Lauren Barth-Cohen portrait
  • Adjunct Assistant Professor, Physics And Astronomy
  • Assistant Professor, Educational Psychology
801-581-7148

Publications

  • Braden, S.,Barth-Cohen, L., Gailey, S., Young, T (2021). Modeling magnetism with the floating paper clip: Cultivating and leveraging visual literacy and talk moves to support diverse learners. Science Scope. Accepted, 04/2021.
  • Barth-Cohen, L., Braden, S., Young, T., Gailey, S (2021). Reasoning with evidence while modeling: Success at the middle school level. Physical Review—Physics Education Research. Accepted, 04/2021.
  • Barth-Cohen, L. & Braden, S. (2021). Unpacking the Complexity in Learning to Observe in Field Geology. Cognition and Instruction. Accepted, 04/2021.
  • Shen, J., Chen, G., Barth-Cohen, L., Jiang, S., & Eltoukhy, M. (2020). Connecting Computational Thinking in Everyday Reasoning and Programming for Elementary School Students. Journal of Research on Education in Technology. Published, 08/2020.
  • Barth-Cohen, L. & Wittmann, M. C. (2020). Learning about Crosscutting Concepts as Concepts. 2020 International Conference of the Learning Sciences. Published, 06/2020.
  • Gutiérrez, J & Dobie, T., Greenberg, K., Francom, R., & Barth-Cohen, L., (2020). Examining Preservice Teachers’ Written Responses to a Hypothetical Classroom Scenarios. 2020 International Conference of the Learning Sciences. Published, 06/2020.
  • Barth-Cohen, L. & Dobie, T., Greenberg, K., Francom, R., & Gutiérrez, J. (2020). Examining Links between Arguments and Representations in Pre-Service Teachers Pedagogical Content Knowledge. 2020 International Conference of the Learning Sciences. Published, 06/2020.
  • Barth-Cohen, L. A., Montoya, B., & Shen, J. (2019). Walk like A Robot: A no-tech coding activity to teach computational thinking. Science Scope. Vol. 42(9), 12-16. Published, 07/2019.
  • Barth-Cohen, L. & Jiang, S., Shen, J., *Chen, G., & Eltoukhy, M. (2018). Interpreting and Navigating Multiple Representations as Central to Computational Thinking in a Robotics Programming Environment. Journal of STEM Education Research. Vol. 1, 119-147. Published, 10/2018.
  • Barth-Cohen, L. A., Greenberg, K. I., & Moretz, E. (September 2018). A Model for Earth’s Energy Budget: Unpackingthe relationship between energy and temperature to understand climate change. The Science Teacher, 86(2), 20-27. Published, 09/04/2018.
  • Barth-Cohen, L. & Braden, S. (2018). A continuum of knowledge structures in an observation-based field geology setting. (pp. 1599-1600). Vol. 3. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. Published, 06/2018.
  • Atkins Elliot, L. & Barth-Cohen, L. (2018). Constructing Entities in Scientific Models. (pp. 1679-1680). Vol. 3. Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences. Published, 06/2018.
  • Barth-Cohen, L. (2018). Threads of Local Continuity Between Centralized and Decentralized Causality: The Emergence of an Emergent Explanation. Instructional Science. Published, 05/11/2018.
    https://link.springer.com/article/10.1007/s11251-0...
  • Barth-Cohen, L. A. & Little, A., & Abrahamson, D. (2018). Building Reflective Practices in a Pre- Service Science Teacher Education Course that Focuses on Qualitative Video Analysis. Journal of Science Teacher Education. Vol. 29, 83-101. Published, 02/02/2018.
    http://www.tandfonline.com/doi/full/10.1080/104656...
  • Barth-Cohen, L., & Medina, E. (2017). USING MODELS TO UNDERSTAND SEA LEVEL RISE. The Science Teacher, 84(7), 33. Published, 07/2017.
    https://learningcenter.nsta.org/resource/?id=10.25...
  • Shen, J., Chen, G. Barth-Cohen, L., Jiang, S., Huang, X, and Eltoukhy, M. (2017). Assessing Elementary Students’ Computational Thinking. Computers & Education. Published, 03/01/2017.
    https://doi.org/10.1016/j.compedu.2017.03.001
  • Barth-Cohen, L. A, & Wittmann, M. C. (2017). Aligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning. Science Education. Published, 03/2017.
    http://onlinelibrary.wiley.com/doi/10.1002/sce.212...
  • Barth-Cohen, L., & Wittmann, M. C. (2016, June). Expanding Coordination Class Theory to Capture Conceptual Learning in a Classroom Environment. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences. pp. 386-393. Published, 06/2016.
  • Shen, J. Chen, G. Barth-Cohen, L. & Eltoukhy, M. (2016, June). Developing a Language-neutral Instrument to Assess Fifth Graders’ Computational Thinking. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). (2016). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences. pp.1179-1180. Published, 06/2016.
  • Barth-Cohen, L. A., Smith, M. K., Capps, D. K., Lewin, J. D., Shemwell, J. T., & Stetzer, M. R. (2016). What are middle school students talking about during clicker questions? Characterizing small-group conversations mediated by classroom response systems. Journal of Science Education and Technology, 25(1), 50-61. Published, 02/2016.

Research Statement

Dr. Barth-Cohen’s research focuses on student learning in science and she works to translate that research in ways that can be useful to K-12 teachers. She studies student learning of the often-difficult concepts in science that are foundational to the scientific enterprise and central to science education. In her research, she designs and implements learning environments aiming to scaffold such conceptual learning. She video tapes the instruction and then conducts qualitative video analysis on changes to learners conceptual understanding over time. Her approach to learning focuses on characterizing learners’ knowledge system over time, and she concentrate on contexts where they are engaged in a variety of knowledge building practices that are similar to the practices of professional science and central to reform based science education efforts (e.g. developing and using scientific modeling, analyzing and interpreting data, and engaging in argument from evidence). A recently project has focused on student learning about the physics of climate change in a conceptual modeling unit. Another project examines how learners come to generate scientific observations that can function as evidence in a field geology setting.  An additional line of research focuses on elementary school students’ learning of computational thinking skills in a humanoid robotics setting. A recent National Science Foundation funded grant (DUE-IUSE, #1712493) is aiming to build coherence in STEM learning opportunities (math and science content and methods classes at the University of Utah) to advance our understanding of how undergrad pre-service elementary teachers learn STEM content, instructional practices for teaching STEM, and principles and dispositions around equity and social justice. 

Research Keywords

  • climate change education
  • Teacher Education
  • Science Education
  • STEM Education
  • Preservice Teachers
  • Precollegiate Education - Science or Mathematics
  • Mathematics Education
  • Cognition

Presentations

  • May, J., & Barth-Cohen, L. (2021). Exploring Dynamic Student Framing in Small-Group Settings. International Society of the Learning Sciences (ISLS) Annual Meeting. [Virtual conference]. Conference Paper, Refereed, Accepted, 02/2021.
  • Gutiérrez, J., *Shiver, S., Dobie, T., *Francom, R., Barth-Cohen, L. (2021) Anything But Race: Race-Evasion and Color-blindness in Preservice Teachers’ Responses to a Hypothetical Scenario. International Society of the Learning Sciences (ISLS) Annual Meeting. [Virtual conference]. Conference Paper, Refereed, Accepted, 02/2021.
  • *Adams, A. L., *May, J., Barth-Cohen, L., De Grandi, C. (accepted). Developing an Assessment to Investigate Data Analysis in Introductory Physics. Paper to be presented at the 2021 Annual Meeting of the American Education Research Association (AERA). Presentation, Accepted, 11/2020.
  • Barth-Cohen, L., Dobie, T., *Greenberg, K., *Francom, R., Gutiérrez, J, F., *Shiver, S. (accepted). Examining Intuitive Knowledge Resources at the Intersection of Scientific Arguments and Representations. Paper to be presented at the 2021 Annual Meeting of the American Education Research Association (AERA). Presentation, Accepted, 11/2020.
  • *Young, T., Barth-Cohen, L., *Braden, S., *Gailey, S. (2020). A case of successful learning about magnetism through the use of evidence. 2020 Physics Education Research Conference Proceedings [Virtual Conference, July 22-23, 2020], edited by S. Wolf, M. B. Bennett, and B. W. Frank, doi:10.1119/perc.2020.pr.Young. Conference Paper, Refereed, Accepted, 07/2020.
  • *May, J. M., Barth-Cohen, L. Gerton. J. M., & De Grandi, C. (2020). Students’ dynamic engagement with experimental data in a physics laboratory setting. Physics Education Research Conference Proceedings [Virtual Conference, July 22-23, 2020], edited by S. Wolf, M. B. Bennett, and B. W. Frank, doi:10.1119/perc.2020.pr.May. Conference Paper, Refereed, Accepted, 07/2020.
  • *Young, T. G., Barth-Cohen L. A., *Braden, S. K., *Gailey, S. (2020). Creating Explanatory and Predictive Models of Magnetism in the Middle-Grades. Contributed presentation at the 2020 American Association of Physics Teachers (AAPT) Annual Conference. Grand Rapids, Michigan (online). Presentation, Accepted, 06/2020.
  • Young, T. G., Barth-Cohen L. A., *Braden, S. K., *Gailey, S. (2020). "Thinking Like a Physicist" in the Middle-Grades: Promising Results from 7th-grade Students Studying Magnetism. Poster presented at the 2020 American Association of Physics Teachers (AAPT) Annual Conference. Grand Rapids, Michigan (online). Presentation, Accepted, 05/2020.
  • Dobie, T.E., Barth-Cohen, L., *Francom, R., *Greenberg, K., & Gutiérrez, J. (2020). Pre-service elementary teachers navigating tensions related to classroom social dynamics through hypothetical teaching scenarios. In A.I. Sacristán, J.C. Cortés-Zavala & P.M. Ruiz-Arias, (Eds.). Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico (pp. 1595-1600) Cinvestav / AMIUTEM / PME-NA. https:/doi.org/10.51272/pmena.42.2020. Conference Paper, Refereed, Accepted, 02/2020.
  • Barth-Cohen, L. & Wittmann, M. (2020). Learning about Crosscutting Concepts as Concepts. The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS). Volume 1, 557-560. Nashville, TN. (online). Conference Paper, Refereed, Accepted, 02/2020.
  • Barth-Cohen, L., Dobie, T., Greenberg, K., Francom, R., & Gutiérrez, J. (2020). Examining Links between Arguments and Representations in Pre-Service Teachers Pedagogical Content Knowledge. The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS). Volume 4, 2253-2256. Nashville, TN. (online). Conference Paper, Refereed, Accepted, 02/2020.
  • Gutiérrez, J., Dobie, T., *Greenberg, K., *Francom, R., & Barth-Cohen, L., (2020). Examining Preservice Teachers’ Written Responses to a Hypothetical Classroom Scenarios. The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS). Volume 4, 2325-2328. Nashville, TN. (online). Conference Paper, Refereed, Accepted, 02/2020.

Grants, Contracts & Research Gifts

  • Exploring Students' Learning of Data Analysis in a Three-Dimensional Lab Environment. PI: Lauren Barth-Cohen. Co-PI(s): Claudia de Grandi, Jordan Gerton. National Science Foundation, 05/2020 - 04/2023. Total project budget to date: $299,191.00
  • Developing and Enacting Case-Based Teaching Scenarios in Elementary STEM Education to Bridge the In-Service and Pre-service Teacher Divide. PI: Tracy Dobie. Co-PI(s): Lauren Barth-Cohen. University of Utah, College of Education Research Incentive Seed Grant Program, 03/2020 - 02/2021. Total project budget to date: $12,000.00
  • The Utah Collaborative to Build Capacity for a Streamlined BS/MEd Program in Science Teacher Preparation. PI: Holly Godsey . Co-PI(s): Lauren Barth-Cohen, Mary Burbank, Jordan Gerton, Andrea Rorrer . National Science Foundation, 07/2019 - 06/2020. Total project budget to date: $125,000.00
  • Building Coherence in STEM Learning Opportunities for Pre-Service Elementary Teachers across Disciplinary Boundaries. PI: Lauren Barth-Cohen. Co-PI(s): Jordan M Gerton, José Gutierrez, Aaron J Bertram,. National Science Foundation, 08/2017 - 07/2020. Total project budget to date: $299,976.00
  • Transformative Robotics Experience for Elementary Students (TREES). PI: Ji Shen. Co-PI(s): Lauren Barth-Cohen and Moataz Eltoukhy. National Science Foundation, 05/2015 - 05/2017. Total project budget to date: $299,998.00