Joseph Krajcik serves as director of the CREATE for STEM Institute and is the Lappan-Phillips Professor of Science Education at Michigan State University. In his role as director of CREATE, he works with faculty, teachers and researchers to improve the teaching and learning of science, mathematics and engineering kindergarten through college by engaging in innovation and research. Throughout his career, Joe has focused on working with science teachers to design and test learning environments to reform science teaching practices and to research student learning and engagement in project-based learning environments. He has authored and co-authored books, over 100 manuscripts and curriculum materials. Joe served as president of the National Association for Research in Science Teaching from which he received the Distinguished Contributions to Science Education Through Research Award in 2010. In 2014 he received from Michigan Science Teachers’ Association the George G. Mallinson Award for overall excellence of contributions to science education. He was honored to receive a Distinguished Professorship from Ewha Woman’s University in Seoul, South Korea in 2009, Guest Professorships from Beijing Normal University in Beijing, China in 2002 and 2018, and the Weston Visiting Professor of Science Education from Weizmann Institute of Science, Israel in 2005. In 2020, Joe has been elected to the National Academy of Education - an honor received for the nation’s most outstanding scholars in education, as well as named a winner of the prestigious McGraw Prize in Pre-K-12 Education. In 2021, Joe received MSU Distinguished Professor honor - one of the highest honors that can be bestowed on a Michigan State University faculty member. In 2022, Joe received an Honorary Doctoral Degree in Educational Studies from University of Tartu, Estonia and Distinguished Professor honor from University of Johannesburg, South Africa. He spent 21 years at the University of Michigan before coming to MSU in 2011. Joe received his Ph.D. in Science Education from the University of Iowa in 1986.
Current Projects
Currently I'm involved in four projects: Multilevel-Computation Modeling (MCM); Multiple Literacies in Project-based Learning (ML-PBL), Next Generation Science Assessments (NGSA), and Craft Engaging Science Environments (CESE). The connections among these four project is support the vision of the Framework for K-12 Science Education.
Publications
Krajcik, J. S., Miller, E. & Chen, I. (2021). Using Project-based Learning to Leverage Culturally Relevant Pedagogy for Sensemaking of Science in Urban Elementary Classrooms. In Atwater, M. M. (Editor), the International Handbook of Research on Multicultural Science Education, Spring.
Zhai, X., Krajcik, J., Pellegrino, J. (2021). On the validity of machine learning-based Next Generation Science Assessments: An inferential validity network. Journal of Science Education and Technology. DOI: 10.1007/s10956-020-09879-9.
Kaldaras, L., Akaeze, H., Krajcik, (2020). J. Developing and validating Next Generation Science Standards‐aligned learning progression to track three‐dimensional learning of electrical interactions in high school physical science. J Res Sci Teach; 1– 30. https://doi.org/10.1002/tea.21672
Novak, A. M., & Krajcik, J. S. (2019). A Case Study of Project‐Based Learning of Middle School Students Exploring Water Quality. The Wiley Handbook of Problem‐Based Learning, 551-572.
Schneider, B., Krajcik, J., Lavonen, J., Salmela-Aro, K. (2019). Learning Science: Crafting Engaging Science Environments. Yale University Press, New Haven and London.
Bielik, T., Damelin, D., Krajcik, J. S. (2019). Shifting the Balance: Engaging Students in Using a Modeling Tool to Learn about Ocean Acidification. Eurasia Journal of Mathematics, Science and Technology Education, 15(1). DOI: 10.29333/ejmste/99512
Miller, E.C. & Krajcik, J.S. (2019. Promoting deep learning through project-based learning: a design problem. Disciplinary and Interdisciplinary Science Education Research, 1,7. https://doi.org/10.1186/s43031-019-0009-6.
Harris, C., Krajcik, J., Pellegrino, J. and DeBarger, A, (2019). Designing Knowledge-In-Use Assessments to Promote Deeper Learning. Educational Measurement: Issues and Practice.
Krajcik, J.S., & Czerniak, C., (2018). Teaching Science in Elementary And Middle School Classrooms: A Project-Based Learning Approach, Fifth Edition. Routledge, Taylor and Francis Group: New York & London.
Nordine, J., Fortus, D., Lehavi, Y., Neumann, K., & Krajcik, J. (2018). Modelling energy transfers between systems to support energy knowledge in use. Studies in Science Education, 54(2), 177–206. https://doi.org/10.1080/03057267.2018.1598048