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

Publications

  • Barth-Cohen, L. (date unknown). Examining Links between Arguments and Representations in Pre-Service Teachers Pedagogical Content Knowledge. 2020 International Conference of the Learning Sciences. Accepted, .
  • Gutiérrez, J (date unknown). Examining Preservice Teachers’ Written Responses to a Hypothetical Classroom Scenarios. 2020 International Conference of the Learning Sciences. Accepted, .
  • Barth-Cohen, L. (date unknown). Interpreting and Navigating Multiple Representations as Central to Computational Thinking in a Robotics Programming Environment. Journal of STEM Education Research. Vol. 1, 119-147. Accepted, .
  • Barth-Cohen, L., Greenberg, K., & Moretz, E. (date unknown). A Model for Earth’s Energy Budget: Unpacking the relationship between energy and temperature to understand climate change. The Science Teacher. Accepted, .
  • Shen, J., Chen, G., Barth-Cohen, L., Jiang, S., & Eltoukhy, M. (date unknown). Connecting Computational Thinking in Everyday Reasoning and Programming for Elementary School Students. Journal of Research on Education in Technology. Accepted, .
  • Barth-Cohen, L. & Braden, S. (date unknown). Unpacking the Complexity in Learning to Observe in Field Geology. Cognition and Instruction. Accepted, .
  • Barth-Cohen, L., (date unknown). Reasoning with evidence while modeling: Success at the middle school level. Physical Review—Physics Education Research. Vol. 17(2). Accepted, .
  • Barth-Cohen, L. A., Montoya, B., & Shen, J. (date unknown). Walk like A Robot: A no-tech coding activity to teach computational thinking. Science Scope. Vol. 42(9), 12-16. Accepted, .
  • Barth-Cohen, L. A. (date unknown). USING MODELS TO UNDERSTAND SEA LEVEL RISE. The Science Teacher. Accepted, .
  • Braden, S.,Barth-Cohen, L., Gailey, S., Young, T (date unknown). Modeling magnetism with the floating paper clip: Cultivating and leveraging visual literacy and talk moves to support diverse learners. Science Scope. Accepted, .
  • Barth-Cohen, L. (date unknown). Threads of Local Continuity Between Centralized and Decentralized Causality: The Emergence of an Emergent Explanation. Instructional Science. Accepted, .
  • Barth-Cohen, L. A. (date unknown). ligning Coordination Class Theory with a New Context: Applying a Theory of Individual Learning to Group Learning. Science Education. Accepted, .
  • Shen, J. (date unknown). Assessing Elementary Students’ Computational Thinking. Computers & Education. Accepted, .
  • Barth-Cohen, L. A. (date unknown). 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. Accepted, .
  • May, J, M., (date unknown). Three-Dimensional Learning in a Reformed Introductory Physics Laboratory Course. American Journal of Physics. Accepted, .
  • Barth-Cohen, L., (date unknown). 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. Accepted, .
  • Young T. G. (date unknown). Middle grade students reasoning about temporary magnetism. Physics Education Research Conference (PERC) Proceedings. Accepted, .
  • May, J. (date unknown). Students’ productive strategies when generating graphical representations: An undergraduate laboratory case study. Physics Education Research Conference (PERC) Proceedings. Accepted, .
  • Gutiérrez, J., (date unknown). Anything But Race: Race-Evasion and Color-blindness in Preservice Teachers’ Responses to a Hypothetical Scenario. E. de Vries, J. Ahn, & Y. Hod (Eds.), Proceedings of International Conference of the Learning Sciences (ICLS) 2021. Bochum, Germany: International Society of the Learning Sciences. Accepted, .
  • May, J. (date unknown). Students’ Dynamic Framing of Epistemic Agency. Proceedings of International Conference of the Learning Sciences (ICLS) 2021. Bochum, Germany: International Society of the Learning Sciences. Accepted, .
  • Barth-Cohen, L. (date unknown). Learning about Crosscutting Concepts as Concepts. 2020 International Conference of the Learning Sciences. Accepted, .
  • Barth-Cohen, L. (date unknown). 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. Accepted, .
  • Atkins Elliot, L. (date unknown). 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. Accepted, .
  • Shen, J. (date unknown). 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. Accepted, .
  • Barth-Cohen, L., (date unknown). 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. Accepted, .

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, 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). One ongoing project focuses on undergraduate students in reformed-based physics that are engaged in sensemaking about the process of collecting and analyzing data (National Science Foundation DUE-IUSE, #1938721). Another project examines how learners come to generate scientific observations that can function as evidence in a field geology setting (National Science Foundation, EHR Core Research, #2201764). 

Research Keywords

  • Fiber Optics
  • Finite Element Analysis
  • Naval Architecture
  • Environmental Engineering

Grants, Contracts & Research Gifts

  • Developing and Enacting Case-Based Teaching Scenarios in Elementary STEM Education to Bridge the In-Service and Pre-service Teacher Divide. PI: - 2021. Total project budget to date:
  • The Utah Collaborative to Build Capacity for a Streamlined BS/MEd Program in Science Teacher Preparation. PI: - 2020. Total project budget to date:
  • Transformative Robotics Experience for Elementary Students (TREES). PI: - 2017. Total project budget to date: