Cynthia DAngelo

Professional Title
Education Researcher
About Me (Bio)
Cynthia D’Angelo, Ph.D., is a researcher specializing in science education, simulations, games, and learning. She is interested in how we can leverage data gathered through online technologies to better understand how it is that students learn STEM concepts and practices. She has a background in physics and science education.

This is a collaborative project to develop, test, and analyze sets of technology-supported diagnostic classroom assessments for middle school (grades 6-8) physical science. Assessments are aligned with the performance assessment and evidence-centered design methodologies suggested in the Framework for K-12 Science Education (NRC, 2012).

SRI International, Michigan State University (MSU), University of Colorado Boulder, University of Michigan (UM)

This research and development project examines the impact of the Project-Based Inquiry Science (PBIS) middle school science curriculum. The research questions explored will look into efficacy, implementation, and teacher practice. A unique feature of the study’s design is an analytic focus on the conditions needed to implement the curriculum in ways that improve student learning in light of the Framework for K-12 Science Education.

Vanderbilt University

This project is focusing on the redesign of popular commercial video games to support students’ understanding of Newtonian mechanics. In support of this goal, SURGE develops and implements design principles for game-based learning environments, integrating research on conceptual change, cognitive processing-based design, and socio-cognitive scripting. These enhanced games bridge the gap between student learning in non-formal game environments and the formalized knowledge structures learned in school by leveraging and integrating the strengths of each.