Faculty Profile Sacramento Area Science Project (SASP) EMPHASIS AREA: SCI/AG. Science education; Secondary education

Cynthia M. Passmore

Professor and Interim Chair, Teacher Education

Cindy Passmore

Research Interests

Science Education; Secondary Education

Education

Ph.D., Curriculum and Instruction – University of Wisconsin, Madison – 2002

Broadcast, Print or Electronic Media

modelbasedbiology.com

modelinglivingearthbiology.org

Selected Publications

Alzen, J. L., Edwards, K., Penuel, W. R., Reiser, B. J., Passmore, C., Griesemer, C., Zivic, A., & Murzynski, C. (2020). Exploring the Connections Between Epistemic Agency and a Commitment to the Collective Enterprise of Sensemaking in the Science Classroom. Proceedings of the International Conference of the Learning Sciences.

Candice Guy-Gaytán, Julia S Gouvea, Chris Griesemer, Cynthia Passmore. (2019). Tensions Between Learning Models and Engaging in Modeling. Science & Education, 28(8): 843-864.

Forman, E. A., Ramirez-DelToro, V., Brown, L., & Passmore, Cynthia. (2017). Discursive strategies that foster an epistemic community for argument in a biology classroom. Learning and Instruction, 48: 32-39.

Julia Gouvea & Cynthia Passmore. (2017). ‘Models of’ versus ‘models for’: Toward an Agent-Based Conception of Modeling in the Science Classroom. Science & Education, 26(1-2): 49-63.

Cynthia Passmore. (2015). Shifting to NGSS Aligned Classrooms. Leadership, March/April: 24-27.

Xiang, L. and Passmore, C. (2014).A Framework of Model-Based Inquiry through Agent-Based Programming. Journal of Science Education and Technology; (DOI) 10.1007/s10956-014-9534-4.

Gouvea, Julia, Jamshidi, Arash. & Passmore, Cynthia. (2014). Model-based Reasoning: A Framework for Coordinating Authentic Scientific Practice with Science Learning. Proceedings of the 11th International Conference of the Learning Sciences.

Cynthia Passmore. (2014). Models. The Encyclopedia of Science Education.

Passmore, C., Coleman, E., Horton, J., & Parker, H. (2013). Making Sense of Natural Selection: Developing and Using the Natural Selection Model as an Anchor for Practice and Content. The Science Teacher, 80(6): 43.

Moon, J., Passmore, C., Reiser, B., & Michaels, S. (2013). Beyond Comparisons of Online Versus Face-to-Face PD Commentary in Response to Fishman et al., “Comparing the Impact of Online and Face-to-Face Professional Development in the Context of Curriculum Implementation” Journal of Teacher Education.

Svoboda, J. & Passmore, C. (2013). The strategies of modeling in biology education. Science & Education, 22(1): 119-142.

Cynthia Passmore & Julia Svoboda (2011). Exploring opportunities for argumentation in modeling classrooms. International Journal for Science Education, 34(10): 1535-1554.

 

 

Book Chapters

Cynthia Passmore, (Lead), Ron Gray, Samuel Hindi, Sinead Klement, Mechelle La Lanne (2018). Chapter 7: Developing and Using Models, Constructing Explanations and Designing Solutions, Danny Edelson and Audrey Mohan, (ed), OpenSciEd Design Specifications, OpenSciEd Consortium (Open Source).

Christina Schwarz, Cynthia Passmore & Brian Reiser (2017). Moving forward with the science and engineering practices in your classroom, Christina Schwarz, Cynthia Passmore, Brian Reiser, (ed), Helping students make sense of the world using next generation science and engineering practices, National Science Teachers Association Press.

Christina Schwarz, Cynthia Passmore & Brian Reiser (2017). Moving beyond “knowing” science to making sense of the world, Christina Schwarz, Cynthia Passmore & Brian Reiser, (ed), Helping students make sense of the world using next generation science and engineering practices, National Science Teachers Association Press.

Cynthia Passmore, Christina Schwarz * & Jocelyn Mankowski (2017). Developing and Using Models, Christina Schwarz, Cynthia Passmore & Brian Reiser, (ed), Helping students make sense of the world using next generation science and engineering practices, National Science Teachers Association Press.

Cynthia Passmore, Julia Svoboda Gouvea, Candice Guy & Chris Griesemer (2016). Biological Evolution: Understanding the Unity and Diversity of Life on Earth, Ravit Duncan, Ann Rivet & Joseph Kracjik, (ed), Disciplinary Core Ideas in the Next Generation Science Standards, National Science Teachers Association Press.

Cynthia Passmore, Julia Gouvea & Ronald Giere (2014). Models in Science and in Learning Science: Focusing Scientific Practice on Sense- making, Matthews, Michael, (ed), International Handbook of Research in History, Philosophy and Science Teaching, 1171-1202.

 

 

Books Edited

Helping Students Make Sense of the World Using Next Generation Science and Engineering Practices, Christina Schwarz, Cynthia Passmore & Brian Reiser, (ed), National Science Teachers Association Press. (2017).

Limited Distribution

 

Cynthia Passmore, Julia Gouvea, Jennifer Horton & Libbie Coleman (2018). What is your model for? NextGen Navigator an online publication of NSTA.

Cynthia Passmore (2014). Implementing the Next Generation Science Standards: How Your Classroom Is Framed Is as Important as What You Do in It. National Science Teachers Association Blog.

 

Selected Presentations

 

What goes into facilitating purposeful sensemaking in the classroom? Theorizing about teacher learning, Annual Meeting of the National Association for Research in Science Teaching, Baltimore, Maryland. 2019.

Purposeful sensemaking and modeling in high school biology, Annual Meeting of the National Association for Research in Science Teaching (NARST) Baltimore, Maryland. 2019.

Designing and Enacting NGSSClassroom Experi-ences: Examples from High School Biology, National Science Teachers Association regional meeting. Reno, NV. 2018.

Modeling as an anchor practice: An instructional approach to uniting the scientific practices. Guy, C., & Passmore, C. (2016), Presentation at the National Science Teachers’ Association Annual Conference, Los Angeles. 2017.

Factors affecting implementation of modeling in high school biology. Guy-Gaytán, C., Gouvea, J., Griesemer, C., Tobler, A., Whelchel, B., Hedman, R., & Passmore, C., Poster presented at the American Educational Research Association Conference. 2017.

Positioning Students as Generators of Science Knowledge: Moving from the Specific to a General Account of Phenomena. Cynthia Passmore & Chris Griesemer, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2017.

Framing for Sense-making in the Modeling Classroom. Alexandra Tobler, Emily Harris, Cynthia Passmore, Julia Gouvea, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2017.

Teachers’ Understanding of Modeling and Model-based Reasoning in High School Biology. Julia Gouvea, Candice Guy, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2017.

“Model-based Reasoning is Not a Simple Thing”: Investigating Teachers’ Enactment of a Model-based Curriculum. Candice R. Guy, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2017.

Examining the Instantiation of Teacher Leader Knowledge During the Enactment of Professional Development. Laura A. Shafer, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2017.

Examining Knowledge Pathways Teachers Leverage: Designing and Facilitating Professional Development Around NGSS Practice-Based Instruction. Laura Shafer, Arash Jamshidi, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2016.

Documenting, Characterizing, and Understanding Science Teacher Growth and Learning in the Context of NGSS. Arash Jamshidi, Laura Schafer, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2016.

Successes and Challenges in Promoting Student Sense Making in Modeling Classrooms. Chris D. Griesemer, Abraham S. Lo, Candice R. Guy, Emily Harris, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2016.

“Models of” Versus “Models For”: Implications for Designing Lessons to Support Students’ Epistemic Agency. Julia Gouvea, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching. 2016.

Relating Curricular Content Coherence to Learning: Examining High School Students’ Emerging Understanding of Biology. Candice R. Guy, Julia Gouvea, Chris D. Griesemer, Emily Harris, Abraham S. Lo, Cynthia Passmore, Paper presented at the Annual Meeting of the National Association for Research in Science Teaching . 2016.

 

Grants and Contracts

 

Active Grants

 

Principal Investigator, Collaborative Research: Extending and Investigating the Impact of the High School Model-Based Educational Resource (MBER), National Science Foundation, 07/01/2018 – 06/30/2022. $1,410,553,

Co-Principal Investigator, Developing a model of teacher learning to support classroom enactment of purposeful sensemaking, Brian Reiser, Northwestern (Principal Investigator), James S. McDonnell Foundation, 01/01/2018 – 06/30/2024. $925,000,

Principal Investigator, Sacramento Area Science Project, California Science Project (UC Office of the President), 07/01/204 – present.

 

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