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.

Kelly, S., Mathayas, N., Machaka, N., Chis, J., & Krist, C. Variations in teachers’ practical conceptions of epistemic agency Nashville TN: Proceedings of the International Conference of the Learning Sciences.

Krist, C. Building trust: Supporting vulnerability for doing science in school Nashville TN: Proceedings of the 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.

Davis, P., Krist, C., Rees-Lewis, D., & Reiser, B. A Framework for the Presentation and Analysis of Design Arguments.

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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Presentations

The Role of Trust in Building Science Knowledge: Exploring the Relational Dimension of Epistemological Development (2019). National Academy of Education/Spencer Foundation: Washington, DC.

Analyzing Learning with Speech Analytics and Computer Vision Methods: Technologies, Principles, and Ethics 2 (2020). ISLS: Nashville TN.

Communicating Design-based Research: A Workshop for Creating and Interpreting Design Arguments (2020). ISLS: Nashville TN.

How science teachers conceptualize students’ epistemic agency in their teaching: Two teachers’ narratives. (2020). AERA: San Francisco, CA.

Building Trust: Attending to Interactional Vulnerabilities for Students in Constructivist STEM Classrooms (2020). Purdue University: West Lafayette, IN.

Taking the next step into three-dimensional teaching (2019). Impact on Science Education: Urbana, IL.

Teacher as learner: Supporting students’ intellectual authority in the classroom. (2020). AERA: San Francisco, CA.

Characterizing epistemic messages that support the development of student intellectual authority in the classroom. (2020). NARST: Portland, OR.

Integrating computational thinking into elementary school science and mathematics, Year 2 (2017). NSF STEM+C award #1543061: College Park, MD.

Integrating computational thinking into elementary school science and mathematics, Year 1 (2016). NSF STEM+C award #1543061: College Park, MD.

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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. Students pursuing Science concentration.

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.

Qual 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.

Current Issues in Sci Edu (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. Section CMS: Constructivism and Mathematics, Science and Technology Education

Profile Picture for Stina Krist

Assistant Professor, Curriculum & Instruction

Contact

Office

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

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