Libby Gerard
Biographic Data
| ID | 9493784 |
|---|---|
| NAME | Libby Gerard |
| GIVEN NAMES | Libby |
| FAMILY NAME | Gerard |
| SIGNATURE | GÉRARD L |
| AFFILIATIONS | University of California, Berkeley |
| ORCID | 0000-0002-2708-5409 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Creating and testing adaptive guidance for thermodynamics classroom instruction
Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration
A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog
Students benefit from dialogs about their explanations of complex scientific phenomena, and middle school science teachers cannot realistically provide all the guidance they need. We study ways to extend generative teacher–student dialogs to more students by using AI tools. We compare Responsive web-based dialogs to General web-based dialogs by evaluating the ideas students add and the quality of their revised explanations. We designed the Genera…
Designing for learning across disciplines
Incorporating investigations of environmental racism into middle school science
To promote a justice‐oriented approach to science education, we formed a research‐practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co‐design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards‐aligned science …
Computer-based guidance to support students’ revision of their science explanations
As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The knowledge integration framework, supported by n…
Designing a remote professional development course to support teacher customization in science
This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students' prior…
Designing personalised instruction
Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi‐structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that profess…
Impact of graph technologies in K-12 science and mathematics education
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Impact of graph technologies in K-12 science and mathematics education
Designing a remote professional development course to support teacher customization in science
This study reports on the design, implementation, and impact of a remote professional development (PD) course for secondary school teachers who were transitioning to remote instruction during the COVID-19 pandemic. We designed technology innovations to strengthen the previously successful in-person course. The innovations support teachers to customize an instructional unit by setting and revising goals based on evidence from their students' prior…
Designing personalised instruction
Advances in technology have increased the opportunities for designers to personalise instruction based on student actions. We conducted semi‐structured interviews with an international sample of educational professionals including researchers, teachers and designers, and reviewed interdisciplinary literature on personalisation to propose a framework for personalisation research and design. Thematic analysis of the interviews revealed that profess…
Computer-based guidance to support students’ revision of their science explanations
As they encounter new ideas, students need to make integrated revisions to their science explanations, a key aspect of science learning. This involves filling gaps, resolving inconsistencies with evidence, and strengthening connections among ideas. Rather than making integrated revisions, even after automated, adaptive guidance, students typically add disconnected ideas or fix mechanical errors. The knowledge integration framework, supported by n…
Incorporating investigations of environmental racism into middle school science
To promote a justice‐oriented approach to science education, we formed a research‐practice partnership between middle school science teachers, their students, curriculum designers, learning scientists, and experts in social justice to co‐design and test an environmental justice unit for middle school instruction. We examine teacher perspectives on the challenges and possibilities of integrating social justice into their standards‐aligned science …
A Comparison of Responsive and General Guidance to Promote Learning in an Online Science Dialog
Students benefit from dialogs about their explanations of complex scientific phenomena, and middle school science teachers cannot realistically provide all the guidance they need. We study ways to extend generative teacher–student dialogs to more students by using AI tools. We compare Responsive web-based dialogs to General web-based dialogs by evaluating the ideas students add and the quality of their revised explanations. We designed the Genera…
Designing for learning across disciplines
Impact of an adaptive dialog that uses natural language processing to detect students’ ideas and guide knowledge integration
Creating and testing adaptive guidance for thermodynamics classroom instruction
Computer Science (7 works) · Mathematics education (7 works) · Psychology (7 works) · Innovative Teaching and Learning Methods (5 works) · Science Education and Pedagogy (4 works) · World Wide Web (4 works) · Pedagogy (3 works) · Science education (3 works) · Curriculum (2 works) · Data science (2 works)