skip to main content

Search for: All records

Editors contains: "Chinn, C."

Note: When clicking on a Digital Object Identifier (DOI) number, you will be taken to an external site maintained by the publisher. Some full text articles may not yet be available without a charge during the embargo (administrative interval).
What is a DOI Number?

Some links on this page may take you to non-federal websites. Their policies may differ from this site.

  1. Chinn, C. (Ed.)
    The integration of Art with Science, Technology, Engineering, and Mathematics (STEAM) has been growing in popularity, however, there are a variety of conceptualizations of what it looks like. This study explores images of STEAM by examining activities created by informal educators. We found that STEAM activities were conceptualized as using one discipline in the service of another, intertwined, or parallel. This provides concrete images of what STEAM can look like in educational settings.
    Free, publicly-accessible full text available July 1, 2023
  2. Chinn, C. (Ed.)
    The integration of computational modeling into instruction in science classrooms is complex in that it requires the synergistic application of students’ developing science and computational thinking knowledge. This is not only difficult for students, but teachers often find it hard to parse the science content from the computational constructs to guide students when they have difficulties. Leveraging past literature that highlights the beneficial impact instructors can have when they immerse themselves in group problem-solving discussions, this paper examines the instructors’ role in facilitating students’ construction of and problem-solving with computational models. We utilize a case study approach to analyze instructor-facilitated, synchronous group discussions during applications of synergistic learning processes to understand how instructors may elicit students’ knowledge, misunderstanding, and difficulties to help guide, prompt, and engage groups in this complex task for more productive integration in K-12 science classrooms. We hope that this will lead to better scaffolding of students' learning, and better support for teachers when they use such curricula in classrooms.
    Free, publicly-accessible full text available June 1, 2023
  3. Chinn, C. (Ed.)
    Free, publicly-accessible full text available January 1, 2023
  4. Chinn, C. (Ed.)
    Free, publicly-accessible full text available January 1, 2023
  5. Chinn, C. (Ed.)
    Math walks are a form of inquiry learning where students can observe and create mathematical meaning from their everyday surroundings. Here we report on a study of 5th and 6th graders in an informal learning setting where they create and present their own math walks covering concepts of ratio, scale, and proportion. The students may have developed more positive attitudes towards math and were able to meaningfully engage with powerful math ideas.
    Free, publicly-accessible full text available January 1, 2023
  6. Chinn, C. ; Tan, E. ; Chan, C. & (Ed.)
    Pets are beloved family members in many cultures. Companionship with pets motivates and positions humans as inquirers as they find out their pets' experiences with them. With the need to advance science education from dualist notions of the world and the learner as separate entities, our research team conducted a two-week online summer camp to engage teens and their pets in investigations around pets' senses. Following a qualitative analysis of participants' talk and projects at the workshop, we found that teens engaged in science learning practices while investigating aspects of their pets' lives and designing experiences for them. Additionally, participants adopted an ecological and relational approach to science learning that positioned themselves and their pets as subjects. We discuss implications for future work with pets, and for the design of other STEM learning environments that engage perspective-taking, empathy, and care.
    Free, publicly-accessible full text available June 1, 2023
  7. Chinn, C. ; Tan, E. ; Chan C. ; Yael, K. (Ed.)
    Ecologists construct physical microcosms that exemplify mechanisms and relations in ecosystems. This poster describes how a 7th-grade classroom complemented field study of an intertidal ecosystem with design of classroom microcosms. Initial designs appeared constrained by literal resemblance. As students’ inquiry increasingly focused on interactions among organisms, they configured microcosms to facilitate observation of these interactions. Microcosms became sites for studying processes that could be inferred from field data but rarely observed directly.
    Free, publicly-accessible full text available July 1, 2023
  8. Chinn, C. ; Tan, E. ; & Kali, Y. (Ed.)
    Computational thinking (CT) is ubiquitous in modern science, yet rarely integrated at the elementary school level. Moreover, access to computer science education at the PK-12 level is inequitably distributed. We believe that access to CT must be available earlier and implemented with the support of an equitable pedagogical framework. Our poster will describe our Accessible Computational Thinking (ACT) research project exploring professional development with elementary teachers on integrating computational thinking with Culturally Responsive Teaching practices.
    Free, publicly-accessible full text available January 1, 2023
  9. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    We used Natural Language Processing (NLP) to design an adaptive computer dialogue that engages students in a conversation to reflect on and revise their written explanations of a science dilemma. We study the accuracy of the NLP idea detection. We analyze how 98 12-13 year-olds interacted with the dialogue as a part of a Diagnostic Inventory. We study students’ initial and revised science explanations along with their logged responses to the dialogue. The dialogue led to a high rate of student revision compared to prior studies of adaptive guidance. The adaptive prompt encouraged students to reflect on prior experiences, to consider new variables, and to raise scientific questions. Students incorporated these new ideas when revising their initial explanations. We discuss how these adaptive dialogues can strengthen science instruction.
    Free, publicly-accessible full text available January 1, 2023
  10. Chinn, C. ; Tan, E. ; Chan, C. ; Kali, Y. (Ed.)
    This work-in-progress poster reports on the development process of a virtual environment to support embodied cognition about the scale of scientific entities from subatomic particles to galaxies. Research shows that learners struggle to comprehend the sizes of entities beyond human scale. In order to determine specific entities to use in the virtual environment, a document analysis of US K-undergraduate science education standards was undertaken. Entities, categories of entities, and ranges of sizes were identified.
    Free, publicly-accessible full text available January 1, 2023