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Ashlyn Pierson

Assistant Professor, Department of Teaching and Learning

Program Area: Science, STEM

pierson.199@osu.edu

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Biography

Ashlyn Pierson is an assistant professor of STEM education. She earned her Ph.D. at Vanderbilt University’s Peabody College of Education, specializing in Math & Science Education and Learning Sciences & Learning Environment Design. Her research merges theory and practice by using design studies to explore the interplay between disciplinary STEM practices (such as scientific modeling and computer programming) and students’ everyday practices and diverse linguistic resources. Ashlyn’s research is grounded in her experiences as a high school math and middle school science teacher in Nashville public schools. Her research has been distinguished with a Dissertation Fellowship by the National Academy of Education and Spencer Foundation, and she received the 2019 Best Student Paper Award from the Learning Sciences Special Interest Group of the American Educational Research Association. Based on her research, she was invited to be the editor of a 2019 special issue of the journal Science and Education.

Education

• Ph.D., Math and Science Education, Learning Sciences and Learning Environment Design, Vanderbilt University, Nashville, Tennessee, 2020

• M.Ed., Instructional Practice, Lipscomb University, Nashville, Tennessee, 2014

• B.A., Environmental Sciences and Public Policy, Duke University, Durham, North Carolina, 2012

Research Interests

Selected Publications

Peer-Reviewed Journal Articles:

  • Pierson, A. E., Brady, C., & Clark, D. B. (2020). Balancing the environment: Computational models as participants in STEM classrooms. Journal of Science Education and Technology, 29(1), 101-119.
  • Pierson, A. E. & Clark, D. B. (2019). Sedimentation of modeling practices: Dimensions of co-operative action at a classroom scale. Science & Education, 28(8), 897-925.
  • Pierson, A. E., & Clark, D. B. (2018). Engaging students in computational modeling: The role of an external audience in shaping conceptual learning, model quality, and classroom discourse. Science Education, 102(6), 1336–1362. 
  • Pierson, A. E., Clark, D. B., & Sherard, M. K. (2017). Learning progressions in context: Tensions and insights from a semester‐long middle school modeling curriculum. Science Education, 101(6), 1061-1088.

Book Chapters and Invited Publications:

  • Pierson, A. E., Clark, D. B., & Kelly, G. J.  (2019). Learning progressions and science practices: Tensions in prioritizing content, epistemic practices, and social dimensions of learning. Science & Education, 28(8), 833-841. 
  • Clark, D. B. & Pierson, A. E. (2019). Engaging emerging bilingual students in language and scientific practices through collaborative disciplinarily-integrated games from a co-operative action lens. In P. Sengupta, M. Shanahan, and B. Kim (Eds.) Critical, Transdisciplinary and Embodied Approaches in STEM Education (pp. 101-117). New York: Springer. https://doi.org/10.1007/978-3-030-29489-2
  • Sengupta, P., Dickes, A., Farris, A. V., Karan (Pierson), A., Martin, D., & Wright, M. (2015). Programming in K-12 science classrooms. Communications of the ACM, 58(11), 33-35. 

Selected Presentations

Recent Published Conference Proceedings:

  • Pierson, A., Clark, D.B., & Brady, C. (2020, June). Languages of Modeling, Modeling in Languages: Integrating Science Practices and Translanguaging Practices. In M. Gresalfi and I. Horn. (Eds.) The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 943-950). Nashville, Tennessee: International Society of the Learning Sciences.
  • Pierson, A., Brady, C., Clark, D.B., & Sengupta, P. (2020, June). Hybrid Modeling in 6th Grade STEM: Seeds of Convergence Research. In M. Gresalfi and I. Horn. (Eds.) The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 19-26). Nashville, Tennessee: International Society of the Learning Sciences.
  • Pierson, A., Clark, D. (2020, June). Substrate in a Science Classroom: Sedimentation of Middle-School Modeling Practices. Poster accepted to the International Conference of the Learning Sciences, Nashville, TN. In M. Gresalfi and I. Horn. (Eds.) The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 3 (p. 1473). Nashville, Tennessee: International Society of the Learning Sciences.

Recent Conference Presentations:

  • Pierson, A., Brady, C., & Clark, D. (2020, April). Seeds of Hybrid Modeling in Design-Oriented STEM. Paper accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. [conference canceled]
  • Pierson, A., Clark, D., & Brady, C. (2020, April). Parallel Practices: Translanguaging and Scientific Modeling. Paper accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. [conference canceled]
  • Pierson, A. (2020, April). Integrating scientific modeling and everyday translanguaging: Supporting productive science discourse in 6th grade STEM. Poster accepted to the the annual meeting of the American Educational Research Association, San Francisco, CA. [conference canceled]
  • Pierson, A., Clark, D., & Brady, C. (2020, April). “Languages” of Science: Computational Modeling for Reasoning and Expression with Emerging Bilingual Students. Poster accepted to the annual meeting of the American Educational Research Association, San Francisco, CA. [conference canceled]
  • Pierson, A., Clark, D., & Brady, C. (2020, March). Languages of Modeling, Modeling in Languages: Integrating Science and Translanguaging. Paper accepted to the annual international conference of National Association for Research in Science Teaching, Portland, OR. [conference canceled]
  • Johnson, H., Pierson, A., Keifert, D., Henrie, A., Enyedy, N., Danish, J., & Askew, R. (2020, March 15-18). Modeling for equitable learning with ELs: Examining a professional learning design for elementary teachers. In J. Thompson’s, Equity and elementary science teaching and learning. Symposium at the National Association of Research in Science Teaching (NARST), Portland, OR. [conference canceled]
  • Pierson, A.  (2019, September). Hybrid modeling in K-12 STEM. Paper presented at the Learning Sciences Graduate Student Conference, Evanston, IL. 
  • Pierson, A.  (2019, September). Leveraging and Valuing Translanguaging in Multimodal Modeling in K-12 STEM. Paper presented at the Learning Sciences Graduate Student Conference, Evanston, IL. 
  • Pierson, A., Brady, C., & Clark, D. (2019, April). Computational Models as Multimodal Participants with Emerging Bilingual Students. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada. 
  • Pierson, A., & Clark, D. (2019, April). Sedimenting Science Practices: Longitudinal Analysis of Modeling Practices and Artifacts. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada. 
  • Clark, D., & Pierson, A. (2019, April). Engaging Emerging Bilinguals in Language and Scientific Practices through Disciplinarily-Integrated Games from Co-Operative Action Lens. Poster presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Pierson, A. (2019, April). Modeling and Modes: Broadening Participation in Science Practices for Emerging Bilinguals. Poster presented at the annual international conference of National Association for Research in Science Teaching, Baltimore, MD.
  • Pierson, A., & Clark, D. (2019, April). Reuse and Transformation: Development of Classroom Modeling Practices from a Co-Operative Action Perspective. Paper presented at the annual international conference of National Association for Research in Science Teaching, Baltimore, MD.