Joshua Danish
Biographic Data
| ID | 5877232 |
|---|---|
| NAME | Joshua Danish |
| GIVEN NAMES | Joshua |
| FAMILY NAME | Danish |
| SIGNATURE | DANISH J |
| AFFILIATIONS | Indiana University Bloomington |
| ORCID | 0000-0001-5119-5897 |
| VERIFIED | Yes |
| TOTAL WORKS | 11 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 11 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Analyzing embodied learning in classroom settings
Realizations & re-mediations
Elementary Students' Metacognitive Knowledge of Epistemic Criteria
Scientific modeling is a core practice of scientific inquiry. Students' engagement in modeling can be enhanced by attending to epistemic criteria, which in science are standards used to evaluate the validity and accuracy of scientific models. While prior research has focused on students' development and use of epistemic criteria in scientific inquiry environments, less is known about students' metacognitive knowledge about why epistemic criteria …
Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments
This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students …
Investigating students’ development of mechanistic reasoning in modeling complex aquatic ecosystems
Introduction This study reports on a classroom intervention where upper-elementary students and their teacher explored the biological phenomena of eutrophication using the Modeling and Evidence Mapping (MEME) software environment and associated learning activities. The MEME software and activities were designed to help students create and refine visual models of an ecosystem based on evidence about the eutrophication phenomena. The current study …
Situating video as context for teacher learning
Learners as phenomena
Tracing bodies through liminal blends in a mixed reality learning environment
While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality …
Comparing first- and third-person perspectives in early elementary learning of honeybee systems
Latour goes to kindergarten
Negotiating the “Relevant” in Culturally Relevant Mathematics
No prominent works on this page.
Negotiating the “Relevant” in Culturally Relevant Mathematics
Latour goes to kindergarten
Tracing bodies through liminal blends in a mixed reality learning environment
While research on embodied learning sheds light on the body’s role during science learning, there is a lack of understanding of how the body is drawn upon in subsequent learning interactions. We seek to understand how the body supports cognition and learning during and after embodiment. We elaborate upon the liminal blends framework (Enyedy, N., Danish, J. A., & DeLiema, D. (2015). Constructing liminal blends in a collaborative augmented-reality …
Comparing first- and third-person perspectives in early elementary learning of honeybee systems
Situating video as context for teacher learning
Learners as phenomena
Investigating students’ development of mechanistic reasoning in modeling complex aquatic ecosystems
Introduction This study reports on a classroom intervention where upper-elementary students and their teacher explored the biological phenomena of eutrophication using the Modeling and Evidence Mapping (MEME) software environment and associated learning activities. The MEME software and activities were designed to help students create and refine visual models of an ecosystem based on evidence about the eutrophication phenomena. The current study …
Integrating Youth Perspectives into the Design of AI-Supported Collaborative Learning Environments
This study highlights how middle schoolers discuss the benefits and drawbacks of AI-driven conversational agents in learning. Using thematic analysis of focus groups, we identified five themes in students’ views of AI applications in education. Students recognized the benefits of AI in making learning more engaging and providing personalized, adaptable scaffolding. They emphasized that AI use in education needs to be safe and equitable. Students …
Realizations & re-mediations
Elementary Students' Metacognitive Knowledge of Epistemic Criteria
Scientific modeling is a core practice of scientific inquiry. Students' engagement in modeling can be enhanced by attending to epistemic criteria, which in science are standards used to evaluate the validity and accuracy of scientific models. While prior research has focused on students' development and use of epistemic criteria in scientific inquiry environments, less is known about students' metacognitive knowledge about why epistemic criteria …
Analyzing embodied learning in classroom settings
Psychology (10 works) · Computer Science (8 works) · Mathematics education (8 works) · Innovative Teaching and Learning Methods (6 works) · Pedagogy (6 works) · Science Education and Pedagogy (6 works) · Epistemology (5 works) · Sociology (5 works) · Embodied cognition (4 works) · Science education (3 works)