Shen, Ji

Associate Professor
Teaching and Learning
Washington University in St. Louis, Ph.D., Physics, 2006
Science education, Educational Technology, Interdisciplinary approaches, Innovative assessment

2014- Associate Professor, Department of Teaching and Learning, UM 2013-2014 Assistant Professor, Department of Teaching and Learning, UM (On-leave, UGA, Promoted to Associate Professor with Tenure) 2008-2012 Assistant Professor, Department of Mathematics & Science Education, The University of Georgia 2006-2008 Post-doctoral Researcher at the Technology-Enhanced Learning Science center, University of California, Berkeley

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Educational technology, Interdisciplinary and integrated STEM education, Transformative modeling, Innovative assessment, Science teacher education, International STEM education, Epistemology

Imagine the Future (IF Club) (2014-now): (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. Transformative Robotics Experience for Elementary Students (TREES) (2014-now): The project aims to engage elementary age students in robotics and computer science by fostering their disciplinary engagement and participation within a humanoid robots-programming environment. In collaboration with Drs. Moataz Eltoukhy and Lauren Barth-Cohen. Media reports: (Sun-Sentinel, BECON)

Innovative Knowledge Organization System (iKOS) (2011- now): partially supported by University of Georgia (office of STEM education, 2012) and University of Miami (Provost Research Award 2014).

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(Selected; for more info: ResearchGate);

Jiang, S., Shen, J., & Smith, B. E. (2019). Designing discipline-specific roles for interdisciplinary learning: Two comparative cases in an afterschool STEM+L program. International Journal of Science Education. Online First.

Namdar, B. & Shen, J. (2018). Knowledge organization through multiple representations in a computer-supported collaborative learning environment. Interactive Learning Environments 26 (5), 638-653.

Smith, B.E., & Shen, J. (2017). Scaffolding digital literacies for disciplinary learning: Adolescents collaboratively composing multimodal science fictions. Journal of Adolescent & Adult Literacy, 61, 85-90.

Chen, G., Shen, J., Barth-Cohen, Jiang, S., Huang, X., Eltoukhy, M. (2017). Assessing elementary students' computational thinking in everyday reasoning and robotics programming. Computer & Education, 109, 162-175.

Namdar, B., & Shen, J. (2016). Interaction between knowledge organization with multiple external representations and socioscientific argumentation. International Journal of Science Education, 38 (7), 1100-1132.

Shen, J., Sung, S., & Zhang, D.M. (2016). Towards an analytic framework of interdisciplinary reasoning and communication (IRC) processes in science. International Journal of Science Education,  37 (17), 2809-2835.

Namdar, B., & Shen, J. (2015). Modeling oriented assessment in K-12 science education: A synthesis of research from 1980 to 2013 and new directions. International Journal of Science Education. 37 (7), 993-1023.

Shen, J., Liu, O., & Sung, S. (2014). Designing interdisciplinary assessments in sciences for college students: An example on osmosis. International Journal of Science Education, 36 (11), 1773-1793.

Shen, J., & Jackson, D. (2013). Measuring Volume of Tree: A Problem-driven, Modeling-based Lesson for Preservice Science Teachers. Journal of Science Teacher Education, 24 (2), 225-247.

Shen, J., & Linn, M.C. (2011). Connecting scientific explanations and everyday observations: A technology enhanced curriculum on modeling static electricity. International Journal of Science Education, 33(12), 1597-1623.

Shen, J., Gerard, L., & Bowyer, J. (2010). Getting from here to there: The roles of policy makers and principals in increasing science teacher quality. Journal of Science Teacher Education, 21, 283-307.

Shen, J. & Confrey, J. (2007). From conceptual change to transformative modeling: A case study of an elementary teacher in learning astronomy. Science Education. 91 (6), 948-966