Division of Research on Learning
Directorate of Education and Human Resources
National Science Foundation
USA firstname.lastname@example.org CV link
■ Title Authority and Accountability in Science Learning for Citizenship
■ Resarch His research explores ways to support and explain the development of scientific reasoning in formal and informal contexts. He draws resources from philosophy of science and psychology of learning, two areas that recently have taken a “practice turn.” For philosophers of science, community practices explain how authority is accorded to scientific knowledge claims. For learning theorists, engagement in community practices motivates changes in individuals’ thinking. Overlap between these two areas suggests that when students engage in the practices that ground scientific authority, they can develop a fundamental understanding of science, upon which inquiry abilities and scientific literacy depend. Currently He is interested in defining operationally what it means to engage in scientific practice, and in particular key forms of writing and discourse, as a contribution to assessment tools in line with the Next Generation Science Standards.
■ Title What is evidence for engagement in argumentation in qualitative studies? From Early Childhood Education to Teacher Education
■ Research & Teaching Her research focuses on argumentation, epistemic practices and critical thinking. She has been Principal Investigator in nine projects funded by the Spanish MINECO about argumentation and epistemic practices. She has also been part of three European projects about inquiry-based science teaching. She has supervised ten doctoral thesis.
■ Title Shift in Students’Epistemological Framing and Network of Epistemological Resources during Small Group Argumentation
- Epistemic practices in science class focusing on epistemological and positional framing
- Epistemic affect in science classes
- Participation in science learning community
- Science teachers’ reflection and their professional development
■ Title Teacher scaffolding for collective reasoning in whole classroom talk
- Science and Mathematics textbook authors hopes for peace and sustainability
- Stories From 20 Years of Online Teaching: An Autobiographical Narrative Inquiry into Teaching, Learning, and Community in Online Spaces
- Integrating Scientific and Mathematical Reasoning in Elementary School
- Argumentation in-the-making in/for Socioscientific Problem Solving
- Possibilities and challenges of argumentation for collective problem solving in elementary science classrooms
- Children’s reasoning and problem solving through dialogical argumentation
- Enhancing participatory scientific literacy: Argumentation as a cognitive and social tool
- Constructing/Contextualizing Scientific Knowledge Through Reasoning and Decision Making
- Enhancing Inquiry-Based Teaching Through Collaboration Between Pre-Service and In-Service Teachers
05. Seungho Maeng
Department of Science Education
Seoul National University of Education
Republic of Korea email@example.com CV link
Elementary children's epistemic reasoning for learning geoscience concepts in terms of practical epistemology analysis
- Elementary children’s epistemic reasoning in terms of practical epistemology analysis
- Development of learning progressions for astronomical systems in elementary and middle school levels
- Investigation of elementary and middle school teachers’ progressions of PCK (pedagogical content knowledge) on teaching astronomy
■ Title Implementing active learning strategies in university science
■ Research Summary His research contributions can be classified into two general areas, supramolecular chemistry and chemistry education. The supramolecular chemistry research is particularly concerned with the design and synthesis of molecules for specific non-covalent intermolecular interactions including drug-protein interactions, corrosion prevention, crystal growth modification, solvent extraction and hydrogenation. The chemistry education research focuses on improving our understanding of how students learn and what can be done to improve their learning. This research has contributed to 69 refereed journal articles (34 in the last 10 years), 6 book chapters and numerous conference presentations, including 13 plenary/keynote/invited lecture presentations. He has also been the principal editor for the Australian Journal of Education in Chemistry (2001-present). His Google Scholar h-index is 21 representing 1444 citations (725 citations since 2013). His Web of Science h-index is 18 and Scopus h-index 19.
■ Title Why Literacy is Central to Teaching Science
■ Research He holds the Kamalachari Chair in Science Education at the Graduate School of Education, Stanford University. He started his career teaching high school physics for 9 years and then moved to teacher training and research at King’s College where he was appointed the Chair in Science Education in 2003. He was a co-author of the report Beyond 2000: Science Education for the Future, and an advisor to the UK House of Commons Science and Technology Committee in 2002 for their report on Science Education. He was President of the US National Association for Research in Science Teaching (2006-7) and has won the Association's award for the best research publication in the Journal of Research in Science Teaching twice (2003 and 2004). He was a member of the US National Academies Panel that produced the Framework for K-12 Science Education that is the basis of the Next Generation Science Standards. Currently he is chair of the expert group that produced the framework for the science assessments conducted by the OECD Program for International Student Assessment (PISA) in 2015 and 2018 and the PI of the SNAP project to develop assessment for the Next Generation Science Standards in California. In 2018 he was awarded the NARST award for Distinguished Contribution to Science Education Research. His research interests are in the role of argumentation in science and improving the teaching of literacy in science.
08. TAN Aik Ling
Natural Sciences and Science Education
National Institute of Education
Nanyang Technological University
Singapore firstname.lastname@example.org CV link
■ Title Examining science learning through examining classroom discourses
■ Resarch - Classroom interactions in science learning
- Science teacher professional development
- Teaching science as a form of inquiry
- Emotions and noticing in science learning
■ Title Organizing communication for science learning
■ Research and Education
- He is main supervisor of 12 students to a PhD degree in Mathematics and Science Education
- He received the award of elected fellow of the Royal Swedish Academy of Sciences for Outstanding Services to Science.
- He has more than 200 publications of which 67 are in peer-reviewed journals and he has published monographies on his research in the US and France.
- He is represented in the two major international handbooks in science education and in the Encyclopedia of the Sciences of Learning.
- His research area covers with the following titles: Gesticulating science: Emergent ibilingual students’ use of gestures. Journal of Research in Science Teaching; The use of iorganizing purposes in science instruction as a scaffolding mechanism to support iprogression: a study of talk in two primary science classrooms.
11. Etsuji Yamaguchi
Graduate School of Human Development and Environment
JAPAN email@example.com CV link
■ Title Harmonious Integration of Scientific Argument into Inquiry-Based Learning
- Epistemic artifacts for supporting students’ constructing arguments on socio-scientific issues
- An evaluation of Japanese elementary students’ understanding of the criteria for rebuttals in argumentation
- Learning progression for Japanese elementary students’ reasoning about ecosystems
12. Chun-Ju (Jerome) Huang
General Education Center
National Chung Cheng University
No.168 University Road, Min-Hsiung, Chia-Yi, 62102 Taiwan firstname.lastname@example.org CV link
■ Title Real or fake? Improving public understanding of science through science news
His research program focuses on three interrelated themes. These are: the public understanding of science, science communication and general education in science domain. He explores how students receive science information from mass media and how the information can be meaningfully integrated in classroom science learning experiences. He is also interested in how media represent and compile science news from scientists or other resources. Currently, how to improve science communication and science education in the popular culture is his major focus.
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