Transformative Modeling

I am genuinely interested in epistemology and am fascinated by the dynamic learning processes and justification schemes of learners of all age. My work has been highly influenced by various perspectives including Physics, Genetic Epistemology, Tool Mediation, Socio-cultural Perspectives, Science Studies, Philosophy of Science, and Contemporary Arts. My early thoughts were inspired through enduring interactions with my mentors and friends Jack Wiegers, Patrick Gibbons, and Ann McMahon. Throughout the years, I have been developing the Transformative Modeling framework--a perspective delineates learning and instruction as a process of modeling the worlds through transforming both the constructs of models and forms of representations from crafted experience. Transformative Modeling, a term coined by Jere Confrey and me, is a comprehensive framework that I develop to describe learning and inform instructional design. Transformative modeling is a means of understanding, communicating with others, and change the natural world. Within the framework, I have investigated the ways in which learners bridge their own ideas and the scientific models, the characteristics of tools used in modeling, creativity embodied in the construction of models, and transformation among multiple representations and alternative models.

Technology-enhanced Science Curricula

Information and communication technology has changed the world. I started to develop technology-enhanced instructional materials to promote transformative modeling when I joined TELS center directed by Marcia Linn at University of California, Berkeley as a postdoctoral researcher (see the unit I developed using WISE). My current work on technology focuses on helping students connect computer environments and physical reality, and, more importantly, help them develop transformative modeling ability, with a variety of technologies. For example, I am working in an amazing team of scientists and educators who are devoted to create the best 3-D animations and games to help students learn biology (see the IDEAL project).

Innovative Assessments in Science Education

The turn from assessment of learning to assessment for learning is critical. I have developed several sets of diagnostic assessment items in physical sciences on the topics of sound and light, astronomy, electricity and magnetism, force and motion. These research based assessment items serve as valuable learning tools (e.g., diagnosing student ideas) and instructional tools (e.g., extracting information for future instruction). Future research will be devoted to develop technology-enhanced assessment items to help students deepen and broaden their disciplinary and interdisciplinary conceptual understanding and transformative learning competency in science.

Science Teacher Education & Policy

Research suggests that students’ success in science is mainly determined by the quality of their teacher when controlling for non-school factors. I am interested in developing activities to help both preservice and inservice science teachers merge content knowledge and pedagogical knowledge. I am also very interested in promoting interdisciplinary thinking in school teaching. I also have interest in understanding policy issues relevant to science and technology education. 

International Science Education

As being educated through college in a different culture (mainland, China), I have been fascinated by the cultural and system differences between the U.S. and China. I have been maintaining active relationship with my Chinese colleagues. I organized a session comparing STEM education between China and U.S. at AERA 2007. I have also had collaborators from other countries and regions from East Asia. I am currently serving on the international committee of NARST.