Qingna Jin
Biographic Data
| ID | 5167053 |
|---|---|
| NAME | Qingna Jin |
| GIVEN NAMES | Qingna |
| FAMILY NAME | Jin |
| SIGNATURE | JIN Q |
| AFFILIATIONS | University of Alberta |
| ORCID | 0000-0003-2580-4964 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Critical minds for a warming planet: A case study of children’s socioscientific reasoning (SSR) and critical information literacy (CIL) in climate change education
In an era of climate disruption and digital misinformation, developing students’ capacity to critically evaluate sources and communicate persuasively about socioscientific issues (SSI) is increasingly essential. This qualitative case study explores how Grade 5 students assess the credibility of climate change information and construct persuasive arguments. Grounded in critical information literacy (CIL) and socioscientific reasoning (SSR) framewo…
Exploring climate-friendly cities: A case study of elementary students’ systems thinking
This qualitative case study explores how elementary students’ systems thinking emerges and evolves through engagement in climate change-focused design tasks. Despite growing interest in systems thinking within science education, research at the elementary level, especially concerning complex socioscientific issues like climate change, remains limited. Guided by the Components – Mechanisms – Phenomena (CMP) framework, we analyzed interviews, stude…
An ethical imperative for higher education: Cultivating community partnerships in climate change teacher education
Elementary Students’ Online Information Problem Solving (IPS) in a Science Classroom
Supporting students to become critical consumers of online information is one of the most urgent agendas in education today. In schools around the world, students are engaging in online information problem solving (IPS) tasks to develop critical thinking and problem-solving skills by searching and evaluating online information. This qualitative case study explored how 5th and 6th Grade students experienced online IPS using their metastrategic kno…
Studies on visualisation in science classrooms: A systematic literature review
Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we undertook a systematic review to investigate what research areas and contexts of visualisation have been…
Elementary Students’ Argument Evaluation in a Science Classroom
Students’ ability to evaluate arguments is significant in democratic societies. Therefore, researchers argue that it is important to understand and facilitate students’ argument evaluation skills. Most research on students’ argument evaluation focuses on final products and outcomes instead of students’ decision-making processes. Thus, how students evaluate arguments constructed by others has not been fully clear to researchers and educators. This…
Supporting Indigenous Students in Science and STEM Education: A Systematic Review
There are a growing number of education programs in science and STEM education with the aim of improving educational outcomes for Indigenous students who have long been underrepresented in current education systems. The aim of this study is to systematically review empirical research from 2011 to 2020 that reported programs to support Indigenous students in science and STEM education. A total of 24 studies were included in this review. These prog…
Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)
Students’ difficulties in scientific argumentation have been widely reported in the literature. Researchers argue that these difficulties result mainly from students’ lack of understanding of the goals and norms of argumentation. Therefore, designing and implementing appropriate instructional scaffolds to facilitate such essential knowledge of argumentation holds pedagogical significance. In this qualitative case study, two kinds of argument-focu…
Critical Literacy Practices Within Problem-Based Learning Projects in Science
Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors
Elementary Students’ Epistemic Understandings in Their Classroom Scientific Argumentation
No prominent works on this page.
Supporting Indigenous Students in Science and STEM Education: A Systematic Review
There are a growing number of education programs in science and STEM education with the aim of improving educational outcomes for Indigenous students who have long been underrepresented in current education systems. The aim of this study is to systematically review empirical research from 2011 to 2020 that reported programs to support Indigenous students in science and STEM education. A total of 24 studies were included in this review. These prog…
Supporting elementary students’ scientific argumentation with argument-focused metacognitive scaffolds (AMS)
Students’ difficulties in scientific argumentation have been widely reported in the literature. Researchers argue that these difficulties result mainly from students’ lack of understanding of the goals and norms of argumentation. Therefore, designing and implementing appropriate instructional scaffolds to facilitate such essential knowledge of argumentation holds pedagogical significance. In this qualitative case study, two kinds of argument-focu…
Critical Literacy Practices Within Problem-Based Learning Projects in Science
Tensions and Hopes for Embedding Peace and Sustainability in Science Education: Stories from Science Textbook Authors
Elementary Students’ Epistemic Understandings in Their Classroom Scientific Argumentation
Studies on visualisation in science classrooms: A systematic literature review
Visualisation has been a critical means of scientific reasoning, knowledge development, and communication. In science classrooms, visualisation plays significant roles for teaching and learning. To better understand the landscape of the existing research on visualisation for supporting student science learning in K to 12 classroom contexts, we undertook a systematic review to investigate what research areas and contexts of visualisation have been…
Elementary Students’ Argument Evaluation in a Science Classroom
Students’ ability to evaluate arguments is significant in democratic societies. Therefore, researchers argue that it is important to understand and facilitate students’ argument evaluation skills. Most research on students’ argument evaluation focuses on final products and outcomes instead of students’ decision-making processes. Thus, how students evaluate arguments constructed by others has not been fully clear to researchers and educators. This…
Elementary Students’ Online Information Problem Solving (IPS) in a Science Classroom
Supporting students to become critical consumers of online information is one of the most urgent agendas in education today. In schools around the world, students are engaging in online information problem solving (IPS) tasks to develop critical thinking and problem-solving skills by searching and evaluating online information. This qualitative case study explored how 5th and 6th Grade students experienced online IPS using their metastrategic kno…
Exploring climate-friendly cities: A case study of elementary students’ systems thinking
This qualitative case study explores how elementary students’ systems thinking emerges and evolves through engagement in climate change-focused design tasks. Despite growing interest in systems thinking within science education, research at the elementary level, especially concerning complex socioscientific issues like climate change, remains limited. Guided by the Components – Mechanisms – Phenomena (CMP) framework, we analyzed interviews, stude…
An ethical imperative for higher education: Cultivating community partnerships in climate change teacher education
Critical minds for a warming planet: A case study of children’s socioscientific reasoning (SSR) and critical information literacy (CIL) in climate change education
In an era of climate disruption and digital misinformation, developing students’ capacity to critically evaluate sources and communicate persuasively about socioscientific issues (SSI) is increasingly essential. This qualitative case study explores how Grade 5 students assess the credibility of climate change information and construct persuasive arguments. Grounded in critical information literacy (CIL) and socioscientific reasoning (SSR) framewo…
Psychology (7 works) · Mathematics education (6 works) · Pedagogy (6 works) · Science education (6 works) · Science Education and Pedagogy (6 works) · Education and Critical Thinking Development (5 works) · Computer Science (4 works) · Educational Strategies and Epistemologies (4 works) · Epistemology (4 works) · Qualitative research (4 works)