Namsoo Shin serves as the Associate Director of Global Engagement in the CREATE for STEM Institute and is an Associate Professor in Counseling, Educational Psychology, and Special Education at Michigan State University. She is interested in the research and development of individualized, customized learning environments to support the learning of all students. She is engaged in complex research and evaluation of various projects and in designing classroom activities, learning technology tools and assessment. Her work focuses on evidence-based learning progressions to inform curriculum, instruction and assessment design and supporting learners in developing everyday problem-solving skills. She received the Young Researcher Award, Association for Educational Communications and Technology in 1999. She received an invited professorship from Seoul National University in Seoul, South Korea in 2011, and an invited research professorship from Ewha Woman's University in Seoul, South Korea in 2009. Namsoo spent 10 years at the University of Michigan before coming to MSU in 2015. Namsoo received her Ph.D. in Instructional Systems from Pennsylvania State University (Advisor: David H. Jonassen, Ph.D.) in 1998.
Current Projects
Supporting All Student Knowledge-in-Use Development through A Three-Dimensional Learning Progression, National Science Foundation
Supporting Instructional Decision Making: The Potential of Automatically Scored Three-dimensional Assessment, National Science Foundation
Publications
Shin, N., Bowers, J., Roderick, S., Mclntyre, C., Stephen, L., Eidin, E., Krajcik, J., & Damelin, D. (2022). A framework for scaffolding systems thinking and computational thinking in the context of modeling. Instructional Science. 50(6), 933-960. https://link.springer.com/article/10.1007/s11251-022-09590-9 [SSCI]
Stephens, L., Roderick, S., Shin, N., & Damelin, D. (2022). Students don’t always mean what we think they mean: A questioning strategy to elicit the reasoning behind unexpected causal patterns in student system models. International Journal of Science and Mathematics Education, 21, 1591–1614. [SSCI]
Shin, N., Brennan, L., Stephens, L., McIntyre, C., Bowers, J., Roderick, S., Eidin, E., & Damelin, D. (2022). Professional Learning to Promote Three-Dimensional Teaching Using Computational Modeling in Remote Classroom Contexts. The Interdisciplinarity of the Learning Sciences, 15th International Conference of the Learning Sciences 2022.
Bowers, J., Shin, N., Brennan, L., Eidin, E., Stephens, L., & Roderick, S. (2022). Developing the Systems Thinking and Computational Thinking Identification Tool. The Interdisciplinarity of the Learning Sciences, 15th International Conference of the Learning Sciences 2022.
Shin, N., Bowers, J., Krajcik, J., & Damelin, D. (2021). Promoting Computational Thinking through Project-Based Learning. Disciplinary and Interdisciplinary Science Education Research. 3 (7). doi:https://doi.org/doi.org/10.1186/s43031-021-00033-y
Bowers, J., Shin, N., & Krajcik, J. (2020). How Teachers Support Student Computational Thinking Practices. The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences 2020. 4 2343-2344. https://repository.isls.org//handle/1/6551
Shin, N., Choi, S., Stevens, S. Y., & Krajcik, J. S. (2019). The Impact of Using Coherent Curriculum on Students' Understanding of Core Ideas in Chemistry. International Journal of Mathematics and Science Education, 17 (2), pp 295-315. (https://doi.org/10.1007/s10763-017-9861-z) [SSCI].
Mun, K., Shin, N., Lee, H., Kim, S., Choi, K., Choi, S., & Krajcik, J. S. (2015). Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Mathematics and Science Education, 37 (11), 1739-1766 [SSCI].
Delgado, C., Stevens, S. Y., Shin, N., & Krajcik, J. S. (2015). A middle school instructional unit for size and scale contextualized in nanotechnology. Nanotechnology Reviews, 4 (1), 51-69.
Shin, N., Kho, E., Jeong, D. H., & Choi, C. I. (2014). Using a Learning Progression to characterize Korean secondary students' knowledge and submicroscopic representations of the particle nature of matter. Journal of the Korean Association for Research in Science Education, 34 (5), 437-447.
Stevens, S.Y., Shin, N., & Peek-Brown, D. (2013). “Learning Progressions as a Guide for Developing Meaningful Science Learning: A New Framework for Old Ideas”, Journal of Educacion Quimica, 24 (4), 381-390.
Shin, N., Sutherland, L, Norris, C., & Soloway, E. (2012). “Effects of game technology on elementary student learning in mathematics”. British Journal of Educational Technology, 43 (4), 540–560. [SSCI]
Choi, K., Lee, H., Shin, N., Kim, S., & Krajcik, J. (2011). Re-conceptualization of Scientific Literacy in South Korea for the 21st Century. Journal of Research in Science Teaching, 48 (6), 670-697. [SSCI]
Choi, J. I., & Shin, N. (2009). “Digital Textbook Design Principles Adapting the Universal Design for Learning.” Journal of Educational Technology, 25 (1), 29-59.
Schwartz, N. H., Stroud, M., Hong, N. S., Lee, T., Scott, B. & McGee, S. M. (2006). “Summoning prior knowledge: The influence of metaphorical priming on learning in a hypermedia environment.” Journal of Educational Computing Research, 35 (1), 1-30.
Schwartz, N. H, Andersen, C., Hong, N., Howard, B., & McGee, S. (2004). “The Influence of Metacognitive Skills on Learners’ Memory of Information in a Hypermedia Environment.” Journal of Educational Computing Research, 31 (1), 77-93.
Shin, N., Jonassen, H. D., & McGee, S. (2003). “Predictors of Well-Structured and Ill-Structured Problem Solving in an Astronomy Simulation.” Journal of Research in Science Teaching, 40 (1), 7-27. [SSCI]
Howard, B., McGee, S., Shin, N., & Shia, R. (2001). “The Triarchic Theory of Intelligence and Computer-Based Inquiry Learning.” Educational Technology Research and Development, 49 (4), 49-69. [SSCI]
Jonassen, H. D., Reeves, T., Hong, N. S., & Harvey, D. (1997). “Concept Mapping as Cognitive Learning and Assessment Tools.” Journal of Interactive Learning Research, 8 (3/4), 289-308.
Book Chapters and Magazines
He, P., Shin, N., Zhai, X., & Krajcik, J. (in press). A design framework for integrating artificial intelligence to support teachers’ timely use of knowledge-in-use assessments. In Zhai, X & Krajcik, J. Uses of Artificial Intelligence in STEM Education. Oxford University Press.
He, P., Shin, N., & Krajcik, J. (in press). Developing three-dimensional learning progressions of energy, interaction, and matter at middle school level: A design-based research. In Jin, H., Yan, D., & Krajcik, J. Handbook for Science Learning Progression Research.
He, P. Shin, N. Kaldaras L., & Krajcik, J. (in press). Integrating artificial intelligence into learning progression-based learning systems to support student knowledge-in-use: Opportunities and challenges. In Jin, H., Yan, D., & Krajcik, J. Handbook for Science Learning Progression Research.
Krajcik, J., & Shin, N. (2023). “Student Conceptions, Conceptual Change, and Learning Progressions”. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman, (Eds.), Handbook of Research on Science Education: Volume III. Taylor & Francis (*. Invited, peer-review chapter).
He, P., Zhai, X., Shin, N., Krajcik, J. (2023). Applying Rasch measurement to assess knowledge-in-use in science education. In: Liu, X., Boone, W.J. (eds) Advances in Applications of Rasch Measurement in Science Education. Contemporary Trends and Issues in Science Education, vol 57. Springer, Cham. https://doi.org/10.1007/978-3-031-28776-3_13.
Krajcik, J., & Shin, N. (2022). “Project-Based Learning.” In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences 3rd Edition, New York: Cambridge University Press (*. Invited, peer-review chapter).
Damelin, D., Stephens, L., & Shin, N. (2019). Engaging in computational thinking through system modeling. @Concord, 23(2), 4-6.
Krajcik, J., & Shin, N. (2014). “Project-Based Learning.” In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences 2nd Edition. pp 275-297. New York: Cambridge University Press (*. Invited, peer-review chapter).
*Shin, N., Norris, C., & Soloway, E. (2011). “Mobile Gaming Environment: Learning and Motivational Effects.” In P. Felicia (Ed), handbook of Research on Improving Learning and Motivation through Educational Games: Multidisciplinary Approaches. pp IGI Global, PA. (*. Invited, peer-review chapter).
Shin, N., Stevens, S. Y., & Krajcik, J. (2010). “Tracking student learning over time using Construct-Centered Design.” In S. Routledge (Ed), using analytical frameworks for classroom research: collecting data and analysing narrative. pp 38-58. Taylor & Francis, London.
Norris, C., Shin, N., & Soloway, E. (May-June, 2007). Educational Technology for the Mainstream: A Call for Designing for Simplicity and Reliability, Educational Technology Magazine, 47 (3), 6-9.
Shin, N., Norris, C., & Soloway, E. (2006). “Findings from Early Research on One-to-One Handheld Use in K-12.” In M. van’t Hooft and K. Swan (Eds), Ubiquitous Computing in Education. Invisible technology, visible impact. pp 19-39. Lawrence Erlbaum Associates. Mahwah, NJ
Quintana, C., Shin, N., Norris, C., & Soloway, E. (2006). “Learner-Centered Design: Reflections on the Past and Directions for the Future.” In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences, pp 119-134. Cambridge University.
Soloway, E., Shin, N., Shorr, M., Curtis, M., & Norris, C., & (July, 2005). “The Country Project: Using Handhelds in 6th Grade.” Pocket PC in Education. 85-87