Susan A Yoon
Biographic Data
| ID | 6770082 |
|---|---|
| NAME | Susan A Yoon |
| GIVEN NAMES | Susan A |
| FAMILY NAME | Yoon |
| SIGNATURE | YOON S A |
| AFFILIATIONS | University of Pennsylvania |
| ORCID | 0000-0002-8715-0233 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Making the case to improve teachers’ STEM-integrated content knowledge
Responding to the need for interdisciplinary, real-world STEM-integrated learning, we examine the relationship between teachers’ adaptive expertise in bioinformatics (a STEM field that integrates biology, data literacy, and computational approaches) and students’ classroom experiences. We draw on data from an earlier study, in which we conducted a summer professional development workshop and subsequent school-year implementation of a bioinformati…
How School Contexts Shape Teachers Decisions About Making Space for Epistemic Agency in Science Classrooms
A central aim of science education reform is to support teachers in making space for students’ epistemic agency in classrooms. This means positioning students as sense-makers by drawing on their prior knowledge and experiences as resources for meeting disciplinary learning goals. One way to support this is by designing curricula that integrate disciplinary goals (i.e., science content knowledge) and epistemic goals (i.e., students decision-making…
Developing Teachers’ Disciplinary Knowledge for High School STEM Integration
Increasing calls for greater STEM-integrated experiences in K–12 education have spawned numerous studies on teacher beliefs, educational goals, and practices for teaching and learning. However, how the field proposes to support the development of teachers’ STEM-integrated disciplinary knowledge appears to be underresearched. In this systematic review, we analyzed 110 articles to determine (a) in what ways has the literature focused on teacher lea…
Seven design principles for teaching complex socioscientific issues
Historic challenges in the biological sciences, such as the spread of disease and climate change, have created an unprecedented need for humans to engage with scientific information to address societal problems. However, understanding these socioscientific issues (SSI) can be hard due to the difficulty of comprehending their complex structures and behaviors, the intentional propagation of misinformation, and an insufficient understanding of the e…
Teaching complexity in biology through agent-based simulations
Real-world complex systems research seeks to understand how systems in the world can follow the same rules of complexity. Scientists have found similarities in processes—such as self-organization, micro-to macro-level emergence, and feedback loops—in seemingly disparate phenomena such as the spread of infectious diseases and how traffic patterns are formed. Our project, BioGraph 2.0, was developed to respond to the issue of students’ disjointed u…
Designing learning environments to promote competent lay engagement with science
An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should …
Evaluating the apt epistemic processes of data literacy in elementary school students
From the outgoing editors
It has been an enormous honor and pleasure to lead the Journal of the Learning Sciences (JLS) in the last four years. We thank the International Society of the Learning Sciences for entrusting us w
The social side of teacher education
Trade-Offs in Using Mobile Tools to Promote Scientific Action with Socioscientific Issues
Making the Invisible Visible in Science Museums Through Augmented Reality Devices
Learning Impacts of a Digital Augmentation in a Science Museum
This study investigated the effects of using digital augmentation to enhance an exhibit device to influence conceptual understanding about a science topic in a science museum setting. In particular, the study considered how students in Grades 6–8 engaged with the device that was available in both augmented and nonaugmented (control) conditions. Results show increased cognitive (critical thinking) skills when the digital augmentation was present t…
Developing games and simulations for today and tomorrow’s tech savvy youth
What children think about human‐animal relationships
What children think about human‐animal relationships
Developing games and simulations for today and tomorrow’s tech savvy youth
Learning Impacts of a Digital Augmentation in a Science Museum
This study investigated the effects of using digital augmentation to enhance an exhibit device to influence conceptual understanding about a science topic in a science museum setting. In particular, the study considered how students in Grades 6–8 engaged with the device that was available in both augmented and nonaugmented (control) conditions. Results show increased cognitive (critical thinking) skills when the digital augmentation was present t…
Making the Invisible Visible in Science Museums Through Augmented Reality Devices
Trade-Offs in Using Mobile Tools to Promote Scientific Action with Socioscientific Issues
The social side of teacher education
From the outgoing editors
It has been an enormous honor and pleasure to lead the Journal of the Learning Sciences (JLS) in the last four years. We thank the International Society of the Learning Sciences for entrusting us w
Seven design principles for teaching complex socioscientific issues
Historic challenges in the biological sciences, such as the spread of disease and climate change, have created an unprecedented need for humans to engage with scientific information to address societal problems. However, understanding these socioscientific issues (SSI) can be hard due to the difficulty of comprehending their complex structures and behaviors, the intentional propagation of misinformation, and an insufficient understanding of the e…
Teaching complexity in biology through agent-based simulations
Real-world complex systems research seeks to understand how systems in the world can follow the same rules of complexity. Scientists have found similarities in processes—such as self-organization, micro-to macro-level emergence, and feedback loops—in seemingly disparate phenomena such as the spread of infectious diseases and how traffic patterns are formed. Our project, BioGraph 2.0, was developed to respond to the issue of students’ disjointed u…
Designing learning environments to promote competent lay engagement with science
An important goal of science education is promoting scientific literacy—the competence to interact with science as laypeople to solve problems and make decisions in their personal and community lives. This is made more challenging in an age of increasing science denialism. In this article, we discuss how to design learning environments for science education that can help students attain scientific literacy. We argue that science curricula should …
Evaluating the apt epistemic processes of data literacy in elementary school students
Developing Teachers’ Disciplinary Knowledge for High School STEM Integration
Increasing calls for greater STEM-integrated experiences in K–12 education have spawned numerous studies on teacher beliefs, educational goals, and practices for teaching and learning. However, how the field proposes to support the development of teachers’ STEM-integrated disciplinary knowledge appears to be underresearched. In this systematic review, we analyzed 110 articles to determine (a) in what ways has the literature focused on teacher lea…
Making the case to improve teachers’ STEM-integrated content knowledge
Responding to the need for interdisciplinary, real-world STEM-integrated learning, we examine the relationship between teachers’ adaptive expertise in bioinformatics (a STEM field that integrates biology, data literacy, and computational approaches) and students’ classroom experiences. We draw on data from an earlier study, in which we conducted a summer professional development workshop and subsequent school-year implementation of a bioinformati…
How School Contexts Shape Teachers Decisions About Making Space for Epistemic Agency in Science Classrooms
A central aim of science education reform is to support teachers in making space for students’ epistemic agency in classrooms. This means positioning students as sense-makers by drawing on their prior knowledge and experiences as resources for meeting disciplinary learning goals. One way to support this is by designing curricula that integrate disciplinary goals (i.e., science content knowledge) and epistemic goals (i.e., students decision-making…
Pedagogy (9 works) · Psychology (9 works) · Computer Science (8 works) · Sociology (7 works) · Curriculum (6 works) · Engineering (6 works) · Mathematics education (6 works) · Science education (5 works) · Science Education and Pedagogy (5 works) · Educational Strategies and Epistemologies (4 works)