciences - ICLS 2021 (pp. 843-850). International Society of the Learning Sciences (ISLS).
Rosenberg, J. M., & Krist, C. (2021). Combining Machine Learning and Qualitative Methods to Elaborate Students’ Ideas About the Generality of their Model-Based Explanations. Journal of Science Education and Technology, 30(2), 255-267. link >
D'Angelo, C., Dyer, E., Krist, C., Rosenberg, J., & Bosch, N. (2020). Advancing computational grounded theory for audiovisual data from mathematics classrooms. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2393-2394). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS). link >
Davis, P., Krist, C., Lewis, D. R., Tissenbaum, M., Vogel, F., & Easterday, M. (2020). Communicating design-based research: A workshop for creating and interpreting design arguments. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2647-2649). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 5). International Society of the Learning Sciences (ISLS).
Dyer, E., D'Angelo, C., Bosch, N., Krist, S., & Rosenberg, J. (2020). Analyzing learning with speech analytics and computer vision methods: Technologies, principles, and ethics. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2651-2653). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 5). International Society of the Learning Sciences (ISLS).
Kelly, S., Mathayas, N., Machaka, N., Chis, J., & Krist, C. (2020). Variations in Teachers’ Practical Conceptions of Epistemic Agency. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 2030-2037). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 4). International Society of the Learning Sciences (ISLS). link >
Krist, C. (2020). Building Trust: Supporting Vulnerability for Doing Science in School. In M. Gresalfi, & I. S. Horn (Eds.), 14th International Conference of the Learning Sciences: The Interdisciplinarity of the Learning Sciences, ICLS 2020 - Conference Proceedings (pp. 270-277). (Computer-Supported Collaborative Learning Conference, CSCL; Vol. 1). International Society of the Learning Sciences (ISLS). link >
Krist, C. (2020). Examining how classroom communities developed practice-based epistemologies for science through analysis of longitudinal video data. Journal of Educational Psychology, 112(3), 420-443. link >
Ko, M. L. M., & Krist, C. (2019). Opening up curricula to redistribute epistemic agency: A framework for supporting science teaching. Science Education, 103(4), 979-1010. link >
Krist, C., Schwarz, C. V., & Reiser, B. J. (2019). Identifying Essential Epistemic Heuristics for Guiding Mechanistic Reasoning in Science Learning. Journal of the Learning Sciences, 28(2), 160-205. link >
Keifert, D., Krist, C., Scipio, D., & Philips, A. (2018). Epistemic agency as a members’ experience. Proceedings of International Conference of the Learning Sciences, ICLS, 1(2018-June), 192-199.
Ko, M. L. M., & Krist, C. S. (2018). Redistributing epistemic agency: How teachers open up space for meaningful participation in science. Proceedings of International Conference of the Learning Sciences, ICLS, 1(2018-June), 232-239.
Krist, C. S., & Suárez, E. A. (2018). Doing science with fidelity to persons: Instantiations of caring participation in science practices. Proceedings of International Conference of the Learning Sciences, ICLS, 1(2018-June), 424-431.
Yadav, A., Krist, C., Good, J., & Caeli, E. N. (2018). Computational thinking in elementary classrooms: measuring teacher understanding of computational ideas for teaching science. Computer Science Education, 28(4), 371-400. link >
Berland, L. K., Schwarz, C. V., Krist, C., Kenyon, L., Lo, A. S., & Reiser, B. J. (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53(7), 1082-1112. link >
Hjorth, A., & Krist, C. (2016). Unpacking social factors in Mechanistic reasoning (or, why a wealthy person is not exactly like a grey squirrel). In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 894-897). International Society of the Learning Sciences (ISLS). link >
Krist, C., Brody, L., Novak, M., & Tipton, K. (2016). Cultivating a next-generation classroom culture. Science Scope, 39(5), 8-14.
Krist, C., & Rosenberg, J. (2016). Finding patterns in and refining characterizations of students' epistemic cognition: A computational approach. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1223-1224). International Society of the Learning Sciences (ISLS).
Krist, C. (2016). How a 6th grade classroom develops epistemologies for building scientific knowledge. In C-K. Looi, J. L. Polman, U. Cress, & P. Reimann (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 1, pp. 306-313). International Society of the Learning Sciences (ISLS). link >
Ramey, K. E., Champion, D. N., Dyer, E. B., Keifert, D. T., Krist, C., Meyerhoff, P., Villanosa, K., & Hilppö, J. (2016). Qualitative analysis of video data: Standards and heuristics. In C-K. Looi, J. L. Polman, P. Reimann, & U. Cress (Eds.), 12th International Conference of the Learning Sciences, ICLS 2016: Transforming Learning, Empowering Learners, Proceedings (Vol. 2, pp. 1033-1040). International Society of the Learning Sciences (ISLS). link >
Krist, C., & Reiser, B. J. (2014). Scientific practices through students' eyes: How sixth grade students enact and describe purposes for scientific modeling activities over time. Proceedings of International Conference of the Learning Sciences, ICLS, 1(January), 270-277.
Courses
CI 402: Teaching Diverse Middle Grade Students (CI 402) Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience.
CI 451: Teaching Elementary Science II (CI 451) Course is the second of two 3-hour science methods courses in the elementary education program. Focus on in-depth understanding of inquiry science teaching. Coursework is integrated with field assignments in schools. Topics include curriculum materials; literacy instruction in science; children's "thinking" about science; differentiated instruction; assessment; incorporating technology.
CI 538: Qualitative Analysis of Video Data (CI 538) Attends to the special affordances of video data and the key decision points and criteria to justify claims from video. Discussions will emphasize the relevant theoretical, methodological, and ethical considerations for each of those decision points. Students will analyze a selection of video data of their choosing to build and support a claim and justify their methodological choices.
CI 540: Current Issues in Science Education (CI 540) Advanced seminar in science education for teachers, consultants, and administrators. Identifies major problems and issues; analyzes current trends and research; and develops a philosophical framework related to science education.
CI 541: Learning in Science (CI 541) Focuses on influential theories of student learning and their implications for science education. Examines the theoretical underpinnings of these learning theories as well as their implications for student learning, instruction, and assessment.
CI 543: Constructivism & STEM Education (CI 543) Intended for those interested in a perspective on science, technology, engineering and mathematics (STEM) learning and teaching called constructivism. Constructivism focuses on the processes of sense-making or meaning construction through experience and/or social discourse. Designed to help participants examine the implications of constructivism for learning and teaching in STEM.