Senior Researcher
Program/Areas of Interest
- STEM Learning
- Robotics
- Computer Science
- Design
- Curricular Integration
Biography
Debra Bernstein is a Senior Researcher at TERC. Her research and evaluation work examine curriculum design, implementation, and learning opportunities arising from the integration of science, engineering, and computing activities in K-12 classrooms. For the past several years, she has studied how integrated STEM learning environments can deepen students’ disciplinary learning and engagement while exposing a broader population of students to technology and computing. Her research also examines the types of professional development supports that can help teachers design and implement integrated STEM curriculum. Bernstein has served as a PI or Co-PI on several National Science Foundation-funded projects focused on identifying design principles for integrated STEM curriculum, and researching how the integration of engineering and technology design activities can support students’ understanding of fundamental science concepts. She holds a B.A. from the University of Wisconsin, an M.A. from Teachers College, Columbia University, and a Ph.D. in cognitive psychology from the University of Pittsburgh.
Education
- University of Pittsburgh, Cognitive Psychology, Ph.D. 2010
- University of Pittsburgh, Cognitive Psychology, MS 2006
- Teachers College Columbia University, Cognitive Studies in Education, MA 2002
- University of Wisconsin Madison, Psychology and Social Welfare, BA 1997
Associations
- AERA
- ISTE
Highlighted Publications
Bernstein, D., Puttick, G., Wendell, K., Shaw, F., Danahy, E., & Cassidy, M. (2022). Designing biomimetic robots: Iterative development of an integrated technology design curriculum. Educational Technology Research and Development, 70(1), 119-147.
Bernstein, D., Mutch-Jones, K., Cassidy, M. & Hamner, E. (2022). Teaching with robotics: creating and implementing integrated units in middle school subjects. Journal of Research on Technology in Education, 54(2), 161-176, DOI: 10.1080/15391523.2020.1816864.
Bernstein, D., Cassidy, M., Mutch-Jones, K., & Cross, J.L. (2022). Robots in Science: How middle school science teachers design integrated robotics units for their science classes. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.) Proceedings of the 16th International Conference of the Learning Sciences-ICLS2022. Hiroshima, Japan: International Society of the Learning Sciences.
Drayton, B., Bernstein, D., Schunn, C., & McKenney, S. (2020). Consequences of curricular adaptation strategies for implementation at scale. Science Education, 104(6), 983-1007.
Bernstein, D., Danahy, E., Puttick, G., Cassidy, M., Wendell, K., & Shaw, F. (June, 2019). Designing Biomimetic Robots: An Interdisciplinary Middle School Curriculum. Paper presented at the International Society for Technology in Education (ISTE) Annual Meeting, Philadelphia, PA.
Ludi, S., Bernstein, D., & Mutch-Jones, K. (2018). Enhanced Robotics! Improving Building and Programming Learning Experiences for Students with Visual Impairments. In Proceedings of the 2018 ACM SIGCSE Technical Symposium on Computer Science Education (SIGCSE ’18). ACM, New York, NY, USA
Bernstein, D., Drayton, B., McKenney, S., & Schunn, C. (2016). Designing science curriculum for implementation at scale: Considerations for diverse and resource-limited settings. In C. Looi, J. Polman, U. Cress, & P. Reimann (Eds.) Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016 (pp. 886-889). Singapore: International Society of the Learning Sciences.