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Citations since 2017
Introduction
Skills and Expertise
Additional affiliations
January 2009 - August 2015
Publications
Publications (61)
Radiology AI models have made significant progress in near-human performance or surpassing it. However, AI model's partnership with human radiologist remains an unexplored challenge due to the lack of health information standards, contextual and workflow differences, and data labeling variations. To overcome these challenges, we integrated an AI mo...
Inquiry holds a special place in elementary science education, yet is often narrowly conceptualized leading to diminished understandings of the practice of inquiry for students and researchers. We present analysis of inquiry in action as 1st and 2nd graders oriented to exploring shared puzzles together using resources they deemed relevant in a Mixe...
In this paper we contrast two locally situated models of supporting teacher learning using video reflection: a one-on-one coaching model that was implemented to support teachers in a wide-spread rural school district where in-person meetings were challenging, and a video club model that was implemented in a large, centrally organized school distric...
Purpose
This paper aims to show how collective embodiment with physical objects (i.e. props) support young children’s learning through the construction of liminal blends that merge physical, virtual and conceptual resources in a mixed-reality (MR) environment..
Design/methodology/approach
Building on Science through Technology Enhanced Play (STEP)...
Students across disciplines struggle with sensemaking when they are faced with the need to understand and analyze massive amounts of information. This is particularly salient in the disciplines of both history and data science. Our approach to helping students build expertise with complex information leverages activity theory to think about the des...
In inquiry-based science lessons teachers face the challenge of adhering to curricular goals while simultaneously following students’ intuitive understandings. Improvisation (improv) provides a useful frame for understanding teaching in these inquiry-based contexts. This paper builds from prior work that uses improv as a metaphor for teaching to pr...
Gesture is recognized as part of and integral to cognition. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting—in short, how the body is laminated onto the surrounding environment. With a focus on lamination, this paper formulates an integrated theory of viewpoint...
Gesture is recognized as part of and integral to cognition. The value of gesture for learning is contingent on how it gathers meaning against the ground of other relevant resources in the setting—in short, how the body is laminated onto the surrounding environment. With a focus on lamination, this paper formulates an integrated theory of viewpoint...
Purpose
This study aims to understand how graduate students in a maker education course discuss beliefs about making and implement these beliefs as pedagogy in their curricular designs.
Design/methodology/approach
Interview transcripts from seven students were analyzed thematically for conceptions of making and learning. Lesson plans were also cod...
In this chapter, we present our theory of transfer as a progressive re-mediation of object-oriented activity. Building on sociocultural theories of learning, our approach explicitly articulates the role of students’ object or motive of activity in shaping how and when they treat mediators (i.e., conceptual tools such as visual tables for organizing...
Modeling is generally recognized as the core disciplinary practice of science. Through examinations of rich learning environments which expand the boundaries of modeling and the practices connected to it, researchers are broadening what modeling means in disciplinary settings. This interactive session brings together a diverse spectrum of scholars...
While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Da...
Purpose
The authors explored shifts in social interactions, content engagement and history learning as students who were studying one pandemic simultaneously experienced another. This paper aims to understand how the Net.Create network visualization tool would support students as they tried to understand the many complex interactions in a historica...
Greek History Through Games was an undergraduate history course where students learned by playing an instructor-designed semester-long strategy board game, Cities on the Edge of War. The course was designed to foster perspective-taking in the student players, and thus help them connect to and more deeply appreciate the historical content being stud...
The design of most learning environments focuses on supporting students in making,
constructing, and putting together projects on and off the screen, with much less attention paid to the many issues—problems, bugs, or traps—that students invariably encounter along the way. In this symposium, we present different theoretical and disciplinary perspec...
Prior literature has begun to demonstrate that even young children can learn about complex systems using participatory simulations. This study disentangles the impacts of third-person perspectives (offered by traditional simulations) and first-person perspectives (offered by participatory simulations) on children’s development of such systems think...
This paper proposes the Learning in Embodied Activity Framework (LEAF) which aims to synthesize across individual and sociocultural theories of learning to provide a more robust account of how the body plays a role in collaborative learning, particularly when students are learning about a collective phenomenon where coordination between and across...
In this symposium we are examining the affordances that particular materials hold for supporting learning biology inside and outside of school along three dimensions: (1) digital materials that encompass screens and software through which students can interact, (2) textile materials that allow students to wear bodysuits that can help them visualize...
Across the articles in this special issue, there is a clear and important focus on how people learn through mobility, which allows them to move across contexts as they learn. This commentary considers ways mobile technologies can support learning with a focus on understanding the affordances to of the mobile technologies develop new learning practi...
Taking place within the Science Through Technology-Enhanced Play (STEP) design-based research project, this paper describes how first- and second-grade students use their bodies to imaginatively become microscopic particles inside of a collaborative simulation of state change (e.g., liquid to gas) and within two distinct play spaces: a modeling act...
Purpose
This paper aims to build on work that has demonstrated the value of play or game-based learning environments and to further unpack how different kinds of play activities can support learning of academic concepts. To do so, this paper explores how students learn complex science concepts through collective embodied play by comparing two forms...
In this paper we describe our model of instructional improvisation, which blends rules of theatrical improv with a constructivist teaching approach to suggest practical moves teachers can make during classroom lessons to support students' science inquiry. We describe instructional improvisation through an analysis of interaction in the STEP (Scienc...
Inspired by the current embodiment turn in the cognitive sciences, researchers of STEM teaching and learning have been evaluating implications of this turn for educational theory and practice. But whereas design researchers have been developing domain-specific theories that implicate the role of physical movement in conceptual learning, the field h...
Interactive learning environments with body-centric technologies lie at the intersection of the design of embodied learning activities and multimodal learning analytics. Sensing technologies can generate large amounts of fine-grained data automatically captured from student movements. Researchers can use these fine-grained data to create a high-res...
Beginning from the assumption that young children (ages 6-8) are capable of reasoning about complex phenomena [12], we set out to better understand dimensions of the Science through Technology Enhanced Play environment that provided support for children to learn about relationships between multiple levels of an emergent phenomenon [23] states of ma...
There is increasing recognition that gesture plays an important role in cognition and learning, and due to concurrent advances in technology that can build upon these gestures, more and more educational researchers have explored how gestures can and do support learning. While many studies have focused on spontaneous gestures, fewer have examined ho...
The focus of our study was to explore whether tutorials with our embodied learning environment helped elementary students recognize ecosystem dynamics (e.g., feedback loops, instable equilibrium, iterations and delays) in the context of predator-prey relationships. In addition, we wanted to discover whether, after interacting with the embodied lear...
Our paper builds on the construct of the zone of proximal development (ZPD) (Vygotsky in Mind in society: the development of higher psychological processes, Harvard University Press, Cambridge, 1978) to analyze the relationship between students’ answers and the help they receive as they construct them. We report on a secondary analysis of classroom...
In this chapter, we discuss the design decisions made when creating the game mechanics and rules for
BioSim, a pair of game-like participatory simulations centered around honeybees and army ants to help
young children (ages kindergarten through third grade) explore complex systems concepts. We outline
four important design principles that helped us...
Researchers typically gather far more data than they can analyze, and while potentially robust, qualitative analyses pose limitations for generating fast, reliable analyses of these amounts of data. We explore a computational approach to analyze learning data of pre-service teachers who collaboratively created video-based artifacts. Our results ind...
Research has shown that students respond to social expectations of interviews by engaging with the content in distinct ways that may or may not be productive. These structures of expectations with respect to knowledge are referred to as epistemological framing. In this study our goal is to introduce a systematic way to analyze student behaviors and...
We report on a design based research study exploring how the organization of classroom activity impacts early elementary students’ critical criteria for evaluating representations in science class. The ability to critique representations produced by others as well as one’s own is an important practice when working with representations. Effective cr...
Engaging students in class is paramount if they are to gain a deep understanding of
class content. Student engagement is manifested by attention to the various
components of instruction. However, there is little research at the tertiary level
focusing on what aspects of instruction are related to changes in student attention
during class. To addres...
In vision-based augmented-reality (AR) environments, users view the physical world through a video feed or device that augments the display with a graphical or informational overlay. Our goal in this manuscript is to ask how and why these new technologies create opportunities for learning. We suggest that AR is uniquely positioned to support learni...
Knowledge Analysis (KA) and Interaction Analysis (IA) are two approaches within the learning sciences that trace their primary lineage to opposite sides of the cognitive-situative divide. Despite the incompatibility implied by this history, KA and IA share a focus on reconceiving competence not as a static trait but as a contextual performance sens...
It is common practice in elementary science classrooms to have students create representations, such as drawings, as a way of exploring new content. While numerous studies suggest the benefits of representation in science, the majority focus on specific, canonical representations, such as graphs. Few offer insight or guidance regarding how teachers...
Increasingly, researchers interested in science education have come to recognize the value of promoting scientific practices—ways of talking, acting, and engaging with ideas such as conducting inquiry—instead of simply helping students to memorize facts or complete experiments whose purpose they cannot yet discern. By focusing on activities that ar...
This symposium springs from an ongoing effort to bring together contrasting methodological perspectives for the study of human knowing and learning. Specifically, we build bridges between two significant process-oriented approaches: Interaction Analysis (IA) and Knowledge Analysis (KA), to study how individual cognitive dynamics interacts with comp...
Learners' physical performances can serve as focal objects for reflection and insight across a variety of contexts and content areas. This session brings together a set of projects that leverage the physical performances of learners, construct concrete and abstract representations of those performances, and investigate how learners reflect on and u...
The present study contributes to our understanding, and the methods for measuring, students' epistemological framing in the context of thirty first-and second-graders learning about complex systems. Our goal was to automate the process of identifying frames by coding behaviors and then determining whether they cluster around specific researcher ide...
Although games-including board games, video games, and Massive Multiplayer Online Games-have garnered significant attention in recent years for their impact on educational outcomes, a primary focus of this interest is the transfer of knowledge from game to nongame settings. Building on this literature, our research explores how game designs that pr...
A group of eight young students gather at the front of the room to try on bee puppets in front of a large yellow hive made of fabric. The students quickly discover that these are not just puppets, they are e-puppets; they have special electronic parts with an array ofLEDs that light up to help them play an activity called "BeeSim." The teacher expl...
The Learning Physics through Play Project (LPP) engaged 6–8 year old students (n043) in a series of scientific investigations of Newtonian force and motion including a series of augmented reality activities. We outline the two design principles behind the LPP curriculum: 1) the use of socio-dramatic, embodied play in the form of participatory model...
This article reports on a study in which activity theory was used to design, implement, and analyze a 10-week curriculum unit about how honeybees collect nectar with a particular focus on complex systems concepts. Students (n = 42) in a multi-year kindergarten and 1st-grade classroom participated in this study as part of their regular classroom act...
Science and math school activities around modeling often involve students stepping into a simulation to play the first-person roles of (often inanimate) components. In this case study, we examine how a student maps her own experience onto a ball to simulate the physics of force and friction. We study this mapping from a conceptual blending perspect...
Research on usability of tangible interfaces has predominantly focused on the quantity of interactions. In contrast, we argue that research on tangible and touchable interfaces must focus on the quality of interactions. We introduce the concept of framing and resource activation in studying the nature of the collaborative activity within tangible i...
This study examined the design of interactive scaffolds to support teacher-led inquiry into complex systems concepts. The goal was to both develop a brief instructional unit with minimal resource requirements, and to examine students' initial understanding of complex systems concepts based on this unit. Early elementary students (aged six to seven)...
Research into students’ understanding of complex systems typically
ignores young children because of misinterpretations of young children’s
competencies. Furthermore, studies that do recognize young children’s
competencies tend to focus on what children can do in isolation. As an alternative,
we propose an approach to designing for young childr...
A productive approach to studying the role of representations in supporting students’ learning of science content is to examine their actions from a practice perspective. The current study examines kindergarten and first‐grade students’ representational practices across a consistent context—the creation of storyboards—both before and after a curric...
One approach to promoting successful engagement of underrepresented groups in mathematics classrooms is culturally relevant pedagogy (CRP). However, it has been argued that CRP risks essentializing students or watering down academic content. We report our analysis of a case study of a group of three sixth-grade students who took part in a 6-week ma...
All too often, designers assume that complex science and cycles of inquiry are beyond the capabilities of young children (5--8 years old). However, with carefully designed mediators, we argue that such concepts are well within their grasp. In this paper we describe two design iterations of the BeeSign simulation software that was designed to help y...
New technologies have enabled students to become active participants in computational simulations of dynamic and complex systems (called Participatory Simulations), providing a "first-person" perspective on complex systems. However, most existing Participatory Simulations have targeted older children, teens, and adults assuming that such concepts a...
A productive approach to studying the role of representations in supporting students' learning of science content is to examine their representational practices. The current study examines kindergarten and first-grade students' representational practices in a similar context---the creation of storyboards---both before and after a curricular interve...
In this paper, we synthesize two bodies of work related to students' representational activities: the notions of meta-representational competence and representation as a form of practice. We report on video analyses of kindergarten and first-grade students as they create representations of pollination in a science classroom, as well as summarize re...
This paper describes data from the Community Mapping Project (CMP), a set of activities within a summer seminar for high school students. CMP was designed based on the principles of culturally relevant pedagogy to create conditions where students themselves would recognize the relevance of statistics in identifying and describing inequities that fa...
In this paper we compare two contexts where students were inventing representations; a 2nd and 3rd grade classroom creating a shared representation, and a kindergarten and 1st grade classroom creating unique representations. Contexts for developing shared representations are those in which a class attempts to jointly construct one representational...
This paper describes data from the Community Mapping Project (CMP), a set of activities within a summer seminar for high school students. CMP was designed based on the principles of culturally relevant pedagogy to create conditions where students would appropriate statistics as a tool for identifying and describing inequities that face their commun...
Projects
Projects (3)
There is increasing recognition that gesture plays an important role in cognition and learning, and due to concurrent advances in technology that can build upon these gestures, more and more educational researchers have explored how gestures can and do support learning. While many studies have focused on spontaneous gestures, fewer have examined how those that are solicited explicitly by the experimenter or the design of educational software might influence students’ explanations and resulting learning. In the present study, we examine how a simulation-based tutorial designed to help students explore ecosystems dynamics using elicited gestures to indicate the levels of related populations (e.g., foxes and rabbits) influenced their explanations and learning.
