Next Generation Science Standards
Preparing for the Next Generation Science Standards—Developing and Using Models

Christina Schwarz
Christina Schwarz Christina Schwarz (Ph.D. 1998, U.C. Berkeley) is an associate professor of science education in the Teacher Education department at Michigan State University. She teaches undergraduate and graduate courses in science and science education and has been the elementary science subject area leader for MSU’s teacher preparation program. Schwarz holds degrees in science, math, and technology education from the University of California at Berkeley and in earth, atmospheric and planetary science from MIT. Her background includes conducting research in astronomy, designing curriculum materials for science learners and teachers, and working in classrooms with students and teachers. Schwarz’s research primarily focuses on enabling students and teachers to understand and engage in scientific practices – particularly model-based scientific inquiry. She is the co-principle investigator for the NSF-funded Scientific Practices project for elementary and middle school classrooms and was co-principle investigator of the former Learning Progression for Scientific Modeling project. She is also co-principle investigator of the NSF funded Head Start on Science preschool science project and the Modeling Hydrological Systems in Elementary Science project. Schwarz has received the MSU College of Education Excellence and Innovation in Teaching Award, is an associate editor for the Journal of Research in Science Teaching, and has published articles in journals such as Cognition & Instruction, Science Education, the Journal of Research in Science Teaching, the Journal for Science Teacher Education, and Science & Children.


Cynthia Passmore
Cynthia Passmore Cynthia Passmore (Ph.D. 2002, Curriculum & Instruction, University of Wisconsin, Madison) is currently an Associate Professor specializing in science education in the University of California, Davis School of Education. She did her doctoral work at the University of Wisconsin, Madison and prior to that she was a high school science teacher. Her research focuses on the role of models and modeling in student learning, curriculum design and teacher professional development. She investigates model-based reasoning in a range of contexts and is particularly interested in understanding how the design of learning environments interacts with students’ reasoning practices. She has been the principal investigator of several large grants and has co-authored several papers on modeling in science education that have been published in journals such as Science & Education, The International Journal of Science Education and School Science and Mathematics.




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Underwritten by the Carnegie Corporation of New York