Namsoo Shin

People

Professional Title: 
Research Scientist
Organization/Institution: 
About Me (Bio): 
Namsoo Shin, Ph.D., is a research scientist in the School of Education at the University of Michigan. Her interests are focused on the impact of constructivistic learning environments on student learning, especially everyday problem-solving skills,among K-12 students. She specializes in using quantitative and qualitative methods to document the effectiveness of instructional materials. She is currently a principle investigator of the NSF project, "Developing an Empirically tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design”.
Keywords: 
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *): 
  • Shin, N., Choi, S., Stevens, S. Y., & Krajcik, J. S. (2019). The Impact of Using Coherent Curriculum on Students' Understanding of Core Ideas in Chemistry. International Journal of Mathematics and Science Education. https://doi.org/10.1007/s10763-017-9861-z [SSCI].*
  • Mun, K., Shin, N., Lee, H., Kim, S., Choi, K., Choi, S., & Krajcik, J. S. (2015). Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Mathematics and Science Education, 37(11), 1739-1766 [SSCI].      
  • Delgado, C., Stevens, S. Y., Shin, N., & Krajcik, J. S. (2015). A middle school instructional unit for size and scale contextualized in nanotechnology. Nanotechnology Reviews, 4(1), 51-69.*
  • Stevens, S.Y., Shin, N., & Peek-Brown, D. (2013). Learning Progressions as a Guide for Developing Meaningful Science Learning: A New Framework for Old Ideas. Journal of Educacion Quimica, 24(4), 381-390.            
  • Krajcik, J., & Shin, N. (2014). Project-Based Learning. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences 2nd Edition. pp 275-297. New York: Cambridge University Press (Invited, peer-review chapter).*
University of Michigan (UM)
09/15/2008

A principled framework is created for the development of learning progressions in science that can demonstrate how their use can transform the way researchers, educators and curriculum developers conceptualize important scientific constructs. Using the construct of transformation of matter, which requires understanding of both discrete learning goals and also the connections between them, a hypothetical learning progression is constructed for grades 5-12.