Ji Shen

• PhD
• Professor at University of Miami

This case study describes a teacher's development of and creativity in manipulating physical models in an astronomy course for in-service science teachers of K-8. Specifically, she organized a data table from several charts of numbers, constructed a moon-ball model in addition to a 2-D model, and created a hula hoop model as a concrete realization...

College science education needs to foster students' habit of mind beyond disciplinary constraints. However, little research has been devoted to assessing students' interdisciplinary understanding. To address this problem, we formed a team of experts from different disciplines to develop interdisciplinary assessments that target introductory college...

Scientific modeling has been advocated as one of the core practices in recent science education policy initiatives. In modeling-based instruction (MBI), students use, construct, and revise models to gain scientific knowledge and inquiry skills. Oftentimes, the benefits of MBI have been documented using assessments targeting students’ conceptual und...

Students need to think and work across disciplinary boundaries in the 21st century. However, it is unclear what interdisciplinary thinking means and how to analyze interdisciplinary interactions in teamwork. In this paper, drawing from multiple theoretical perspectives and empirical analysis of discourse contents, we formulate a theoretical framewo...

The current K-12 educational system often does not engage students in interdisciplinary learning. To address this need, we developed an integrated STEM + L (Science, Technology, Engineering, Math, and Digital Literacies) afterschool programme in which middle school students took discipline-specific roles (writer, scientist, artist, and engineer) an...

Schools are the best venue for increasing climate literacy, and teachers are ideal channels to convey meaningful information to students. However, most teachers have not participated in significant learning experiences or training related to climate change. Informed and well-prepared teachers feel more confident to debate or talk about this subject...

This case points to the complexity of using innovative approaches for teaching science in the second-grade classroom during a transition from face-to-face to online instruction. The case illustrates the different expectations of and negotiation among the teacher, parents, and students. Mrs. Bell is an experienced and passionate teacher who has taug...

This chapter details Project Imagine the Future (Project IF) which middle school students composed using multiple modes to create creative digital narratives that addressed climate change. In particular, we integrated a scaffolded learner-centered approach to empower student voices by offering multiple elements of choice (i.e., disciplinary roles,...

Unlabelled: Much research has examined the incorporation of academic and scientific writing in science learning. However, less research has applied a narrative approach that represents events in a time sequence. Furthermore, modern technology has greatly extended students' modes of science expression beyond the printed texts. Yet, connecting stude...

Collaborative learning has been well-embraced in STEM education for years. It has been renewed and extended by modern technologies. This article focuses on examples of empirical research to illustrate the different functions played by technologies in facilitating collaborative learning in STEM education. The different functions include connecting l...

This article presents a conceptual review of studies and programs related to interdisciplinary science learning in different boundary-crossing scenarios including within sciences, across STEM, and with non-STEM fields. Specific examples are also included to illuminate the four core interdisciplinary practices, namely, translation, transfer, integra...

With the popularity of robotics education, attention has been drawn to students' perceptions of robots. This study provides a framework to understand students' imagination about and perceptions of robots from four dimensions of robot identity-nature, social, emotional, and evolutionary. We applied the framework on 80 literary products generated by...

Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a fe...

Research focusing on the integration of computational thinking (CT) into science, technology, engineering, and mathematics (STEM) education started to emerge. We conducted a semi-systematic literature review on 55 empirical studies on this topic. Our findings include: (a) the majority of the studies adopted domain-general definitions of CT and a fe...

Collaborative learning has been well-embraced in STEM education for years. It has been renewed and extended by modern technologies. This chapter focuses on examples of empirical research to illustrate the different functions played by technologies in facilitating collaborative learning in STEM education. These include connecting learners across spa...

A challenge with engaging students in taking action to address the climate crisis is that they may assume that they have little or no agency related to having an impact on audiences or policymakers. In this report, we describe students' use of videos and digital storytelling as multimodal tools for communicating the need to address the climate cris...

In this paper, we demonstrate how machine learning could be used to quickly assess a student's multimodal representational thinking. Multimodal representational thinking is the complex construct that encodes how students form conceptual, perceptual, graphical, or mathematical symbols in their mind. The augmented reality (AR) technology is adopted t...

Imagination is critically important in student learning and development. However, it does not receive enough attention in mainstream schooling. In cases when imagination is forefronted, it has often been interpreted as capacity within individual minds. We created an integrated STEM learning program that aims to help students develop imaginative cap...

This chapter presents a conceptual review of studies and programs related to interdisciplinary science learning in different boundary-crossing scenarios including within sciences, across STEM, and with non-STEM fields. Specific examples are also included to illuminate the four core interdisciplinary practices, namely, translation, transfer, integra...

Computational thinking (CT) has been advocated as an essential problem solving skill students need to develop. Emphasizing on CT applied in both programming and everyday contexts, we developed a humanoid robotics curriculum and a computerized assessment instrument. We implemented the curriculum with six classes of 125 fifth graders. Quantitative me...

Science identity has been widely discussed in recent years; however, research on its development in multimodal composing environments, especially in formal classroom settings, has yet to be fully investigated. This qualitative study unraveled the science identity development of sixth-grade students as they created multimodal science fiction stories...

STEM education has received increasing attention in recent years. However, developing valid and reliable assessment of interdisciplinary learning in STEM has been a challenge. This study is a comprehensive review of assessment of interdisciplinary STEM education during the last two decades. A total of 49 empirical research articles were collected f...

In this chapter, we introduce a method that aims to incorporate multimodal composition technology in engaging students in interdisciplinary learning. In this method, students work in small teams to produce multimodal artifacts (e.g., science fictions). Along the process, they learn to use a variety of digital tools, carry out science, technology, e...

STEM education has received increasing attention in recent years. However, developing valid and reliable assessment of interdisciplinary learning in STEM has been a challenge. This study is a comprehensive review of assessment of interdisciplinary STEM education during the last two decades. A total of 49 empirical research articles were collected f...

Much research has examined the role of writing in science learning, but most of this work has focused on print-based expository writing. Much less work has explored multimodal narratives in science education. We designed a program that aims to engage adolescents in producing multimodal sci-fi narratives. In this study, we focused on analyzing the p...

This paper provides a synthesis of 18 empirical studies on preparing teachers to teach computational thinking. Computational thinking (CT), a concept developed by Jeannette M. Wing in 2006, denotes the ability to apply essential concepts in computer science, such as abstraction and decomposition, to solve problems. The prerequisite to integrate CT...

Previous research illustrates the collaborative nature of adolescents’ multimodal composing processes. However, few studies have specifically focused on how different modes influence student interactions over time. This study examines how multiple modes (e.g. text, music, visuals, and animations) mediated middle schoolers’ composing processes as th...

This article describes how middle school students collaborated in small groups to propose creative solutions to a variety of socioscientific issues through composing digital multimodal science fictions. In particular, we illustrate the various ways students explored socioscientific issues (e.g., climate change) through their multimodal sci-fi narra...

Understanding how to cultivate students' imagination has been a challenge in STEM learning. We developed a program that engages adolescents in gaining STEM knowledge and digital literacies while collaboratively composing multimodal science fiction narratives. In this study, we identified instances in student products that signify imagination from a...

This paper reports a no-tech coding activity to teach middle school students computational thinking. In this activity students work in teams and walk like a robot to accomplish "programming" tasks.

Although researchers have proposed different definitions for Computational Thinking (CT), one commonality across these definitions is the emphasis on having students formulate and solve problems in various learning environments, including programming. The continuing attention to CT highlights the need for studies that examine students’, especially...

This poster presents findings from the implementation of a robotics curriculum emphasizing applying computational thinking (CT) to solve both programming and everyday reasoning problems. Utilizing an online CT instrument as the pre-and-post measure, students' performance, improvement, and process data were analyzed. Results show that the curriculum...

This study explored sixth graders' science identity development in an integrated STEAM course. Data sources include online surveys, semi-structured group interviews, and students' multimodal artifacts. The results showed that (1) Multimodal composing practices extended students' understanding of scientific knowledge and practices; (2) Taking the ro...

This study reports how 31 adolescents enrolled in an informal academy focused on STEM and digital literacies reflected on their experiences by creating short multimodal videos. Initial findings reveal how students remixed a variety of modes-including photographs, videos, text, animation, and music-to reflect on their learning, collaborations, and d...

This study describes the impact of embedding dynamic computer visualization (DCV) in an online instrument that was designed to assess students’ understanding of osmosis. The randomized posttest-only control group research was designed to compare the effect and the perceived helpfulness of the integration of DCV before and after the administration o...

Computer-supported collaborative learning (CSCL) environments provide learners with multiple representational tools for storing, sharing, and constructing knowledge. However, little is known about how learners organize knowledge through multiple representations about complex socioscientific issues. Therefore, the purpose of this study was to invest...

This department column explores digital and disciplinary literacies across learning contexts and disciplines within and outside of school. Digital enhancements will encourage readers to post questions, comments, and connections.

This paper explored how students' interactions were initiated, mediated, and differed based on multiple modes of representations. Eighteen middle school students enrolled in an afterschool program where they worked in small groups to create multimedia science fictions. This qualitative study developed discourse visualizations that depict the chrono...

This is the paper/pencil version of our assessment instrument described in Chen, et al. (2017). Assessing elementary students' computational thinking in everyday reasoning and robotics programming. Computer & Education, 109, 162-175. A later computer-based version can be found here: https://umiami.qualtrics.com/jfe/form/SV_6KZgZT46iZVczFr , as de...

Based on a framework of computational thinking (CT) adapted from Computer Science Teacher Association's standards, an instrument was developed to assess fifth grade students' CT. The items were contextualized in two types of CT application (coding in robotics and reasoning of everyday events). The instrument was administered as a pre and post measu...

This study focused on the integration of technologies in regular science teaching within the pedagogical framework of modeling-based instruction (MBI), a well-established instructional method in science education, and aimed to identify new trends of technology integration in MBI, explore the particular features (Interactivity, Collaboration, and Sc...

We explore characteristics of group interactions in an afterschool program designed for middle school students to practice integrated STEM learning and digital literacies. In the program, students self-selected roles (e.g., writers, scientists, artists, and engineers) and worked in small groups to create multimedia science fictions. In order to und...

Using multiple representations and argumentation are two fundamental processes in science. With the advancements of information communication technologies, these two processes are blended more so than ever before. However, little is known about how these two processes interact with each other in student learning. Hence, we conducted a design-based...

Innovative manipulative materials are developed to help students learn complex scientific concepts. Students’ learning is facilitated and shaped by these materials and associated activities. Prescribed experience in a formal learning setting produces desired outcomes, but may also prevent generative learning and skills, including students’ ability...

Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we...

This paper presents a transformative modeling framework that guides the development of assessment to measure students’ deep understanding in physical sciences. The framework emphasizes 3 types of connections that students need to make when learning physical sciences: (1) linking physical states, processes, and explanatory models, (2) integrating mu...

This paper presents a transformative modeling framework that guides the development of assessment to measure students’ deep understanding in physical sciences. The framework emphasizes 3 types of connections that students need to make when learning physical sciences: (1) linking physical states, processes, and explanatory models, (2) integrating mu...

Despite all the exciting new digital forms of living, our college science education remains relatively unchanged. Students sit quietly in large classrooms listening to lectures (or not), complete individual labs following cookbook instruction, and take exams only to solve problems of no practical importance. It is the time to reconceptualize a coll...

MOOCs produce massive learning data that can provide insights on how students engage in these environments. This preliminary review examined 80 graphs produced in 20 empirical studies on student engagement in MOOCs. The review focused on the following questions: (1) What data has been collected to analyze student engagement in MOOCs? (2) How has th...

We examined the definitions of osmotic pressure (P osm) in different well-circulated college science textbooks. Motivated by the discussion of a team of disciplinary experts from several disciplines, we examined 20 textbooks in biology, chemistry, physics, animal/ plant physiology, biochemistry, and physical biochemistry. The analysis shows that th...

Problem-solving has been one of the major strands in science education research. But much of the problem-solving research has been conducted on discipline-based contexts; little research has been done on how students, especially individuals, solve interdisciplinary problems. To understand how individuals reason about interdisciplinary problems, we...

Given the vast amount of information readily available through the Internet in different forms of representation, learners need to organize their knowledge strategically in order to make a sound argument, especially on a complex topic such as socioscientific issues. In this study, we designed a science unit on nuclear energy using a newly developed...

The rapid development of information and communication technologies (ICT) has significantly changed the ways today’s children entertain, socialize, and learn. The digital society in the twenty-first century requires a complete suite of cognitive and psychological abilities and perspectives that enable the individual to intelligently consume and cre...

Collaboration is one of the core practices in science education (NRC, 1996; NRC, 2012) that has been built into many technology-enhanced learning environments to promote deep understanding (Manlove, Lazonder, & De Jong, 2009). Typically, these environments provide multiple external representations (MERs) for students to understand and communicate s...

In this chapter, we review recent research and development in technology-enhanced, modeling-based instruction (TMBI) in science education. We describe the cognitive, social, and curriculum-design aspects of science learning promoted in these environments. We emphasize the continuum of qualitative to quantitative modeling, the computational mind, an...

Measurement is an essential skill that students need to develop in both mathematics and science classes. However, many students only develop very superficial understanding regarding the nature of measurement. Building upon modeling-based work, we construct a framework that views measurement as a complex set of knowledge and skills one can use to tr...

Social scientific issues (SSI) can serve as great science educational tools. Web2.0 makes public argumentation on SSI more diverse and active than ever. Students face great challenges in sorting out useful information from new media. In this study we investigated the general public's argumentation on the Fukushima nuclear disaster in Japan. We anal...

Students need to think and work across disciplinary boundaries in the 21st century. However, it is unclear what interdisciplinary thinking means and how to assess students' interdisciplinary understanding. In this paper, drawing from multiple perspectives in the learning sciences, we aim to apply and refine a theoretical framework that helps define...

What trajectories do students follow as they connect their observations of electrostatic phenomena to atomic‐level visualizations? We designed an electrostatics unit, using the knowledge integration framework to help students link observations and scientific ideas. We analyze how learners integrate ideas about charges, charged particles, energy, an...

Critique is central to the development of scientific knowledge. From a cognitive perspective, critique can be used to enhance understanding. From a social perspective, critique serves to maintain the standards of a professional field. In science education, it is of tremendous value to diagnose and nurture students’ critical knowledge. How students...

Research finds that students have many ideas on electricity not aligned with scientific notions (e.g. Eylon & Ganiel, 1990; Thacker, Ganiel, & Boys, 1999; Osborne, 1983; Shen, Gibbons, Wiegers, & McMahon, 2007; Shepardson & Moje, 1994). It is challenging to change these conceptions. Different strategies have been employed by science educators to he...

Measuring students' conceptual understanding can provide important information for learning and teaching. Many formative assessment approaches elicit students' prior knowledge without identifying the sources of their misconceptions. This proposal presents a framework that guides the development of formative assessment to measure student understandi...

Understanding frames of reference is critical in describing planetary motion and learning astronomy. Historically, the geocentric and heliocentric models were defended and advocated against each other. Today, there are still many people who do not understand the relationship between the two models. This topic is not adequately treated in astronomy...

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....

In this study we investigate how federal and state policy makers, and school principals are working to improve science teacher quality. Interviews, focused discussions, and policy documents serve as the primary data source. Findings suggest that both policy makers and principals prioritize increasing incentives for teachers entering the science tea...

Ultrasound motion detectors and associated computer software have been widely used to help students learn concepts related to motion and graphing (Brasell 1987; Mokros and Tinker 1987). Typically, a motion detector can detect the position of an object within its range of ultrasound signals. By sending these signals at a constant frequency, the dete...

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...

We present a practical way of adapting and using four research-based assessments for different purposes in an electricity and magnetism course for K-8 science teachers. The course is designed to accomplish conceptual change toward accepted scientific conceptions as well as introducing teachers to materials and activities appropriate for their class...

In the study I investigated the role of tools and task structures for science teachers of K-8 on the topic of balance in a professional development course. The findings show that the teachers tended to generate an additive rule, which is limited and contextualized, of balance condition, and failed to incorporate the more general multiplicative rule...

This case study investigates two consecutive science courses for teachers of K-8 in a professional development program at Washington University. It aims (1) to trace the processes of the teachers' conceptual change; (2) to analyze the teaching strategies by course instructors; and (3) to try to establish possible links between the two. To achieve t...

Although it has been long that spacecraft observed the anisotropy of velocity protons in the solar wind, there is still not Although it has been long that spacecraft observed the anisotropy of velocity protons in the solar wind, there is still not a reasonable explanation. In this paper we try to give an explanation from the diffusion plateau of pr...