There are three main foci in my research. First, my work on classroom assessment aims to clarify those practices that proximally inform science teaching and support students as they construct understanding of science concepts. My research also investigates the relational aspects of educational assessment, specifically the types of discourse that occur between teacher and students during assessment interactions. Second, my research on science inquiry pedagogy examines the use of teaching strategies that engage students in active learning. Last, my research is focused on equity and diversity issues in science education, specifically on the opportunities that students, especially those at-risk and from underrepresented backgrounds, have for meaningful participation in science classrooms.
Buck, G. A., Beeman-Cadwallader, N. & A. Trauth-Nare. 2012. Keeping the girls visible in K-12 science education: A feminist case study on problem-based learning. Journal of Women and Minorities in Science and Engineering 18: 153-178.
Trauth-Nare, A. E. & G. A. Buck. 2011. Using reflective practice to incorporate formative assessment in a middle school science classroom: A participatory action research study. Educational Action Research 19: 379-398.
Trauth-Nare, A., & G. Buck. 2011. Using formative assessment to support and enhance problem-based science. The Science Teacher 78: 34-39.