research interests are in the area of design and use of
interactive technologies for helping middle school students
learn science. For the past few years, I have been working
on the CoMPASS project which aims to understand the cognitive
as well as the contextual issues in integrating digital
(nonlinear) text in design-based science classes. The project
includes the software system CoMPASS, which uses conceptual
and text representations to help students see the multiple
relationships between science concepts and phenomena. The
CoMPASS system si being used along side an inquiry-based
curriculum. The CoMPASS intervention has been used by over
500 middle school students. My current projects funded by
the National Science Foundation aim to build on the lessons
learned in early CoMPASS implementations (project links
below provide more details).
In previous research, I have designed scaffolding (both
software-supported and paper-based) to help students develop
metacognitive skills in learning from texts, and to help
students reason while they are learning science by design.
in the Design Based Research Collective funded by
the Spencer Foundation through an Advanced Study Institute
grant. Other participants included Christopher Hoadley(PI),
Eric Baumgartner, Philip Bell, Sean Brophy, Sherry
Hsi, Diana Joseph, Chandra Orrill, William Sandoval,
and Iris Tabak.
Hypertext systems with dynamic concept maps. $11,
Funded by the University of Connecticut's Faculty
Learning by Design: An exploration of the metacognitive
skills needed to successfully negotiate and learn
from open- ended problems.
- Kolodner, J. L. Georgia Institute of Technology.
Funded by the J. S. McDonnell Foundation’s
Cognitive Studies in Education program
(JSMS grant # 96-38; $650,000).