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.

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Key Professional Appointments

Postdoctoral associate TLPL/Physics, University of Maryland, College Park, 2016 - 2017

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Education

Ph.D., Learning Sciences, Northwestern University, 2016

B.A., Biology, Grinnell College, 2009

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Awards, Honors, Associations

Postdoctoral Fellow National Academy of Education/Spencer Foundation, 2018 - 2018

Dissertation Fellow NAEd/Spencer, 2015 - 2015

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Links

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

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Publications

Krist, C., Schwarz, C., & Reiser, B. (2018). Identifying essential epistemic heuristics for guiding mechanistic reasoning in science learning. Journal of the Learning Sciences,.

Berland, L., Schwarz, C., Krist, C., Kenyon, L., Lo, A., Reiser, B., & , . (2016). Epistemologies in practice: Making scientific practices meaningful for students. Journal of Research in Science Teaching, 53 (7), 1082-1112.

Keifert, D., Krist, C., Phillips, A., & Scipio, D. (2018). Epistemic agency as a members' experience. ( vol. 1, pp. 192-199). London, UK: Proceedings of the 13th International Conference of the Learning Sciences.

Ko, M., & Krist, C. (2018). Redistributing epistemic agency: How teachers open up space for meaningful participation in science. ( vol. 1, pp. 232-239). London, UK: Proceedings of the 13th International Conference of the Learning Sciences.

Krist, C., & Suarez, E. (2018). Doing science with fidelity to persons: Instantiations of caring participation in science practices. ( vol. 1, pp. 424-431). London, UK: Proceedings of the 13th International Conference of the Learning Sciences.

Yadav, A., Krist, C., Good, J., & Caeli, E. (2018). Computational thinking in elementary classrooms: Measuring teacher understanding of computational ideas for teaching science. Computer Science Education,.

Krist, C. (2016). How a 6th grade classroom develops epistemologies for building scientific knowledge. ( vol. 1,). Singapore: Proceedings of the 12th International Conference of the Learning Sciences.

Krist, C., Novak, M., Tipton, K., & Brody, L. (2016). Cultivating a next-generation classroom culture. Science Scope, 39 (5), 8-14.

Krist, C., & Reiser, B. (2014). Scientific practices through students' eyes: How sixth grade student enact and describe purposes for scientific modeling activities over time. Boulder, CO: Proceedings of the 11th International Conference of the Learning Sciences.

Hjorth, A., & Krist, C. (2016). Unpacking social factors in mechanistic reasoning (or, why a wealthy person is not exactly like a grey squirrel). ( vol. 2,). Singapore: Proceedings of the 12th International Conference of the Learning Sciences.

Krist, C., & Rosenberg, J. (2016). Finding patterns in and refining characterizations of students' epistemic cognition: A computational approach. ( vol. 2,). Singapore: Proceedings of the 12th International Conference of the Learning Sciences.

Ramey, K., Champion, D., Dyer, E., Keifert, D., Krist, C., Meyerhoff, P., & Villanosa, K. (2016). Qualitative analysis of video data: Standards and heuristics. ( vol. 2,). Singapore: Proceedings of the 12th International Conference of the Learning Sciences.

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Courses

Tchg Diverse Middle Grade Stu (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. 3 undergraduate hours. 3 graduate hours. May be repeated up to 9 credit hours.

Tchg Elem Science I (CI 450) Course is the first of two, 3-hour science methods courses in the elementary education program, which will examine elementary science content, learning theory, and the teaching of science in the elementary school. 3 undergraduate hours. 3 graduate hours.

Tchg Elem 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. 3 undergraduate hours. 3 graduate hours.

Qual Analysis of Video Data (CI 507) Intensive examination of problems and trends in the subject fields. 4 graduate hours. No professional credit. May be repeated in separate terms to a maximum of 8 hours.

Krist, Stina

Assistant Professor, Curriculum & Instruction

Contact

Office

302 Education Building
1310 S. Sixth St.
Champaign, IL 61820

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