Jennifer L. Chiu

Jennifer L. Chiu
University of Virginia | UVa · School of Education and Human Development

Doctor of Philosophy

About

75
Publications
23,777
Reads
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1,161
Citations
Additional affiliations
August 2010 - present
University of Virginia
Position
  • Professor (Assistant)
August 2004 - May 2010
University of California, Berkeley
Position
  • PhD Student

Publications

Publications (75)
Article
Full-text available
This study examines technology-enhanced teacher responses and students’ written mathematical explanations to understand how to support effective teacher responding and the centering of students’ mathematical ideas. Although prior research has focused on teacher noticing and responding to students’ mathematical ideas, few studies have explored the r...
Article
We explore how physical science doctoral students navigate their role identities throughout their graduate programme. Physical science doctoral students take on many academic roles in addition to the role of scientist, including researcher, educator, and student. When social expectations of roles become internalized, they become role identities. We...
Chapter
The nature and quality of classroom instruction is highly correlated to teachers’ ability to rehearse effective teaching strategies. Utilizing research-based teaching practices increases teacher effectiveness, confidence, and retention along with improving student achievements. High-fidelity, AI-based simulated classroom systems enable teachers to...
Article
Full-text available
Most of humanity’s important and difficult problems such as pandemics, environmental health, and social unrest require recognizing and understanding complex systems. Students often have difficulty understanding complex systems concepts and previous research indicates that scaffolded computer simulations may facilitate learning. Few studies, however...
Preprint
Full-text available
A large body of research demonstrates how teachers' questioning strategies can improve student learning outcomes. However, developing new scenarios is challenging because of the lack of training data for a specific scenario and the costs associated with labeling. This paper presents a high-fidelity, AI-based classroom simulator to help teachers reh...
Preprint
Full-text available
High-fidelity, AI-based simulated classroom systems enable teachers to rehearse effective teaching strategies. However, dialogue-oriented open-ended conversations such as teaching a student about scale factor can be difficult to model. This paper presents a high-fidelity, AI-based classroom simulator to help teachers rehearse research-based mathema...
Article
Full-text available
Recent science education reforms, as described in the Framework for K-12 Science Education (NRC, 2012), call for three-dimensional learning that engages students in scientific practices and the use of scientific lenses to learn science content. However, relatively little research at any grade level has focused on how students develop this kind of t...
Article
Recent national reforms focus on learning disciplinary core ideas through engaging in science and engineering practices. These reforms also call for students and teachers to use crosscutting concepts (CCCs), or analytical lenses, that support scientific sensemaking and connections across disciplines. The Framework for K-12 Science Education (Nation...
Conference Paper
Full-text available
We articulate a framework for characterizing student learning trajectories as they progress through a scientific modeling curriculum. By maintaining coherence between modeling representations and leveraging key design principles including evidence-centered design, we develop mechanisms to evaluate student science and computational thinking (CT) pro...
Chapter
Open-ended learning environments afford students opportunities to explore, manipulate, and test concepts, and have the potential to provide students with feedback and support by leveraging the log data generated by them. However, within open-ended contexts, student log data is often noisy and identifying periods of meaningful activity is difficult....
Conference Paper
Full-text available
Conceptual models serve as both as a design artifact and an object that communicates understanding about underlying systems. As such, conceptual modeling is considered as a crucial component of engineering design. Peer comparison and critique can help students develop conceptual models, yet little research explores how peer comparison activities c...
Article
Computer‐aided design (CAD) simulation environments offer opportunities for students to evaluate, redesign, and visualize engineering design solutions quickly and get feedback. However, the use of CAD simulation tools in precollege settings is relatively rare. This study explores design strategies used by experienced designers in Energy3D, a CAD si...
Article
This multiple case study focused on the implementation of a computer-aided design (CAD) simulation to help students engage in engineering design to learn science concepts. Our findings describe three case studies that adopted the same learning design and adapted it to three different populations, settings, and classroom contexts: at the middle-scho...
Presentation
Full-text available
Conceptual modeling of systems is foundational to engineering and engineering design, yet few studies have explored how to support conceptual modeling within precollege engineering contexts. This study explores how fifth-grade students develop and revise conceptual models of a water system during an engineering curricular unit focused on water runo...
Preprint
Full-text available
Machine learning techniques applied to the Natural Language Processing (NLP) component of conversational agent development show promising results for improved accuracy and quality of feedback that a conversational agent can provide. The effort required to develop an educational scenario specific conversational agent is time consuming as it requires...
Conference Paper
We articulate a framework for using computational modeling to coherently integrate the design of science and engineering curricular experiences. We describe how this framework informs the design of the Water Runoff Challenge (WRC), a multi-week curriculum unit and modeling environment that integrates Earth science, engineering, and computational mo...
Chapter
Full-text available
Computational Thinking (CT) can play a central role in fostering students’ integrated learning of science and engineering. We adopt this framework to design and develop the Water Runoff Challenge (WRC) curriculum for lower middle school students in the USA. This paper presents (1) the WRC curriculum implemented in an integrated computational modeli...
Chapter
This paper analyzes students’ design solutions for an NGSS-aligned earth sciences curriculum, the Playground Design Challenge (PDC), for upper-elementary school (grade 5 and 6) students. We present the underlying computational model and the user interface for generating design solutions for a school playground that has to meet cost, water runoff, a...
Article
Research in teacher education highlights the importance of responding to student ideas. However, effectively noticing, interpreting, and then responding to students' mathematical ideas can be quite challenging for teachers as they try to balance multiple, competing goals in an authentic classroom setting. This study introduces the Teacher Respondin...
Conference Paper
Full-text available
This paper reports on a pilot study of The Playground Design Challenge, a Next Generation Science Standards (NGSS) aligned curriculum unit that integrates science and engineering domains through the use of computational models at the upper elementary level. The unit leverages an evidence­centered design (ECD) approach (Mislevy & Haertel, 2006) to c...
Article
Full-text available
The Next-Generation Science Standards (NGSS) challenge primary teachers and students to work and think like scientists and engineers as they strive to understand complex concepts. Teachers and teacher educators can leverage what is already known about inquiry teaching as they plan instruction to help students meet the new standards. This cross-case...
Article
Full-text available
Undergraduate science courses typically rely on teaching assistants (TAs) to teach introductory laboratory classes. However little research investigates how to support TAs to implement reform-based teaching in undergraduate settings, and in particular, what factors may influence TAs’ motivation to teach within reform-based instructional contexts. T...
Conference Paper
Researchers from around the world have shaped knowledge integration (KI), a framework that captures the processes learners use to build on their multiple ideas and refine their understanding. KI emerged 25 years ago from syntheses of experimental, longitudinal, and meta-analytic studies of learning and instruction. Advances in KI have resulted from...
Article
This study explored the professional responsibilities of district science coordinators, their professional development (PD) experiences, the relationship between their role, responsibilities, district context, and background, and barriers encountered in their work. A national sample (n = 122) of self-identified science coordinators completed a Scie...
Article
Full-text available
This paper describes the design of WISEngineering, a computer-based engineering design environment focused on helping learners in formal and informal settings engage in informed engineering design activities. This paper compares and contrasts results of implementing WISEngineering projects in both formal and informal learning settings. In particula...
Article
The integration of science and engineering practices in K-12 science education is currently an area of growing national interest in the United States, as evidenced in the recently published document titled Aframework for K-12 science education: Practices, crosscutting concepts, and core ideas. However, to date, little is known about the extent to w...
Article
This study explores the relationship between teaching assistants (TAs) and student learning in undergraduate science laboratory classes. TAs typically instruct laboratory courses, yet little, if any, research examines professional development (PD) for TAs or relationships between instructors and students in laboratory settings. The use of undergrad...
Article
Full-text available
Special education teachers provide critical science instruction to students. However, little research investigates special education teacher beliefs and practices around science in general or the nature of science and inquiry in particular. This investigation is a cross-case analysis of four elementary special education teachers' initial semester-l...
Conference Paper
Massive Open Online Courses (MOOCs) have raised many unique challenges to online learning platforms. For example, the low teacher-student ratio in MOOCs often means lack of feedback to students and poor learning experiences. We present WISEngineering, a MOOCs platform that provides a rich set of features for overcoming these challenges. The system...
Article
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Deep learning of science involves integration of existing knowledge and normative science concepts. Past research demonstrates that combining physical and virtual labs sequentially or side by side can take advantage of the unique affordances each provides for helping students learn science concepts. However, providing simultaneously connected physi...
Article
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Professional development in science education aims to support teacher learning with the ultimate goal of improving student achievement. A multitude of factors influence teacher change and the effectiveness of professional development. This review of the literature explores these factors and identifies school and district science leaders as a critic...
Conference Paper
Full-text available
This convergent parallel mixed-methods study explored the professional responsibilities of district science coordinators, their professional development, and the relationship between their role, responsibilities, district context, and background. The national sample that completed the validated Science Coordinator Role Survey included 122 members o...
Article
This study investigated the affordances and constraints of dynamic physical and virtual models integrated into a dynamics course. Students in a dynamics course were assigned to one of three groups: traditional instruction, traditional plus physical manipulatives, and traditional plus virtual manipulatives. Using observations of problem solving sess...
Article
Full-text available
Dynamic visualisations capture aspects of scientific phenomena that are difficult to communicate in static materials and benefit from well-designed scaffolds to succeed in classrooms. We review research to clarify the impacts of dynamic visualisations and to identify instructional scaffolds that mediate their success. We use meta-analysis to synthe...
Chapter
Children’s engineering involves design of a solution under specified constraints in response to a particular need or goal. Desktop manufacturing systems enable students to engineer complex solutions with tangible products, expanding the range of possible approaches to engineering education. Desktop manufacturing technologies encompass digital fabri...
Article
Full-text available
Creating investigations that allow students to see physics in their everyday world and to be kinesthetically active outside of the traditional physics classroom can be incredibly engaging and effective. The investigations we developed were inquiry investigations in which students engaged in concrete experiences before we discussed the abstract conc...
Article
This poster highlights design principles derived from piloting augmented virtuality laboratory (AVL) activities in secondary science classrooms. Our AVL activities leverage affordances of physical and virtual manipulatives through use of connected probeware and dynamic visualizations. To help students make connections among molecular and observable...
Article
Full-text available
Introducing engineering into precollege classroom settings has the potential to facilitate learning of science, technology, engineering, and mathematics (STEM) concepts and to increase interest in STEM careers. Successful engineering design projects in secondary schools require extensive support for both teachers and students. Computer-based learni...
Article
Full-text available
This paper describes the design and impact of an inquiry-oriented online curriculum that takes advantage of dynamic molecular visualizations to improve students’ understanding of chemical reactions. The visualization-enhanced unit uses research-based guidelines following the knowledge integration framework to help students develop coherent understa...
Chapter
Digital fabrication uses next-generation computer-controlled manufacturing systems to translate electronic designs into 2D and 3D physical objects. Advances in technology are making educational applications and classroom use of digital fabrication increasingly feasible. The combination of digital fabrication with engineering design integrates mathe...
Article
In this paper we introduce WISEngineering, a new curriculum delivery, assessment, and feedback system that uses engineering design to teach science, technology, engineering and math (STEM) concepts to middle school and high school students. WISEngineering is a free, open-source environment that supports STEM learning by guiding students through inf...
Article
WISEngineering is an innovative, free online learning environment that supports students through engineering design projects designed to improve science, technology, engineering, and math (STEM) learning in middle and high school classes. WISEngineering builds from an informed engineering design pedagogy, knowledge integration learning framework an...
Article
Full-text available
Recent efforts in engineering education focus on introducing engineering into secondary math and science courses to improve science, technology, engineering, and math (STEM) education (NAS, 2010). Infusing engineering into secondary classrooms can increase awareness of and interest in STEM careers, help students see the relevance of science and mat...
Conference Paper
One major goal of science education is for students to develop sophisticated explanations of the natural world (NRC, 2000). Scientists create and revise conceptual scientific models that they employ to develop and refine explanations. Scientists also have distinct forms and criteria for accepted explanations. Likewise, inquiry-based teaching enable...
Conference Paper
Chemistry students struggle to bridge molecular, symbolic, and molecular representations of chemical phenomena. For example, students view chemical equations, such as 2H2 + O2 → 2H2O as math problems to solve instead of breaking and forming bonds among atoms (Krajcik, 1991). Research demonstrates that powerful visualization tools can help students...
Article
Dynamic visualizations of scientific phenomena have the potential to transform how students learn and understand science. Dynamic visualizations enable interaction and experimentation with unobservable atomic-level phenomena. A series of studies clarify the conditions under which embedding dynamic visualizations in technology-enhanced inquiry instr...
Article
This interactive poster symposium features research groups investigating how visualizations and aligning instructional approaches promote students' deep understanding of physical sciences. The participating studies take advantage of computerized visualizations to bridge abstract science concepts and students' intuitive ideas of physical phenomena....
Article
This poster session brings together six perspectives on the role of explanations in learning. Each poster presents recent empirical and/or theoretical findings that address how, when or why explaining is beneficial for learning. This session will highlight the similarities and differences among how the term explanation is used in cognitive science,...
Conference Paper
Full-text available
We draw on three examples from the Technology Enhanced Learning in Science (TELS) project to show how collaborative activities designed following knowledge integration patterns contribute to science learning. By knowledge integration we refer to learners sorting out their many, often contradictory, ideas to develop coherent understanding. Research...
Conference Paper
Full-text available
This interactive poster session features seven research groups exploring how interactive, dynamic visualizations impact student learning. Six empirical studies report on promising designs for visualizations. These studies use logs of student interactions and embedded assessments to document the quality and trajectory of learning and to capture the...
Conference Paper
Full-text available
This poster investigates how self-explanation and self-assessment prompts can help students learn from dynamic visualizations of chemical reactions. We compared students' self- assessments immediately after the visualizations to self-assessments after visualizations plus explanation prompts. Immediately after interacting with the visualization stud...
Article
Full-text available
Interactive visualizations combined with online inquiry and embedded assessments can deepen student understanding of complex ideas in science.
Chapter
Full-text available
This chapter explores ways to help students monitor and regulate their learning of difficult chemistry concepts. Dynamic visualizations can illustrate complex, unobservable phenomena such as bond breaking and bond formation. To develop robust, integrated understanding when learning with visualizations, students need cognitive understanding of the p...

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