Muhsin Menekse is pursuing a doctoral degree (Ph.D.) in the Science Education program at Arizona State University concurrently with a M.A. degree in Measurement, Statistics and Methodological Studies. He had research experiences in the areas of conceptual change of naïve ideas about science, argumentation in computer supported learning environments, and video game design to support students’ understanding of Newtonian mechanics. Muhsin is currently working under the supervision of Dr. Michelene Chi to develop and implement a classroom-based methodology with instructional materials, activities, and assessments by using a cognitive framework of differentiated overt learning activities for designing effective classroom instruction in materials science and engineering.
Glenda Stump is a Post-doctoral Scholar in the School of Social and Family Dynamics at Arizona State University in Tempe, Arizona. Dr. Stump earned a Ph.D. in Educational Psychology and a certificate in Educational Technology from Arizona State University in May of 2010.
Stephen J. Krause is Professor in the School of Materials in the Fulton School of Engineering at Arizona State University. He teaches in the areas of bridging engineering and education, capstone design, and introductory materials engineering. His research interests are evaluating conceptual knowledge, misconceptions and their repair, and conceptual change. He has co-developed a Materials Concept Inventory for assessing conceptual knowledge of students in introductory materials engineering classes. He is currently conducting research with NSF sponsored projects in the areas of: Modules to Promote Conceptual Change in an Introductory Materials Course, Tracking Student Learning Trajectories of Atomic Structure and Macroscopic Property Relationships, and Assessing the Effect of Learning Modes on Conceptual Change.
Micki Chi is a Professor in the Department of Psychology at Arizona State University.
She is a member of the National Academy of Education. She is also a fellow in Cognitive Science, American Psychological Association, and American Psychological Society. Her research focuses on how teachers can enhance students' learning by making them more constructive and interactive. She is also interested in developing interventions that can help students understand the interlevel causal relations between micro-level elements and macro-level patterns of many science processes.
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