In Progress
Learning with and within City Ecosystems: Studying Children’s Changing Understandings of Socio-Ecological Systems in Richmond, VA
Collaborating with Blue Sky Fund and Richmond Public Schools, this research-practice partnership is studying how children’s understandings of the city, science and data change as they participate in outside environmental science. Currently funded by a William & Mary School of Education SEED grant.
William & Mary Student Mentoring: Institute for Integrative Conservation Research Program (2025 YR)
Growing a Shared Schoolyard: Strategies for Transferring Stewardship and Impacting Learning Communities
With the Alliance for the Chesapeake Bay, we are studying how new types of stewardship and learning communities can be supported by changes to public schoolyards’ green infrastructure in Richmond, VA. Currently funded by the EPA and Chesapeake Bay Trust’s Green Streets, Green Jobs, Green Towns (G3) Grant Program.
Writing
The Potential of Place: Leveraging Children’s Local Knowledge and Participatory GIS Mapping to Conceptualize Ecological Systems in Elementary Science Instruction
Funded by a National Academy of Education (NAEd)/ Spencer dissertation fellowship, my dissertation drew on design-based research methodologies to imagine new forms of science and data science learning for late elementary students (4th/ 5th grade). Integral to the study was children’s authoring and annotating participatory GIS map (Local Ground), in ways that supported intertwining children’s local expertise and multi-variate data to enable new understandings of socio-ecological systems and new engagements in science data modeling.
Related Publications:
Lanouette, K.(2025, online early view). Elevating configurations of emotion and data: Dynamics of coproduction, collaboration and competition. Science Education. https://doi.org/10.1002/sce.21931
(Response Article: Dahn, M. (2025, early view). Emotion as Identity Work in Children’s Data Modeling Practices: A Response to Lanouette. Science Education. https://doi.org/10.1002/sce.21988
Lanouette, K., Van Wart, S. & Parikh, T.S.(2025). Participatory digital mapping, dynamic data, and children’s science argumentation about local socio-ecological systems. Journal of Science Education and Technology,34, 215-235. https://doi.org/10.1007/s10956-024-10152-6
Lanouette, K. (2022). Emotion, place and practice: Exploring the interplay in children’s engagement in ecologists’ sampling practices. Science Education, 106, 610-644. https://doi.org/10.1002/sce.21702
Lanouette, K. (2022). Children’s place-based gesture: An understudied resource in socio-ecological sensemaking. In Chinn, C., Tan, E., Chan, C., & Kali, Y. (Eds.), Proceedings of the 16th International Conference of the Learning Sciences – ICLS 2022. (pp.1337-1340). Hiroshima, Japan: International Society of the Learning Sciences. https://2022.isls.org/proceedings/
Lanouette, K. & Van Wart, S. (2019). Moving between experience, data and explanation: The role of interactive GIS maps in elementary science sensemaking. In K. Lund, G. Niccolai, E. Lavoué, C.H. Gweon & M. Baker (Eds.), “A wide lens: Combining embodied, enactive, extended, and embedded learning in collaborative settings,” Proceedings of the International Conference on Computer Supported Collaborative Learning (CSCL) 2019 (Vol. 2, pp. 553-556). Lyon, France: International Society of the Learning Sciences. https://repository.isls.org//handle/1/4453
Lanouette K., Van Wart, S., & Parikh, T. (2016). Supporting elementary students’ science learning through data modeling and interactive mapping in local spaces. In C.K. Looi, J. Polman, U. Cress & P. Reimann (Eds.), “Transforming learning, empowering learners,” Proceedings of the International Conference of the Learning Sciences (ICLS) 2016 (Vol. 1, pp. 570-577). Singapore: International Society of the Learning Sciences.
Completed
Writing Data Stories Project (Post-Doc)
As a postdoctoral researcher on the NSF-funded Writing Data Stories Project, I supported the design and study of middle school science curriculum centering expansive ways of teaching about science and data science using CODAP. (Read more about the project here.)
Related Publications:
Lanouette, K., Cortes, K. L., Lopez, L., Bakal, M., & Wilkerson, M. H. (2024). Exploring climate change through students’ place connections and public data sets. Science Scope, 47(3), 18-25. https://doi.org/10.1080/08872376.2024.2340444
Lee, V. R., Wilkerson, M. H., & Lanouette, K. (2021). A call for a humanistic stance toward K-12 data science education. Educational Researcher, 50(9), 664-672.DOI: https://doi.org/10.3102/0013189X211048
Lanouette, K., Rivero, E., Barton, J., Bulalacao, N., Lopez, M. L., Cortes, K., Roberto, C., Gutiérrez, K., Wilkerson, M. H., Lee, H., Stokes, D., Finzer, W., Erickson, T., Petrosino, T., & Haldar, L. (2020). Writing data stories: Reauthoring scientific data through syncretic computational investigations in middle school science. In C. Matuk & S. Yoon (Orgs.) and J. Polman (Disc.), Data literacy for social justice. In Gresalfi, M. and Horn, I. S. (Eds.), Proceedings of the 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 343-349).
Kathryn Lanouette 