Lyn D English
Biographic Data
| ID | 1538512 |
|---|---|
| NAME | Lyn D English |
| GIVEN NAMES | Lyn D |
| FAMILY NAME | English |
| SIGNATURE | ENGLISH L D |
| AFFILIATIONS | Queensland University of Technology |
| ORCID | 0000-0001-9118-2812 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 1992 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Theorizing AI literacy development using Habermas' three cognitive knowledge interests from a systematic review
Handbook of Research on STEM Education
The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discus…
Teaching and learning through mathematical problem posing
Introducing Children to Modeling Variability
Statistical Problem Posing, Problem Refining, and Further Reflection in Grade 6
STEM education K-12
This commentary was stimulated by Yeping Li’s first editorial (2014) citing one of the journal’s goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four disciplines in studies purporting to advance STEM learning. The STEM acronym is often used in reference to …
Children's Use of Domain‐specific Knowledge and Domain‐general Strategies in Novel Problem Solving
S ummary . Seventy‐two children aged 4 to 9 years were individually administered a set of six combinatorial problems involving the dressing of toy bears in all possible combinations of clothing items. Because the problem domain was novel, the children had to use their existing general strategies to help them solve the problems. Analyses of the children's responses revealed a series of increasingly sophisticated solution strategies (reflecting a k…
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Children's Use of Domain‐specific Knowledge and Domain‐general Strategies in Novel Problem Solving
S ummary . Seventy‐two children aged 4 to 9 years were individually administered a set of six combinatorial problems involving the dressing of toy bears in all possible combinations of clothing items. Because the problem domain was novel, the children had to use their existing general strategies to help them solve the problems. Analyses of the children's responses revealed a series of increasingly sophisticated solution strategies (reflecting a k…
STEM education K-12
This commentary was stimulated by Yeping Li’s first editorial (2014) citing one of the journal’s goals as adding multidisciplinary perspectives to current studies of single disciplines comprising the focus of other journals. In this commentary, I argue for a greater focus on STEM integration, with a more equitable representation of the four disciplines in studies purporting to advance STEM learning. The STEM acronym is often used in reference to …
Statistical Problem Posing, Problem Refining, and Further Reflection in Grade 6
Introducing Children to Modeling Variability
Handbook of Research on STEM Education
The Handbook of Research on STEM Education represents a groundbreaking and comprehensive synthesis of research and presentation of policy within the realm of science, technology, engineering, and mathematics (STEM) education. What distinguishes this Handbook from others is the nature of integration of the disciplines that is the founding premise for the work – all chapters in this book speak directly to the integration of STEM, rather than discus…
Teaching and learning through mathematical problem posing
Theorizing AI literacy development using Habermas' three cognitive knowledge interests from a systematic review
Computer Science (4 works) · Psychology (4 works) · Mathematics (3 works) · Mathematics education (3 works) · Mathematics Education and Teaching Techniques (3 works) · Statistics Education and Methodologies (3 works) · Artificial Intelligence (2 works) · Science Education and Pedagogy (2 works) · Statistics (2 works) · Teaching and Learning Programming (2 works)