Department of Curriculum & Instruction

My research program examines students' qualitative and quantitative ideas about magnitude: their knowledge of and ideas about the size of objects and the age of events, and how they represent these. I am also interested in the relationship between conceptual understanding and factual knowledge for key scientific themes, including size and scale and the nature of matter. I examine how secondary students gradually build more connected and factually accurate ideas, and the relationship between connectedness of knowledge and factual knowledge. I also develop and evaluate instructional materials designed to promote student learning about these themes.

PhD in Education Studies (Science Education)

University of Michigan, Ann Arbor

Delgado, C. (in press). Navigating deep time: Landmarks for time from the Big Bang to the present. Journal of Geoscience Education.

Delgado, C., & Morton, K. (in press). Learning progressions, learning trajectories, and equity. Proceedings of the 10th International Conference of the Learning Sciences, Sydney, Australia (2012, July).

Delgado, C. & Krajcik, J. S. (2010). Technology supports for science learning. In B. McGraw, P. Peterson, & E. Baker (Eds.), The International Encyclopedia of Education (3rd Edition). Elsevier.

Stevens, S. Y., Delgado, C., & Krajcik, J. (2010). Developing a hypothetical multi-dimensional learning progression for the nature of matter. Journal of Research in Science Teaching 47(6), 687-715.

Beyer, C. J., Delgado, C., Davis, E. A., & Krajcik, J. S. (2009). Investigating teacher learning supports in high school biology curricular programs to inform the design of educative curriculum materials. Journal of Research in Science Teaching 46(9), 977-998.

• 2012. Early Career Workshop. International Conference of the Learning Sciences, Sydney, Australia.
• 2010. Summer Research Assignment. University of Texas at Austin
• 2004-2009. Scholar's Award Fellowship. School of Education, University of Michigan, Ann Arbor.
• June 2008. Doctoral Consortium, International Conference of the Learning Sciences. Utrecht, Holland
• June 2007. Equity Scholar Award. National Association for Research in Science Teaching, Baltimore, MD

Cross-cultural comparison of metric-native and English unit-native middle and high school students' conceptions of size and scale.

Undergraduates’ Knowledge of Scales of Space and Time.

Middle School Students' Understanding of Size and Scale.

• Member, National Association of Research in Science Teaching
• Member, International Conference of the Learning Sciences
• Member, University of Texas at Austin Education Policy Committee
• Member, UTeach Steering Committee