This position is associated with two NSF-funded projects related to socio-scientific issues based teaching and scientific modeling. One project, which is already underway, focuses on how middle school learners make sense of multiple models as they negotiate the complexities of viral pandemics. This research explores how students engage with different types of models, including scientific models and more expansive representations that account for social dimensions of pandemics, as tools for learning about a multifaceted and evolving issue like viral pandemics. The second project, which will start in fall 2022, involves design, implementation, and research on issues-based curriculum for middle school science. This project will create multiple opportunities for research including explorations of 1) design principles for issues-based teaching materials and assessments, 2) how students learn and develop attitudes about science as they interact with issues-based curricula, 3) how teachers implement issues-based curriculum, and 4) how state/national assessment environments may interact with teacher and student uptake of issues-based curriculum (including the possibility of comparative studies between cohorts in the US and Israel). The individual hired in this position will be expected to contribute to both projects, participate in curriculum design, help coordinate research and design activities, and lead some research efforts. This person will join a dynamic team of science education researchers at the University of North Carolina at Chapel Hill and work with project collaborators at multiple institutions. Teaching is not a required responsibility for this position, but teaching opportunities may be possible given the successful candidateâ??s interest and expertise.
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