Teacher Education and Higher Education (TEHE) Department
Office: 406 SOE Building
- Science Teacher Education
- Phenomena-based Science Instruction
- Informal Science Learning
- Equitable Science Instruction
- Design-based Implementation Research
- Ph.D. in Curriculum and Instruction, Science Education, University of Colorado
- M.A. Secondary Science Education, The City College of New York
- B.A. Environmental, Population, and Organismic Biology, University of Colorado
Sara Heredia is an Assistant Professor of Science Education. Heredia’s research focuses on the design of professional learning opportunities for secondary science teachers that support their integration of equitable teaching practices. She designs professional learning settings that facilitate the complex cognitive work that teachers do as they learn and adapt their classroom practices to create opportunities for all students to participate and have access to rigorous science instruction. Specifically, she works in partnership with teachers, schools, and informal science institutions to create a network of support for implementation of science education reform.
Deverel-Rico, C. & Heredia, S. C. (2018). The NGSS-ification of too slow to notice. Science Scope, 41(6), 45-54.
Heredia, S. C. & Yu, J. H. (2017). A Matter of choice: Opportunities for informal science institutions to support science teacher induction. Journal of Science Teacher Education, 28 (6), 549-565.
Yu, J & Heredia, S. C. (2016). A hub for STEM learning. Connected Science Learning, 2, http://csl.nsta.org/2016/11/a-hub-for-stem-learning/
Heredia, S. C., Furtak, E. M., Morrison, D. & Parker, I. P. (2016). Teachers’ representations of practice in the process of formative assessment design. Journal of Science Teacher Education, 27(7), 697-716.
Heredia, S. C., Cook-Endres, T, & Yu, J. H. (2016). A Bird in a Cage is worth two in a bush: Enhance your activities to engage students in science practices. Science Scope, September.