Collaborative inquiry across contexts, domains, and activities

Collaborative inquiry across contexts, domains, and activities

In this brownbag talk for the Department of Human Development at Teachers College, Columbia University, I presented a new analysis of students’ idea exchanges through the Idea Manager, and initial findings from RIDDLE’s story-driven game design project to think more broadly on how we support learners’ collaborative inquiry—and how this even looks, between formal and informal Continue reading Collaborative inquiry across contexts, domains, and activities

Untangling (interpretations of) the Tree of Life

Untangling (interpretations of) the Tree of Life

  At long last, a study from my dissertation, advised by David Uttal at Northwestern University, makes a public appearance! It’s an interview study that attempts to disentangle the roles of visual structure, content beliefs, and conceptual metaphors in the interpretation of Tree of Life diagrams. Read it here on Springer, ResearchGate, and Academia.edu. Matuk, Continue reading Untangling (interpretations of) the Tree of Life

TeacherQuest NYU: Playful professional development, Take 3

TeacherQuest NYU: Playful professional development, Take 3

Our co-design institute is now in its third year! As in previous years (2017, 2016), educators and designers will gather for 3 days of intensive play, design, and collaboration, and will emerge armed with a toolkit for creating game-like learning experiences for young learners.  The program will finish off with a Pizza & Playtest event, during Continue reading TeacherQuest NYU: Playful professional development, Take 3

Sharing ideas and building science explanations: Are they related?

Sharing ideas and building science explanations: Are they related?

This article, which explores how students share ideas during online science inquiry, has been published in a 2018 issue of the International Journal of Computer Supported Collaborative Learning. Find a PDF from Springer, Academia.edu, or ResearchGate. Matuk, C. & Linn, M. C. (2018). Why and how do middle school students exchange ideas during science inquiry? International Journal Continue reading Sharing ideas and building science explanations: Are they related?

Findings from youth game design workshops get their world premiere at ICLS 2018

Findings from youth game design workshops get their world premiere at ICLS 2018

We presented two posters on our youth game design workshops at the University College of London’s Institute of Education, during ICLS 2018. The conference itself was one of three related conferences co-occurring during the London Festival of Learning. Hovey, C., Matuk, C. & Hurwich, T. (2018, Jun 23-27). “If you add too much science it Continue reading Findings from youth game design workshops get their world premiere at ICLS 2018

Visual ambiguity in science education

Visual ambiguity in science education

My chapter on visual ambiguity in scientific representations appears in this newly published book edited by Kristy L. Daniel, Towards a Framework for Representational Competence in Science Education. Matuk, C. (2018). Agreeing to disagree: Students negotiating visual ambiguity in scientific argumentation. In, K. Daniels (Ed.), Towards a Framework for Representational Competence in Science Education (pp. Continue reading Visual ambiguity in science education

International Handbook of the Learning Sciences

International Handbook of the Learning Sciences

Our chapter, Inquiry Learning and Opportunities for Technology is out! It appears in a new book edited by Frank Fischer, Cindy E. Hmelo-Silver, Susan R. Goldman, Peter Reimann, and published by Routledge/Taylor & Francis, called The International Handbook of the Learning Sciences. Linn, M. C. Gerard, L., McElhaney, K. & Matuk, C. (2018). Inquiry learning and opportunities for technology. In Fischer, Continue reading International Handbook of the Learning Sciences

New funding for youth game design

New funding for youth game design

Our work on youth game design has won a 2018 University Research Challenge Grant from New York University. We proposed to study how youths’ science dispositions develop in a science game design context. Our project will establish an internship program to train high school youth to mentor middle school youth during a week-long game design Continue reading New funding for youth game design

What teachers want: Using co-design as a mirror

What teachers want: Using co-design as a mirror

At AERA 2018 in New York City this April, I participated in a symposium that brought together researchers from around the world whose work was centered on the Knowledge Integration framework. My own contribution, “This is what I want.” Technology co-design as a mirror on teachers’ science inquiry practices,” reported findings from a co-design session during Continue reading What teachers want: Using co-design as a mirror

An interdisciplinary gathering on visualization in science education

An interdisciplinary gathering on visualization in science education

My first time at the Gordon Research Conference on Visualization in Science Education was years ago as a graduate student. This year, I had the honour of being an invited speaker. I spoke about the importance of integrating graphing into inquiry science, and the possibilities this presents for supporting and understanding students’ science learning. It Continue reading An interdisciplinary gathering on visualization in science education