Susan Yoon

Professional Title
Assistant Professor of Education
About Me (Bio)
Dr. Yoon is pursuing several lines of research including investigating curricular applications and learning outcomes of using social network graphs in decision-making about socio-scientific issues; understanding the dynamics of copying mechanisms (memetic processes) in learning environments; constructing a complex systems learning progression, applying complex systems processes in teacher professional development programs; and understanding affordances and constraints to access and retention of K-12 and students in STEM (Science, Technology, Engineering, and Mathematics) fields of study.
Citations of DRK-12 or Related Work (DRK-12 work is denoted by *)
  • Yoon, S., Evans, C., Anderson, E., Koehler, J., & Miller, K. (2019). Validating a model for assessing science teacher’s adaptive expertise with computer-supported complex systems curricula and its relationship to student learning outcomes. Journal of Science Teacher Education, 30(8), 890–905.*
  • Yoon, S., Shim, J., & Noushad, N. (2019). Trade-offs in using mobile artifacts to promote action with socioscientific issues. TechTrends, 63(5), 602–610.*
  • Yoon, S., Goh, S., Park, M. (2018). Teaching and learning about complex systems in K–12 science education: A review of empirical studies 1995–2015. Review of Educational Research, 88(2), 285–325.
  • Yoon, S.A., & Baker-Doyle, K. (Eds.) (2018). Networked by design: Interventions for teachers to develop social capital. New York, NY: Routledge Press.*
  • Yoon, S., Bressler, D., Shim, J., Miller, K., Himes, B., Urbanowicz, R., & Gonzalez, M. (2020, March). Assessment of professional development supports for teaching bioinformatics in high school biology: Benefits and challenges. Paper presentation at the annual meeting of the National Association for Research in Science Teaching. Portland, OR.*
University of Pennsylvania (Penn)

This proposal will develop and test an open-access, online system of professional development for high school biology teachers in order to build pedagogical competencies for teaching about complex systems and to support the application of those competencies in high school biology classrooms.

University of Pennsylvania (Penn)

This project uses a new theoretical framework that specifies criteria for developing scientific thinking skills that include the value that people place on scientific aims, the cognitive engagement needed to evaluate scientific claims, and the scientific skills that will enable one to arrive at the best supported explanation of a scientific phenomenon. The project will work with high school biology teachers to investigate their own understanding of scientific thinking, how it can be improved through professional development, and how this improvement can translate into practice to support student learning.

Massachusetts Institute of Technology (MIT)

This project will investigate how complex systems concepts supported by innovative curricular resources, technology applications and a comprehensive research and development structure can assist student learning in the domain of biology by providing a unifying theme across scales of time and space. The project seeks to address four areas of critical need in STEM education: biological sciences, complex systems, computational modeling, and equal access for all.

University of Pennsylvania (Penn)

This project will investigate the professional development supports needed for teaching bioinformatics at the high school level. The project team will work with biology and mathematics teachers to co-design instructional modules to engage students with core bioinformatics concepts and computational literacies, by focusing on local community health issues supported through mobile learning activities. The overarching goal of the project is to help create an engage population of informatics-informed students who are capable of critically analyzing information and able to solve local problems related to their health and well-being.