|BA||Haverford College||Haverford, Pa.||Biology|
|MA||University of California, Berkeley||Berkeley, Calif.||Integrative Biology|
|PhD||University of California, Berkeley||Berkeley, Calif.||Science Education|
Our research approach to problems in science education is based in cognitive theory (the science of individual learning) and sociocultural approaches (the theory of culture and social interaction as it affects development and learning). We focus on science, health, and environmental learning and teaching in middle school, high school, and college.
Currently, we have two goals for science education research: 1) to examine cognitive decision making processes, and 2) to study classroom assessment practices and develop resources for teachers to improve assessment practices.
We aim to develop theoretical models of students' scientific decision making and teachers' instructional decision making. Decision making is an essential goal of the National Science Education Standards, yet is rarely learned in science classrooms. Prior work has identified ways of supporting decision making in class and studied the effects of different instructional materials. Research with teachers has refined methods for making teachers' thinking processes visible through the discussion of student work. Currently, we are developing a study of undergraduates' decision making about biotechnology and ethical issues.
Assessments have a large impact on what is learned in a classroom. Assessment practices that support, foster, and monitor learning are essential to an effective classroom. Our work has refined and studied the effects of assessments in middle school life science, with a focus on creating more equitable assessments for English language learners. We are also studying preservice teachers' views of assessment to clarify how understanding develops.
Siegel MA, Cite S, Izci K, Muslu N, Harman S, Burcks SM, Long P. Campers, prepare: NGSS-aligned assessments for an energy activity. Science Scope. Accepted.
Siegel MA, Menon D, Sinha S, Promyod N, Wissehr C, Halverson KL. Equitable written science assessments for English Language Learners: How scaffolding helps. Journal of Science Teacher Education. 25, 681-708 (2015).
Siegel MA, Roberts TM, Freyermuth SK, Witzig SB, Izci K. Aligning assessment to instruction: Collaborative group testing in large enrollment science classes. Journal of College Science Teaching. 44(6), 75-82 (2015).
Nguyen PD, Siegel MA. Community action projects: Applying biotechnology in the real world. The American Biology Teacher. 77(4), 241-247 (2015).
Witzig, S. B., Rebello, C. M., Siegel, M. A., Freyermuth, S. K., Izci, K., & McClure, B. A. (2014). Building the BIKE: Development and testing of the Biotechnology Instrument for Knowledge Elicitation (BIKE). Research in Science Education, DOI: 10.1007/s11165-014-9398-x.
Siegel, M.A. Developing preservice science teachers’ expertise in equitable assessment. Journal of Science Teacher Education, Online First: 10.1007/s10972-013-9365-9 (2013).
Witzig, S.B., Freyermuth, S.K., Siegel, M.A., Izci, K., & Pires, J.C. Is DNA alive? A study of conceptual change through targeted instruction. Research in Science Education, 43, 1361-1375 (2013).
Abell, S.K., & Siegel, M.A. Assessment literacy: What science teachers need to know and be able to do. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The Professional Knowledge Base of Science Teaching. London, UK: Springer, 205-221 (2011).
Witzig, S.B., Halverson, K.L., Siegel, M.A., & Freyermuth, S.K. The interface of opinion, understanding and evaluation while learning about a socioscientific issue. International Journal of Science Education, Online First: DOI:10.1080/09500693.2011.600351 (2011).
Rebello, C. M., Witzig, S. B., Siegel, M. A., & Freyermuth, S. K. Assessment practices for understanding science-related attitudes. In M. I. Saleh & M. S. Khine (Eds.), Attitude research in science education: Classic and contemporary measurements (pp. 199-218). United States of America: Information Age Publishing (2011).
Halverson, K.L., Siegel, M.A., & Freyermuth, S.K. Non-Science majors' critical evaluation of websites in a biotechnology course. Journal of Science Education and Technology, 19, (6) 612-623 (2010).
Halverson, K., Siegel, M.A., & Freyermuth, S. Lenses for framing decisions: Undergraduates’ decision making about stem cell research. International Journal of Science Education, 31 (9), 1249–1268 (2009).
Siegel, M.A. Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items. Journal of Research in Science Teaching, 44 (6), 864-881 (2007).
Siegel, M.A., Mlynarczyk-Evans, S., Brenner, T.J., & Nielsen, K.M. A natural selection: Partnering teachers and scientists in the classroom laboratory creates a dynamic learning community. The Science Teacher, 72 (7), 42-45 (2005).