PROJECTS
Imagine the Future (IF Club) (2014-2019): (Previously known as the Speculative Fiction for Integrated Literacy (SFIL) project): The project aims to help students develop core competencies in reading, writing, and STEM (science, technology, engineering, and mathematics) areas through integrated and collaborative learning with digital media and advanced technologies in iKOS. In collaboration with Dr. Blaine Smith. Intro Video, The Miami Hurricane, NSF STEM for All. Currently supported by the National Science Foundation (Award # 1713191, 2017-2019; PI, Ji Shen; co-PI, Blaine Smith; ~350K).
Transformative Robotics Experience for Elementary Students (TREES) (2014-2017): The project aims to engage elementary age students in programming humanoid robot NAO. In collaboration with Drs. Moataz Eltoukhy and Lauren Barth-Cohen. Media reports: (Sun-Sentinel, BECON, Miami Hurricane). Currently supported by the National Science Foundation (Award # 1523010; PI, Ji Shen; co-PIs, Moataz Eltoukhy and Lauren Barth-Cohen; ~$300K)
Innovative Knowledge Organization System (iKOS) (2011- 2019): partially supported by University of Georgia (office of STEM education, 2012) and University of Miami (Provost Research Award 2014; 16K).
Designing Transformative Assessments for Interdisciplinary Learning in Science (DeTAILS) (2010-2013): supported by the National Science Foundation (Award # 1043040; PI, Ji Shen; co-PI, Tom Robertson; ~$400K)
Achievements and Challenges in Modeling-based Instruction (ACMBI) in Science Education (2010-2013): supported by the National Science Foundation (Award # 1019866; PI, Ji Shen; co-PI, Jing Lei; ~$250K] and University of Georgia (OVPR) (PI, Ji Shen; $10K)
Collaborative Activities for Science Content, Science Methods, and General Methods Courses for Preservice Middle School Science Teachers (2009-2010): supported by University of Georgia (office of STEM education) (PI, Ji Shen; co-PI, David Jackson; ~8K)
Learning Community in Technology Enhanced Science Education (2008-2010): supported by University of Georgia (office of STEM education) (PI, Ji Shen; ~4K)
INTERESTS
Technology-enhanced STEM Education: Information and communication technology has changed the world. Recently, I have been developing a new knowledge organization platform, iKOS, that helps students collaboratively organize scientific knowledge in multiple representations. In my earlier work, I developed technology-enhanced instructional materials when I joined TELS center (directed by Marcia Linn) at University of California, Berkeley as a postdoctoral researcher. My work helps students visualize knowledge, connect computer environments and physical reality, and, more importantly, help them develop transformative competency.
Interdisciplinary and Integrated STEM Education: Interdisciplinary thinking is critical for students to prepare for the 21st century. I have been working on studying the cognitive and social processes of interdisciplinary reasoning and communication (IRC) and how to assess it. With my colleagues, I have developed an IRC framework to characterize interdisciplinary learning. The framework consists of four interrelated components: integration, translation, transfer, and transformation.
Transformative Modeling: I am genuinely interested in epistemology and am fascinated by the dynamic learning processes and justification schemes of learners of all age. 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 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.
Innovative Assessments in STEM 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 and instructional tools. My current research involves developing technology-enhanced assessment items to help students deepen and broaden their disciplinary and interdisciplinary conceptual understanding and transformative learning.
Science Teacher Education: 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 STEM education.
International STEM Education: I have been fascinated by the cultural and system differences between the U.S. , China, and other countries. I have been maintaining active relationship with my Chinese colleagues. I served as a member of the international committee for NARST (2011-14).