Mailing address: Institute of Education, Nanjing University, Yifu Management Science Building,
22 Hankou Road, Gulou District, Nanjing, Jiangsu Province, China, 210093
Phone: 86-25-83593259 (O); 86-18936894289 (Mobile)
Skype Name: baohuizhang; MSN: ZhangBaohuiSG@hotmail.com (Yifu)
Work address: Institute of Education, Nanjing University, China
2003 Ph.D., Educational Technology and Science Education, University of Michigan, USA
Exploring middle school science students’ computer-based modeling practices and their changes over time
Dissertation committee: Dr. Joseph S. Krajcik (Chair); Dr. Ronald Marx;
Dr. Elliot Soloway; Dr. Elizabeth Davis; and Dr. Brian Coppola (Cognate)
2002 M. S., Educational Technology University of Michigan
1989 B. S., Chemistry Harbin Normal University, Harbin, China
July 2011-Present, Professor, Doctoral student supervisor, Institute of Education, Nanjing University, China
July 2005-2011, Assistant Professor, Learning Sciences Lab and LST Academic Group,
National Institute of Education, Nanyang Technological University, Singapore
September-October 2008, Visiting Scholar, Hice center, University of Michigan, USA
October 2006-Present, Guest Professor, South China Normal University, Guangzhou, China
Fall 2004-2005, Research Associate, College of Education, Michigan State University, USA
Fall 2003-Summer 2004, Postdoctoral fellow, LRDC, University of Pittsburgh
1989-1991, High school chemistry teacher, Zhaolin High School in Shuangcheng City, Heilongjiang Province, China
2010, Lin, X., & Zhang*, B. H. (2010). A Context-rich Analysis on Three Biology Teachers' using ICT in Transforming Teaching (In Chinese). Best paper award nomination, Global Chinese Conference on Computers in Education (GCCCE 2010), Singapore.
2009, (Aug. 5-7) Invited to the intersection workshop as one of the few overseas participants. The trip was supported by a grant from the US NSF ( http://www.informalscience.org/event/show/112).
2008, As a co-author and the Principal Investigator, Learning the physics of electricity with
agent-based models: The paradox of productive failure. ICCE'08 best paper award
nomination, and recommended for submission to the new IEEE Transactions on Learning Technologies.
2008, NARST 2008 International Committee scholarship winner
2007, As a co-author and co-Principal Investigator, Handheld computers as cognitive tools: An environmental learning project in Singapore. 15th ICCE best paper award
2006, ICLS 2006 Junior Faculty Consortium, funded by the US National Science Foundation
2003-2004, CARAT (Collaboratory for Advanced Research and Academic Technologies) Fellow, Office of the Provost, University of Michigan
2001, Certificate of Achievement, Intercultural Leadership Colloquium, University of Michigan
1998, Chinese Teaching Credential, College of Teaching Chinese as a Second Language, Beijing Normal University
1989, High school chemistry teaching certificate, Heilongjiang Province, China
2011-2013, Principal Investigator, The development and enactment of a bilingual graduate
course—Learning Sciences and Technology, Education Department, Jiangsu Province, China, (About 25,000RMB) [Overview: It is part of the university’s effort to become an international university following a provincial research funding supporting program.]
2010-2013, Co-Investigator, SST Future School project: Towards Pervasive Pedagogical Practices and Learning in the 21st Century and PI of the sub-project Fostering Collaborative Inquiry Modeling and Visualization Practices in Secondary Science Learning, Singapore National Research Foundation (NRF), (Overall, S$5,154,680.34; science project, about S$750,000, NRF2009IDM_IDM001-001) 
[Overview: The science project focuses on developing and evaluating a web-based Collaborative
inquiry and modeling environment]
2009-2010, Principal Investigator, Sustaining and Scaling up Modeling and Visualization
Technologies Enhanced Inquiry-based Science Learning (MVTII), (S$249,757,
OER 22/08ZBH), National Institute of Education, Nanyang Technological University
[Overview: It has attracted 4 representative Singapore secondary schools and 29 Teachers in
chemistry, biology, and/or physics to introduce, sustain, and hopefully scale up an iMVT
pedagogy as a follow-up to the MVT project.]
2008-2011, co-Principal Investigator, Leveraging Mobile Technology for Sustainable Seamless
Learning in Singapore Schools, (S$1,070,160, NRF2007IDM-IDM005-021), National Research Foundation (NRF), Singapore
[Overview: The project team and teachers transformed primary 3 and 4 science curriculum when
each student in the experimental classes has a smartphone with education software and
unlimited Internet access in and out of class for about two years.]
2007-2008, Principal Investigator, Enhancing Inquiry-based Science Learning through Modeling
and Visualization Technologies (MVT), (S$199,792, LSL 16/06 ZBH), Learning Sciences Lab, National Institute of Education, Nanyang Technological University
[Overview: Researchers and teachers in chemistry, biology, and physics from two secondary
schools co-developed and enacted modeling and visualization technology integrated inquiry-based learning packages and studied the effectiveness of the innovation.]
2006, co-Principal Investigator, Reduce, Reuse & Recycle (3Rs): A Challenge-Experiential
Learning Approach for Primary Science Learning Using Mobile and Web-based Technologies (S$5000), Funded by Singapore National Environmental Agency
[Overview: An early attempt to use pocket PC with systematic design and research efforts for
primary science learning.]
2005-2006, Principal Investigator, Inquiry and Computer-Based Modeling for Primary Science
Learning (S$49,769, LSL 3/05 ZBH), Learning Sciences Lab, National Institute of Education, Nanyang Technological University, Singapore
[Overview: One of the earliest explorative studies to introduce computer-based modeling to
primary science students.]
May 2005-May 2006, as the second investigator, with Dr. Gail Richmond (PI), Joyce
Parker, John Merrill, Ron Patterson, Mark Urban-Lurain, Doug Estry, et al. Teachers for a New Era--Reforming undergraduate science teacher preparation Project, A sub-project of the Michigan State University Teachers for a New Era project (Five million dollars over five years), Carnegie Cooperation at New York, USA
[Overview: I coordinated a subgroup of professors and researchers who worked in an introductory college biology course with about 460 students. The team developed and enacted formative assessment multiple choice questions to collect student answers via a self-response system overtime under a peer instruction framework. The innovation allowed the professors to adjust their teaching in a timely manner to address student (some of them were potential science teachers) science learning difficulties.]
Jan. 2010-Present External supervisor of Siti Nurulhuda Tarih, ANU-NUS Master of Science in
Science Communication Programme, National University of Singapore [Siti has passed her thesis defense on April 27, 2011, Thesis title: Linking Chemistry Teachers’ Pedagogical Content Knowledge on Kinetic Particle Theory to Students’ Conceptual Understanding]
Courses at Institute of Education, Nanjing University, China:
Spring 2012, Introduction of the Learning Sciences (Master and doctoral programs)
Winter 2011, Advanced Topics of Educational Technology and the Learning Sciences (EdD)
Courses at NIE, Singapore:
Winter 09, MMM800: Critical inquiry (PDCM, MEd)
Fall 08, SG803: Educational Technologies for Inquiry-based Learning (PDCM, MEd)
Winter 08 MID809 Designing, Conducting, and Reporting Investigations (PhD)
Winter 08, QED562: Designing Effective Learning Environments
Fall 07, QED522: ICT for Engaged Learning
Winter 07, QED562: Designing Effective Learning Environments
Fall 06, QED522: ICT for Engaged Learning
Summer 06, NS800: (Master in Ed. Admin.): E-Learning in Education (In Chinese)
Winter 06, MID 834: Technologies as Mindtools (MEd);
QED561: Technologies as Cognitive Tools
Fall 05, DED102 & QED522: ICT for Engaged Learning
July 2007, (Singapore MOE) 3rd ICT Seminar for Cluster Superintendents and Principals
2005, 2006, 2007, NIE, practicum supervision (All the students I worked with were primary and secondary pre-service teachers)
Courses and advisees at Beijing Normal University, China:
1997-1998, Chemistry teaching methodology
1997-1998, Application of Technology to Chemistry Education
1991-1998, Field instructor for pre-service chemistry student teachers (supervisor of practicum)
Note: This annotated publication list includes either an abstract or brief overview of a publication. The format of the references followed APA format. For the references that my name has a “*”, I am the corresponding author. SSCI stands for Social Science Citation Index; CSSCI is the acronym of Chinese SSCI.
Category I. Chapters in Scholarly Books
1 Looi, C.K., So, H-J., Chen, W., Zhang, B. H., Wong, L-H. & Seow, P. (2011). Seamless
Learning. In Norbert, S. (Ed.), Encyclopedia of the Sciences of Learning (pp. --). Munich: Springer.
This is an invited chapter that indicates that our research team has made substantial
contribution to the definition and realization of the term “Seamless Learning”.
2 Liu, Z.* (2010). Personal reflection on the evolvement of secondary school Theories in
Chemistry Teaching and Learning in China. In Y. J. Lee (Ed.), Handbook of Science Education in Asia. (71-88), Rotterdam: SENSE Publishers. [*Sun Daner and I are the translators and editors for the book chapter and Zhang, B. H.* is the corresponding author for the English chapter.]
In this chapter, the author reflects upon the development of Theories in Chemistry
Teaching and Learning (TCTL), a subject of teaching and research in secondary school chemistry in teachers’ colleges and normal universities4 in China. Although it is a personal account, because of his unique position, the author has been involved in most of the milestone events in Chinese chemistry education since the 1950s. The chapter thus provides a historical account of how TCTL evolved in the socio-cultural environment in China. It becomes an important reference for scholars who want to understand Chinese secondary school chemistry education and research. Besides the important references cited here, an attempt is made to also “standardize” some of the terms for future papers introducing Chinese chemistry education.
3 Njus, R., Zhang, B. H.*, & Lustick, D. (2007). Where the rubber meets the road: A principal's story concerning policy implementation. In Zhao, Y. & Lustick, D. (Eds.),
Government, Assessment, and Accountability in the United States: A Primer For Chinese Educational Leaders [In Chinese] (pp. NA). Beijing: Beijing Normal University Press.
This is a chapter that is based on both theories and the principal’s experience about how research might inform policy in school and vice versa.
4 Njus, R., Zhang, B. H.*, & Lustick, D. (2006). Where the rubber meets the road: A principal's story concerning policy implementation. In Zhao, Y. & Lustick, D. (Eds.), Government, Assessment, and Accountability in the United States: A Primer for Chinese Educational Leaders (pp. NA). East Lansing, Michigan: US-China Center.
This is the English version of the chapter. It is based on both theories and the principal’s experience about how research might inform policy in school and vice versa.
5 Zhang, B. H. (2006). Using ICT Programs as Cognitive Tools for Student-Centered Learning. In Khine, M. S. (Ed.), Teaching with Technology: Strategies for Engaged Learners (pp. 95-123). Singapore: Pearson Prentice Hall.
The chapter introduces the criteria for making educational software as cognitive tools. It uses real examples to help teachers to understand how to make educational software to be cognitive tools to promote student conceptual understanding, especially in the area of science education.
6 Zhang, B. H. (2006). Preface. In Y. Qian (Ed.), Application of Handhelds to Inquiry-based Learning and Its Psychological Base (In Chinese) (pp. i-ix). Beijing: Science Publishing Press.
This is an invited chapter to the book. I provided an overview of the latest research on using handheld computers. Some practical suggestions are provided based on the review of existing studies.
7 Zhang, B. H., Lustick, D., & Chang, S.-P. (2006). What accounts for good curricula? A basic framework. In Y. Zhao, D. Lustick, & W. Yang (Eds.), Research and the Five Dimensions of Effective Schools: A Self-assessment Guide for the Chinese Educators (pp. 25). East Lansing: US-China Center.
The chapter provides a list of criteria that make good curricula based on existing studies.
8 Zhang, B. H., Lustick, D., & Chang, S.-P. (2006). What accounts for good curricula??A basic framework [in Chinese]. In Y. Zhao, D. Lustick, & W. Yang (Eds.), Research and the Five Dimensions of Effective Schools: A Self-assessment Guide for the Chinese Educators (pp. 36-60). Shanghai: East China Normal University Press.
This is the chapter in Chinese that provides a list of criteria that make good curricula based on existing studies.
9 Zhang, B. H., Qiu, W. and Wang, C. (1997). Chemistry section. In Liu M. (Ed.), Learning methods of middle school subjects [In Chinese] (pp. NA). : Hunan Education Press.
This is a series of chapters in Chinese that provide guidance and examples about how to learn secondary chemistry.
Category II Journal Articles (Refereed)
[#1, 2, 3, 6, 9, 10, 14, 19, and 21 are SSCI journal papers; #4, 5, 7, 8, 13, 15, and 16 are CSSCI journals]
1 Li, S., Looi, C.-K., Chen W., & Zhang, B. H. (Accepted), Understanding Mobile Learning from the Perspective of Self-Regulated Learning, Journal of Computer Assisted Learning. [SSCI journal, Impact factor, 1.065]
Cognizant of the research gap in the theorization of mobile learning, this paper
conceptually explores how the theories and methodology of self-regulated learning (SRL), an active area in contemporary educational psychology, are inherently suited to address the issues originating from the defining characteristics of mobile learning: enabling studentcentered, personal, and ubiquitous learning. These characteristics provide some of the conditions for learners to learn anywhere and anytime. They entail learners to be motivated and to be able to self-regulate their own learning. We propose an analytic SRL model of mobile learning as a conceptual framework for understanding mobile learning, in which the notion of self-regulation as agency is at the core. The rationale behind this model is built on our recognition of the challenges in the current conceptualization of the mechanism and processes of mobile learning, and the inherent relationship between mobile learning and SRL. Some profiles of applying SRL theories and methodology to understand and analyze mobile learning are demonstrated in the three-year project in developing and implementing a mobile learning environment in elementary science classes in Singapore.
2 Zhang, B. H., Wang H., Fang H. & Looi, C.-K. (2011). Deconstructing and Reconstructing: Transforming Paper-based Primary Science Curriculum to Mobilized Ones (In Chinese), Modern Technology, 21(9), 17-24, [CSSCI]
3 Looi, C.-K., Zhang, B. H., Chen, W., Seow, P., Chia, G., Norris, C., et al. (2011). 1:1
Mobile Inquiry Learning Experience for Primary Science Students: A Study of Learning Effectiveness. Journal of Computer Assisted Learning, 27(3), 269–287. [SSCI journal, Impact factor, 1.065]
This paper presents the findings of a research project in which we transformed a Primary (Grade) 3 science curriculum for delivery via mobile technologies, and a teacher enacted the lessons over the 2009 academic year in a class in a primary school in Singapore. The students had a total of 21 weeks of the mobilized lessons in science, which were co-designed by teachers and researchers by tapping into the affordances of mobile technologies for supporting inquiry learning in and outside of class. We examine the learning effectiveness of the enacted mobilized science curriculum. The results show that amongst the 6 mixed-ability classes in Primary (Grade) 3 in the school, the experimental class performed better than other classes as measured by traditional assessments in the science subject. With mobilized lessons, students were found to learn science in personal, deep, and engaging ways as well as developed positive attitudes towards mobile learning.
4 Pathak, S. A., Kim, B., Jacobson, M. J., & Zhang, B. H. (2011). Learning the physics of
electricity: A qualitative analysis of collaborative processes involved in productive failure. ijCSCL, 6(1), 57-73 . [SSCI journal, Impact factor, 2.692]
This is one of the papers from the MVT project. Earlier quantitative studies in Computer Supported Collaborative Learning identified ‘Productive Failure’ (Kapur, 2008) as a phenomenon in which students experiencing relative failures in their initial problem-solving efforts subsequently performed better than rest of the cohort. In this qualitative study, we examine the problem solving dynamics of two dyads: a Productive Failure (PF) dyad that initially received a low-structured activity and a Non-Productive Failure (N-PF) dyad that initially received high-structured activity. Both dyads then received an identical high-structured problem solving activity. This process was repeated using multiple sets of problems, and this paper will discuss two sets. Interactions of the two dyads were logged. Data for this study included video conversations of the dyads, screen captures of their computer model use, and their submitted answers. Results indicate that initial struggle and failed attempts provided an opportunity to the PF dyad to expand their observation space and thus deeply engage with the computer model. Over-scripting proved to be detrimental in creation of a mutual meaning making space for the N-PF dyad. This paper suggests that the relative success of the PF dyad might be viewed in terms of induction of reflective reasoning practices.
5 Zhang, B. H., Looi, C.-K., Seow, P., Chia, G., Wong, L –H, Chen, W, So, H., Norris, C. & Soloway, E. (2010). Deconstructing and Reconstructing: Transforming Primary Science Learning via a Mobilized Curriculum, Computers & Education, 55(4), 1504-1523, [SSCI journal, Impact factor, 2.190]
The history of science education reform has been fundamentally centered on science curriculum development and implementation. The advent of mobile technologies has necessitated a re-examination of how students could better learn science through these 21st century tools. Conventional teaching materials may not prepare students to learn the inquiry way and to become self-directed and social learners who could learn “everywhere and all the time (seamlessly)” using mobile technologies. This paper is based on our first year of work in our mobile learning research project in transforming primary three science lessons into a “mobilized” curriculum for a classroom context in which students routinely use mobile technologies. Using an exemplar fungi topic, we discuss our approach as well as experiences in deconstructing and reconstructing an existing curriculum through a co-design approach with teachers in a Singapore local school. In doing so, we make a contribution to the methodology for developing mobilized science curricula for in-class learning that also extends to out-of-class learning.
6 Zhang, B. H. (2010). The Recent Progress of Informal Science Learning Research and Its Implications (In Chinese). Global Education, 39(9), 74, 90-92. [CSSCI journal]
The author has been invited to a conference that involved researchers and practitioners in the area of informal science education and the learning sciences. Based on the conference, the author reviewed the current progress in informal science education and provided suggestions on how to promote student science learning in informal settings.
7 Lin, X. Zhang, B. H. (2010). Study on the process of three secondary biology teachers' reforming their teaching using information and communication technology (In Chinese). Open Education Research, 22(3), 44-48. [CSSCI journal]
The paper reports a context-rich study on the changes in three biology teachers’ understanding and practices when integrating a computer modeling tool, BioLogica, in their teaching. Cases from three teachers in a Singapore secondary school help to explore the process of how teachers used BioLogica in their teaching, and examined how personal and environmental factors contributed to teachers' adoption of the new pedagogy. Results showed that technology innovation, teachers’ attitude toward technology, teaching experience, collaboration among the teachers, perceived cost in trying new teaching, and educational evaluation system are important in the process of adoption, integration, and implementation of the technology. Implications on how to facilitate teachers’ technology adoption and use are provided.
8 Looi, C. K., Seow, P., Zhang, B. H., So, H.J., Chen W., & Wong, L.H. (2010). Leveraging Mobile Technology for Sustainable Seamless Learning: A Research Agenda. British Journal of Educational Technology, 41(2), 154-169. [SSCI journal, Impact factor, 1.041, Cited by 4 ]
Over the next 10 years, we anticipate that personal, portable, wirelessly networked technologies will become ubiquitous in the lives of learners—indeed, in many countries, this is already a reality. We see that ready-to-hand access creates the potential for a new phase in the evolution of technology-enhanced learning, characterised by ‘seamless learning spaces’ and marked by continuity of the learning experience across different scenarios or contexts, and emerging from the availability of one device or more per student. The challenge is to enable learners to learn whenever they are curious and seamlessly switch between different contexts, such as between formal and informal contexts and between individual and social learning, and by extending the social spaces in which learners interact with each other. In this paper, we review the potential of mobile learning research for designing seamless learning environments that can bridge both formal and informal learning, present a research agenda and discuss important methodological issues that concern research into formal and informal learning.
9 Sun, D., Zhang, B. H., & Wang, Z. (2010). Using handheld computers to facilitate scientific inquiry and student cognitive development (in Chinese). Modern Educational Technology, 20(1), 105-110 [CSSCI journal]
This paper promotes the idea of using handheld computers to facilitate K-12 student science inquiry and cognitive development. It first explains the concept of cognitive tools and analyzes the values added by handheld computers to student inquiry-based science learning. Then it reviews related literature in China and overseas. The paper explores the cognitive development model, research methods and instruments. The paper informs the related research in China by providing a new theoretical framework with real cases.
10 Wong, L. H., Chen, W., Looi, C.K., & Zhang, B. H. (2010). Analysis of attributes of mobile learning activities: Two case studies of m-learning design (In Chinese). China Educational Technology, 2010(2), 7-15. [CSSCI journal]
The paper uses two real cases to analyze how mobile technology can help student learning. It provides both theoretical and empirical arguments on how to design and assess mobile learning activities.
11 Liu, X., Zhang, B. H., Liang, L., Fulmer, G., Kim, B., & Yuan, H. (2009). Alignment between the physics content standard and standardized test: A comparison among US-NY, Singapore, and China-Jiangsu. Science Education. Science Education, 93(5), 777-797. [SSCI journal, Impact factor, 1.625]
Alignment between content standards and standardized tests is a significant issue to society, science pedagogy, and test validation. To better understand the issues related to alignment, this study compares the alignment in physics among three education systems: Jiangsu (China), New York State (United States), and Singapore. The same coding framework for content standards and standardized tests is used to compute the alignment indices in the three education systems. It was found that there was a statistically significant alignment between the New York content standard and the standardized test for physics, but there was not a statistically significant alignment for Chinese and Singapore physics. The insignificant alignment for Chinese and Singapore physics was due to a shift toward higher level cognitive reasoning skills from content standards to standardized tests. For Chinese physics, the insignificant alignment was also due to a heavier emphasis on electricity in the test than in the content standard. Both significant and insignificant alignments may result in desirable and undesirable effects on guiding classroom instruction. Thus, ongoing study of the alignment between a science content standard and the standardized test is necessary for any education system, and alignment studies may be used as a means of teacher professional development for improving student achievement.
12 Looi, C. K., Wong, L.H., So, H., Seow, P., Toh, Y., Norris, C., Soloway, E., Chen, W., & Zhang, B. H. (2009). Anatomy of a mobilized lesson: Learning My Way. Computers & Education, 53(4), 1120-1132. [SSCI journal, Impact factor, 2.190, Cited by 4 ]
With the mass adoption of mobile computing devices by the current school generation, significant opportunities have emerged for genuinely supporting differentiated and personalized learning experiences through mobile devices. In our school-based research work in introducing mobilized curricula to a class, we observe one compelling mobilized lesson that exploits the affordances of mobile learning to provide multiple learning pathways for elementary grade (primary) 2 students. Through the lesson, students move beyond classroom activities that merely mimic what the teacher says and does in the classroom, and yet they still learn in personally meaningful ways. In deconstructing the lesson, we provide an in depth analysis of how the affordances of mobile computing enable personalized learning from four facets: (a) allowing multiple entry points and learning pathways, (b) supporting multi-modality, (c) enabling student improvisation in situ, and (d) supporting the sharing and creation of student artefacts on the move. A key property of mobile technology that enables these affordances lies with the small form factor and the light weightness of these devices which make them non-obtrusive in the learning spaces of the student. This article makes a contribution on the design aspects of mobilized lessons, namely, what the affordances of mobile technologies can enable.
13 Seow, P., Zhang, B. H., Chen, W.L., Looi, C.K., & Tan, N. (2009). Designing a seamless learning environment to learn reduce, reuse and recycle in environmental education. International Journal of Mobile Learning and Organization, 3(1), 60-83. [Cited by 2]
This article explores the design of a seamless learning environment and activities for environmental education using mobile, wireless, and online technologies in Singapore primary schools. The learning environment and activities were designed to help students learn about environmental issues, specifically reduce, reuse and recycle (3Rs), and apply such understanding to practice. By seamless, we mean the transitions between classroom learning and field learning, between handheld use in the field and desktop computing back in the school. The research results indicated improvements in the students’ understanding of the 3Rs and internalisation of their understanding through application of the 3Rs concepts.
14 Chen, W. L., Tan, N., Looi, C.K., Zhang, B. H., & Seow, P. (2008). Handheld computers as cognitive tools: Technology-enhanced environmental learning. Research and Practice in Technology Enhanced Learning, 3(3), 231-252. [Cited by 2]
This design-based research uses handheld computers as cognitive tools to facilitate
students’ inquiry-based learning on environmental issues — 3Rs (Reduce, Reuse and Recycle) in a Singapore primary school. Using handheld computers throughout a field trip, 79 Primary grade 4 students investigated how wastes are produced and what impact 3Rs can have on protecting the environment. The handheld computers were used to support, guide, and extend student thinking process within and out of classroom. Pre and post-tests were conducted to examine their awareness and knowledge on 3Rs. Pre and post-surveys were administrated to explore student attitudes and perceptions on the role of the handheld computers in learning. The research results indicated improvements in the students’ understanding of the 3Rs and internalization of their understanding through application of the 3Rs concepts. In this study, it was not only the technology affordances but also the way the technologies were used in the context of the learning environment and the associated pedagogy that enabled the handheld computers to serve as cognitive tools.
15 Gu, X., Song, X., & Zhang, B. H. (2008). Designing Learning Supports for Experiential Online Teacher Professional Development (In Chinese). Open Education Research, 14(1), 58-64. [CSSCI journal]
The study describes and assesses of an online solution for the experiential support of
distance learning that involved about 348 teachers.
16 Gu, X., Zhang, B. H., & Lin, X. (2008). Evaluating online solutions for experiential support of distance teachers in China. Journal of Computer Assisted Learning, 25(2), 114–125. . [SSCI journal, Impact factor, 1.065, Cited by 1]
This paper describes and assesses the development of an online solution for the experiential support of distance learning by teachers. Three hundred and forty-eight randomly selected K-12 teachers participated in this pilot study using the online learning environment designed in this research. Teachers’ products, surveys, and interviews were collected and analysed. Results showed that the teacher-learners could learn as well as in face-to-face learning in an earlier implementation of the course. The learning support system as designed fits teacher-learners’ needs. They benefited from learning communities formed online as well as face-to-face. More support for online discussion and example cases are needed to support experiential learning. Suggestions are made to improve the design of the learning support system and the pedagogy for experiential teacher learning.
17 Lin, X., Huang, R., & Zhang, B. H. (2008). What can we learn from others: Review of four global technology-supported teacher education programs? China Educational Technology, 5, 8-13. [CSSCI journal]
The paper reviews literature on teacher professional development supported by ICT. Based on the review, the authors provided suggestions on strategies in China’s ICT supported teacher professional development.
18 Zhang, B. H., Deng, F., & Li, J. (2008). Computer-based modeling and student-centered science learning: Research progress and implications (in Chinese). Curriculum, Teaching Material and Method, 8(5), 87-91. [CSSCI journal]
Based on some of the empirical studies the first author has involved, the paper introduces how models and modeling might be used in student science learning. Real cases are provided to illustrate how to successfully integrate and enact inquiry-based science learning using models and modeling.
19 Deng, F., Qian, Y., Liu, X., Chen, H., & Zhang, B. H. (2007). Singapore GCE A-level chemistry exam analysis and implications (in Chinese). China Examinations, 2, NA.
This study analyzed a set of Singapore GCE A-level chemistry exams to reveal the scope, format, and emphases of the exam. The authors aligned the exam paper to the exam syllabus to provide suggestions about what to learn from the Singapore experience.
20 Deng, F., Zhang, B. H., & Qian, Y. (2007). Brief introduction and comments on British GCE A-level chemistry examination (in Chinese). Education in Chemistry, 1, 52-55.
This study analyzes British GCE A-level chemistry exams and provides suggestions about what to learn from the British experience.
21 Zhang, B. H., Liu, X., & Krajcik, J. S. (2006). Expert models and modeling processes associated with a computer modeling tool. Science Education, 90(4), 579-604. [SSCI journal, Impact factor, 1.088, cited by 6]
Holding the premise that the development of expertise is a continuous process, this study concerns expert models and modeling processes associated with a modeling tool called Model-It. Five advanced Ph.D. students in environmental engineering and public health used Model-It to create and test models of water quality. Using “think aloud” technique and video recording, we captured their computer screen modeling activities and thinking processes. We also interviewed them the day following their modeling sessions to further probe the rationale of their modeling practices. We analyzed both the audio–video transcripts and the experts’ models. We found the experts’ modeling processes followed the linear sequence built in the modeling program with few instances of moving back and forth. They specified their goals up front and spent a long time thinking through an entire model before acting. They specified relationships with accurate and convincing evidence. Factors (i.e., variables) in expert models were clustered, and represented by specialized technical terms. Based on the above findings, we made suggestions for improving model-based science teaching and learning using Model-It.
22 Zhang, B. H., Krajcik, J. S., Sutherland, L. M., Wang, L., Wu, J., & Qian, Y. (2003). Opportunities and challenges of China's inquiry-based education reform in middle and high schools: Perspectives of science teachers and teacher educators. International Journal of Science and Mathematics Education, 1(4), 477-503. [Cited by 4]
Consistent with international trends, an emergent interest in inquiry-based science teaching and learning in K-12 schools is also occurring in China. This study investigates the possibilities for and the barriers to enactment of inquiry-based science education in Chinese schools. Altogether 220 Chinese science teachers, science teacher educators and researchers (primarily from the field of chemistry education) participated in this study in August 2001. Participants represented 13 cities and provinces in China. We administered two questionnaires, one preceding and one following a 3-hour presentation by a US science educator and researcher about inquiry-based teaching and learning theories and practices. In each of three sites in which the study was conducted (Shanghai, Guangzhou and Beijing), questionnaires were administered, and four representative participants were interviewed. Our coding and analysis of quantifiable questionnaire responses (using a Likert scale), of open-ended responses, and of interview transcripts revealed enthusiastic interest in incorporating inquiry-based teaching and learning approaches in Chinese schools. However, Chinese educators face several challenges: (a) the national college entrance exam needs to align with the goals of inquiry-based teaching; (b) systemic reform needs to happen in order for inquiry-based science to be beneficial to students, including a change in the curriculum, curriculum materials, relevant resources, and teacher professional development; (c) class size needs to be reduced; and (d) an equitable distribution of resources in urban and rural schools needs to occur.
23 Fretz, E. B., Wu, H.-K., Zhang, B. H., Davis, E. A., Krajcik, J. S., & Soloway, E. (2002). An investigation of software scaffolds supporting modeling practices. Research in Science Education, 32(4), 567-589. [SSCI journal, Impact factor, 1.088, cited by 29 ]
Modeling of complex systems and phenomena is of value in science learning and is increasingly emphasised as an important component of science teaching and learning. Modeling engages learners in desired pedagogical activities. These activities include practices such as planning, building, testing, analysing, and critiquing. Designing realistic models is a difficult task. Computer environments allow the creation of dynamic and even more complex models. One way of bringing the design of models within reach is through the use of scaffolds. Scaffolds are intentional assistance provided to learners from a variety of sources, allowing them to complete tasks that would otherwise be out of reach. Currently, our understanding of how scaffolds in software tools assist learners is incomplete. In this paper the scaffolds designed into a dynamic modeling software tool called Model-It are assessed in terms of their ability to support learners’ use of modeling practices. Four pairs of middle school students were video-taped as they used the modeling software for three hours, spread over a two week time frame. Detailed analysis of coded videotape transcripts provided evidence of the importance of scaffolds in supporting the use of modeling practices. Learners used a variety of modeling practices, the majority of which occurred in conjunction with scaffolds. The use of three tool scaffolds was assessed as directly as possible, and these scaffolds were seen to support a variety of modeling practices. An argument is made for the continued empirical validation of types and instances of tool scaffolds, and further investigation of the important role of teacher and peer scaffolding in the use of
24 Zhang, B. H., Ge, W., and Yang, W. (1998). What Can A Computer Do For Chemistry Teachers?. Journal of Chemistry Education, 2, 29-31. [One of the most cited papers of the journal ]
This paper describes how computers can be used for improving chemistry teaching and learning. It has been one of the top cited papers of the journal.
25 Li, Z., Zhang, B. H. (1995). Analysis of MEC Problems in a New Environment. Journal of Teaching Reference for Middle School Chemistry, 4, 5-8.
This paper describes issues in exam item design based on student performance data of college entrance exam in Beijing area, China. It proposes item types in such examination that could guide teaching for understanding.
26 Li, Z., Zhang, B. H. (1995). Analysis of MEC Test Paper of 1994. Journal of Math, Physics and Chemistry for Third Grade Senior High School Teacher and Students, 1, 39-40.
This paper revealed the analysis results of 1994 student performance data of college entrance exam in Beijing area, China. It proposes suggestions on how to emphasize teaching for understanding.
27 Zhang, B. H. (1995). Practice of Chemical Observation (In Chinese). Journal of Science Education, 1, 26-28. [Cited by ]
There are inquiry skills that are important for student-centered exploration. This paper provides guidance on how teachers can prepare observation skills for their own exploration.
28 Zhang, B. H., Pu, F. (1995). A Series of the Lectures on the Scientific Methods: Experimental Methods (In Chinese). Journal of Science Education, 3, 17-22.
There are inquiry skills that are important for student-centered exploration. This paper provides guidance on how teachers can prepare students how to design and conduct experiments for their own exploration.
29 Zhang, B. H. (1994). Report on the National Conference of Chemistry Olympiads (In Chinese). Journal of Chemistry Education, 12, 42-43.
I took the lead in writing the report after a national conference on chemistry Olympiads. It states the national policy and practices in preparing students for such competition. Committee members from the China Chemical Society revised and approved such report.
30 Zhang, B. H. (1994). A Brief Introduction to the Salter's Chemistry Curriculum and Its Teaching Methods (In Chinese). Journal of Chemistry Teaching, 7, 12-16.
The author translated and edited literature on the UK Salter's Chemistry Curriculum. Based on the analysis, the author proposed strategies to improve the quality of Chinese chemistry teaching materials.
Category III Conference Papers (Published in Proceedings)
1 Zhang, B. H., Wong, L. H., Seow, P., Chia G., & Looi, C-K. (2011, Nov. 28-Dec. 3). Promoting Sustainable Teacher Change during Design Research on Seamless Learning, Paper presented at the 19th International Conference on Computers in Education2011, Chiang Mai,
This time Baohui presented his work done in Singapore as one of the three registered participants from mainland China. The paper describes how we were able to collaborate, learn together, and change teachers who worked with us over the three years’ project.
2 Zhang, B. H., Sun, D., Mous, K., & Koh, Q. B. (2011, July 6-8). Developing A Web-
based Modeling and Visualization Technology Integrated Inquiry-based Science Learning Environment (WiMVT) for CSCL. Paper presented at the 19th Computer-Supported Collaborative Learning conference (CSCL 2011), Hong Kong University, Hong Kong, China.
The probably is the last paper about the WiMVT project when Baohui served as the PI. However, the revision of the WiMVT system and enactment is still on going in Singapore.
3 Zhang, B. H., Sun, D., Foong, S. K., & Ye, X. (2011, May30-Jun. 2). Applying an iMVT Pedagogy to Address Student Learning Difficulties in Forces and Motion, Paper presented at the Redesigning Pedagogy International Conference 2011, Singapore
This is another effort to promote and seek feedback to the iMVT pedagogy for science.
4 Schatzberg, W., & Zhang, B. H. (2011, Apr. 3-6). Identifying Chemistry Laboratory Safety Conceptions, Paper presented at the Annual Meeting of the National Association of Research in Science Teaching. Orlando, Florida, USA
Wendy was one of the exchange doctoral students from the US when she collected the
data from Singapore schools. The study reveals some secondary students’ understanding of chemistry lab safety and discusses the implications of the results.
5 Zhang, B. H., & Looi, C. K. (2011, Feb. 3-7). Developing a Sustainable Education Innovation for Seamless Learning. Paper presented at the 3rd World Conference on Educational Sciences, Istanbul, Turkey
Mobile computing technologies are suitable for one-to-one and seamless learning (learning anywhere and anytime). However, there has been little research on how to develop a sustainable innovation for seamless learning to transform school teaching and learning practices. We embarked on a three-year research study to fill in such a gap by doing design research in a primary school in Singapore. Our analysis showed strong school leadership and administrative supports, epistemological changes in the knowledge and beliefs of teachers and students, available curriculum materials to work with the technologies, and convincing assessments are needed to lead to sustainable innovation like ours.
6 Zhang, B. H. (2011, Feb. 3-7). CK, PCK, TPCK, and Non-intellectual Factors in Sustaining an iMVT Innovation for Science Learning. Paper presented at the 3rd World Conference on Educational Sciences, Istanbul, Turkey
Teaching science through inquiry has been a “recommended” pedagogy for science to be more “authentic” and effective. However, how to promote sustainable education change such as inquiry-based learning in school has been challenging. The study is situated on a four-year journey in designing, sustaining, and scaling up an iMVT pedagogy in secondary science in Singapore. Our collaborating science teachers increased from 9 (Phase I) to 29 (Phase II). Based on preliminary analysis of surveys, interviews, and classroom observation data of selected cases, we summarized a four-pillar model of teacher competence within a structure/agency framework for desired education change.
7 Schatzberg, W., & Zhang, B. H. (2011, Accepted). Identifying Chemistry Laboratory Safety Conceptions, Paper presented at the Annual Meeting of the National Association of Rsearch in Science Teaching. Orlando, Florida, USA
The purpose of this study is to determine alternate conceptions of chemistry lab safety of secondary and junior college students in Singapore. Open ended written questionnaire was designed and administrated in two classes of secondary 3 students and another two classes of first year students in a junior college in Singapore. Results and implications in instructional design to address the misconceptions will be discussed.
8 Ye, X., Zhang*, B. H., & Chia, P. (2010, Nov. 29-Dec. 3). A Tripartite Model
of Co-designing for an iMVT Integrated Science Curriculum. Paper presented at the International Conference on Computers in Education (ICCE), Putrajaya, Malaysia
Curriculum that substantiates innovative pedagogies is crucial for sustaining and scaling up education reform efforts. However, when researcher-designed curricula are enacted by teachers, the results might not be what researchers expected. Researchers may not have good understanding of the specific population of students comparing to their teachers. Both researchers and teachers need to understand national curriculum policies in order to align their selection, design and enactment of certain curricula. A co-design strategy, thus, is ideal in order to address the challenges. In this paper, we describe a tripartite curriculum development among Singapore MOE chemistry curriculum specialist, researchers, and teachers when developing an iMVT integrated chemistry curriculum. This was also a means for teacher professional development to build teacher competence in preparing for adopting, sustaining, and scaling up our innovation. Secondly, we intend to find out a mechanism behind this tripartite collaboration by analyzing the interactions among the collaborators over about six months of time following a design research tradition. The study contributes to the literature by proposing and evaluating a tripartite model for curriculum development.
9 Zhang, B. H., Wong, L.-H., Seow, P., & Chia, G. (2010, Nov. 29-Dec. 3). Transforming
Primary Science Learning via a Mobilized Curriculum for Sustainability. Paper presented at the International Conference on Computers in Education (ICCE), Putrajaya, Malaysia.
Over a year of time, we co-designed primary three science curriculum to integrate 1:1 mobile technology with teachers. The form teacher of the experimental class in a Singapore school enacted the curriculum as her regular teaching. This paper provides a cyclic model of how to “mobilize” the curriculum in align with the national primary science syllabus. Preliminary results of the enactment are also presented.
10 Chia, P., Zhang, B. H.*, & Ye, X. (2010). Fostering Teacher Agencies for Scaling up
An iMVT Integrated Science Learning. In NA (Ed.) Global Chinese Conference on Computers in Education (GCCCE 2010) Singapore: National Institute of Education.
How can we prepare teachers to adopt, sustain, and scale up innovative pedagogies during education reform? We applied a “train the trainer” approach when promoting an iMVT (Modeling and Visualization Technology for inquiry-based science learning) pedagogy. Researchers and teachers co-designed iMVT integrated curriculum materials to facilitate secondary student learning in chemistry, biology, and physics. Furthermore, we went beyond short workshops to form a community of practitioners through an online web forum, emails, mobile phone messages, and phone calls for “lead teachers” and researchers to support newly joined teachers over the course of their designing and implementing technology integrated teaching. In this paper, we use a case of a lead mentor teacher to illustrate how her agency played crucial role in sustaining and scaling up the iMVT innovation.
11 Lin, X., & Zhang, B. H.* (2010). A Context-rich Analysis on Three Biology Teachers' using ICT in Transforming Teaching (In Chinese). In NA (Ed.) Global Chinese Conference on Computers in Education (GCCCE 2010) Singapore: National Institute of Education. [This paper has been recommended for the conference’s best paper award.]
The paper reports a context-rich study on the changes in three biology teachers’ understanding and practices when integrating a computer modeling tool, BioLogica, in their teaching. Cases from three teachers in a Singapore secondary school help to explore the process of how teachers used BioLogica in their teaching, and examined how personal and environmental factors contributed to teachers' adoption of the new pedagogy. Results showed that technology innovation, teachers’ attitude toward technology, teaching experience, collaboration among the teachers, perceived cost in trying new teaching, and educational evaluation system are important in the process of adoptation, integration, and implementation of the technology. Implications on how to facilitate teachers’ technology adoption and use are provided.
12 Zhang, B. H., Foong, S. K., Ye, X., & Chia, P. (2010). Developing an iMVT Pedagogy for Science Learning. In NA (Ed.) the International Conference of the Learning Sciences Chicago: USA
We summarize an emerging pedagogical approach to learning science subjects as iMVT (Modeling and Visualization Technology Integrated Inquiry-based Learning) based on our school-based research and the literature of technology for science education. The authors use evidence in their chemistry, biology, and physics studies to show the potential of using iMVT as a uniformed theoretical framework for designing effective learning environments to support science learning.
13 Pathak, S. A., Kim, B., Jacobson, M. J., & Zhang, B. H. (2009). Failures and successes in collaborative inquiry: Learning the physics of electricity with agent-based models. In O’Malley, C, Suthers, D., Reimann, P., & Dimitracopoulou, A. (Eds.) Computer Supported Collaborative Learning Practices - CSCL2009 Conference Proceedings (pp. 199-203). Rhodes: International Society of the Learning Sciences.
The purpose of this paper is to articulate the dynamics of collaborative inquiry approach resulting from varied scaffolding in learning activities between two treatment groups. Interactions of two groups of learners were recorded while they were engaged in NetLogo mediated learning activities. This paper presents case studies of two students from two different treatment conditions representing non -productive successes and productive success. Transcripts of learner interactions were coded for engagements in scientific inquiry. Our findings indicate that students perform better on model-based explanation, when they were provided opportunities for hypothesis generation.
14 Wong, L.H., Chen, W.L., Looi, C.K., & Zhang, B. H. (2009). Analysis of Attributes of Mobile Learning Activities: Two Case Studies of M-Learning Design (In Chinese). In Proceedings on Global Chinese Conference on Computers in Education '09 (pp. 66-71). Taipei: Taiwan
The paper presents both theoretical analysis and empirical results on how to design mobile learning activities to promote desired learning outcomes.
15 Zhang, B. H., Wong, L. H., Seow, P., Chen, W., & Looi, C. K. (2009). “Mobilizing” curriculum materials for seamless learning? Opportunities and challenges. In Global Chinese Conference on Computers in Education (pp. 59-65). Taiwan: NA.
The paper presents more than one-year’s empirical data and experience on teacher and researcher co-designing primary three science curriculum to make use of affordances of mobile technology. Both theoretical underpinning and empirical data were provided.
16 Pathak, S. A., Jacobson, M. J., Kim, B., Zhang, B. H., & Deng, F. (2008). Learning the physics of electricity with agent-based models: The paradox of productive failure. In 16th International Conference on Computers in Education Taiwan: NA. [Selected ICCE'08 best paper, and recommended for submission to the new IEEE Transactions on Learning Technologies].
The overall goal of this research is to explore the efficacy of learning the physics of electricity with NetLogo agent-based models (ABM) where the degree of learner scaffolding is varied. Learners were given four tasks for an ABM in each class period. The experimental condition involved Productive Failure (PF), where one group of learners initially used a set of ABMs in an unscaffolded manner whereas the comparison condition (Non-PF or N-PF) used a more conventional physics education laboratory approach in which the learners were provided with steps to follow in their ABM activity. Both groups then used the ABMs for a second activity that was scaffolded, followed by a third unscaffolded ABM problem-based activity that was the same for both conditions. This sequence of activities was followed over four days with four different ABMs. It was hypothesized that whereas the participants in the PF group would initially fail in the first ABM activity in contrast to the initial success of the N-PF group, by the last unscaffolded ABM activity the PF group would perform at a higher level, and that there would be cumulative overall learning gains by the post-test for this group. This paper reports on the preliminary research findings that are largely consistent with the hypothesized results. Issues for future research are also discussed.
17 Seow P. , Zhang B. H., So H., Looi C. K., Chen W. (2008). Towards A Framework for Seamless Learning Environments. In P. A. Kirschner, F. Prins, V. Jonker, & G. Kanselaar (Eds.) International Conference on the Learning Sciences, Utrecht (pp. 327-334). Utrecht: Netherland
As mobile devices and network access become more pervasively available, researchers are becoming interested in seamless learning environments (SLE) that bridge informal and formal learning. Learners are engaged in learning while moving across different physical and social spaces mediated by technology in a SLE. Researchers face theoretical and methodological issues in understanding seamless learning and designing seamless learning environments. Based upon our work in designing a learning environment using mobile devices and online portal for environmental education and inquiry-based science learning, we identified several components of seamless learning environments: Community, Space, Time, and Context, Cognitive Tools, and Artefacts, Using the components, we propose a framework built upon the theory of Distributed Cognition for seamless learning.
18 Zhang, B. H., Jacobson, M., Kim, B., Deng, F., Lin, X., & Pathak, S. (2008). Exploring modeling and visualization technology (MVT) enhanced biology teaching and learning in Singapore. In NA (Ed.) International Conference for the Learning Sciences (ICLS): Utrecht: Netherland.
How to integrate computer-based modeling tool for learning conceptually challenging science topics? In this paper, we discuss how Biologica™, a computer-based modeling tool, was used in different learning conditions for teaching and learning genetics. The software was developed by the Concord Consortium. It is a scriptable modeling tool for genetics and population dynamics (Buckley et al., 2004). There have been studies that used Biologica as more a standalone software for individual student use. However, it was not clear whether there are other ways to integrate Biologica in order to maximize its potentials for promoting student conceptual understanding. This study intended to fill in the gap by designing different conditions to integrate the modeling tools to explore better ways for students to learn genetics better.
19 Seow, P., Looi, C. K., Zhang, B. H., Chung, T. M., Oh, T. T., Chen, W., et al. (2007). Learning the 3Rs with mobile technologies. In Proceedings of Global Chinese Conference on Computers in Education Guangzhou: Global Chinese Society on Computers In Education.
This is an earlier version of the published journal paper.
20 Tan, N., Chen, W.L., Looi, C.K., Zhang, B. H., Seow, P., Chung, T.M., Oh, T.T., & Chan A. (2007). Handheld Computers as Cognitive Tools: An Environmental Learning Project in Singapore. In Hirashima, T., Hoppe, U. & Young, S. S-C. (Eds.) Supporting Learning Flow through Integrative Technologies: Proceedings of the 15th International Conference on Computers in Education (pp. 377-384). Amsterdam: IOS Press. [Best paper award of the ICCE 2007 conference] [Cited by 5]
This paper presents a framework of using mobile technology as cognitive tools and uses research data from several Singapore primary schools to illustrate how to design and assess such learning activities. This design-based research uses handheld computers as cognitive tools to facilitate students’ inquiry-based learning on environmental issues — 3Rs (Reduce, Reuse and Recycle).
21 Wong, L.H., Zhang, B. H., & Jacobson, M.J. (2007). Co-Designing Inquiry-based Pedagogy with a Primary Science Teacher when Integrating Computer-based Modelling: Opportunities and Challenges. In - (Ed.) Proceedings of Global Chinese Conference on Computers in Education (GCCCE'07) (pp. -). Guangzhou: China
This paper presents some earlier work conducted at the learning science lab that brought inquiry and modeling integrated science curriculum to primary four classes. It describes the collaborating of researchers and teachers in introducing the ICT-based innovation.
22 Zhang, B. H., Wong, L. H., Chew, L. C., Jacobson, M. J., & Looi, C. K. (2006). Using Computer-Based Modelling for Primary Science Learning and Assessment. In NA (Ed.) 32nd Annual Conference of International Association for Educational Assessment Singapore: International Association for Educational Assessment.
This paper suggests modeling as an alternative assessment. It uses empirical research results to show the feasibility and procedures. Results indicated that such assessment results may not always be aligned with student achievement levels measured by conventional school-based paper and pencil test.
23 Zhang, B. H., Chen, W., Looi, C.K., & Tan, Y.L. N. et al. (2006). Using mobile learning technologies for primary environmental education in Singapore schools. In Proceedings of International Science Education Conference 2006 Singapore: Please update with the necessary information.
This is one of the earliest empirical studies by researchers in the Learning Science Lab to apply mobile technology to improve student environmental understanding. The experiential learning design has led to positive attitudes and significant improvement of conceptual understanding of the 3Rs (Reduce, Reuse, and Recycle).
24 Zhang, B. H., Fretz, E. B., & Krajcik, J. S. (2003). Exploring middle school science students’ epistemological understanding of models and modeling and its changes over time. In European Science Education Research Association Conference 2003 Noordwijkerhout, The Netherlands: NA.
Student understanding of models and modeling was analyzed through interview and process data when they building computer models. Results showed that students improved their conceptual understanding to the extent that is closely tied to their real modeling experience.
25 Fretz, E., Wu, H.-K., Zhang, B. H., Krajcik, J.S., Soloway, E. (2002). A further investigation of scaffolding design and use in a dynamic modeling tool. In Reiser,B. (Ed.) Annual Meeting of the American Educational Research Association New Orleans, LA: USA
This paper shows our initial attempts to explore design principles of scaffolding in both a Model-It software and its related curricula. Some empirical results are presented.
26 Zhu, W., Zhang, Y., Zhang, B. H. (1997). Chemical Literacy Education for Chinese Nonscience Major Undergraduate Students [In Chinese]. In Fifth National University Chemistry Conference Shenyang: NA.
This paper presents analysis and suggestions to improve chemical literacy for non-science major college students in China.
Category IV. Conference Papers (without Proceedings)
1 Zhang, B. H., Wu, L., & Low, P. L. (2010, March). Designing a web-based collaborative inquiry and modeling environment for science learning. Paper presented at University of Hong Kong, CITE Research Symposium 2010, Hong Kong, China
This paper presents our initial design ideas about a web-based collaborative inquiry and modeling environment to promote student science learning.
2 Zhang B. H., Chu H. (2009, November). Epistemology and Ontology in Student Learning General Vs. Subject-specific Science. Paper presented at Third International Conference on Science and Mathematics Education, CoSMEd 2009, Penang, Malaysia
The authors have realized an issue about teaching lower secondary science as being integrated or separated subject-specific. The authors proposed that an iMVT approach might help student conceptual understanding of science. Possible reasons for the ontological and epistemological foundation of the advantages of iMVT approach was analyzed and presented for further discussion.
3 Zhang, B. H. (2009, September). Modeling and Visualization Technologies (MVT) Enhanced Inquiry-based Secondary Chemistry Learning in Singapore. Paper presented at The 13th Asian Chemical Congress, Shanghai, China.
This is an invited presentation. The author presented his research work in using MVT to
promote chemistry learning in Singapore secondary schools with class-room based
4 Jacobson, M. J., Kim, B., Pathak, S., Zhang, B. H., & Deng, F. (2009, April). Agent-based models and learning the physics of electricity: The paradox of productive failure. Paper presented at Annual Meeting of the American Education Research Association (AERA), San Diego, CA, USA
Dr. Jacobson is one of the co-PIs of the MVT project. He presented how to integrate an agent-based modeling software NetLogo to promote student conceptual understanding of a physics electricity topic.
5 Jacobson, M. J., Pathak, S. A., Kim, B., & Zhang, B. H. (2009, January). Delaying Structure: Productive Failure in Learning the Physics of Electricity using Agent-based models. Paper presented at Computer Supported Collaborative Learning Practices CSCL2009 Conference, Rhodes.
Dr. Jacobson is one of the co-PIs of the MVT project. He presented a new pedagogical design approach called “productive failure” and showed the effectiveness of such design and enactment in promoting student conceptual understanding of a physics electricity topic.
6 Kim, B., Pathak, S., Jacobson, M. J., Zhang, B. H., & Deng, F. (2009, April). Cycles of exploration, reflection, and telling in model-based learning of genetics. Paper presented at Annual Meeting of National Association for Research in Science Teaching (NARST), Garden Grove, CA.
Dr. Kim is one of the co-PIs of the MVT project. She presented our project work in designing and assessing a learning package using a Biologica software to improve student understanding of a biology topic genetics.
7 Park, Y.-S., Zhang, B. H., Tuan, H.-L., Kumano, Y., & Luo, X. (2009, April). Secondary science teachers' employment system in Asian regions. Paper presented at National Association for Research in Science Teaching (NARST) annual meeting, Garden Grove, CA, USA.
This is a joint paper with a colleague, Dr. Park from Seoul National University. I and other invited speakers co-authored papers to present how teacher selection and training is currently done in the different education systems in Taiwan, Japan, Mainland China, and Singapore.
8 Zhang, B. H., Jacobson, M., & Kim, B. (2009, June). Opportunities and challenges in sustaining and scaling up ICT-based pedagogies in Singapore schools. Paper presented at 3rd Redesigning Pedagogy International Conference 2009, Singapore.
I am the Principal Investigator of the MVT and MVT II projects. I presented our general strategies in introducing, sustaining, and scaling up our ICT-based innovative pedagogy in promoting secondary science learning. The MVT II project is still on-going to test and modify our design strategies.
9 Liu, X., Zhang, B. H., Liang, L., Fulmer, G., Kim, B., & Yuan, H. (2008, March). Alignment between the physics content standard and standardized test: a comparison among US-NY, Singapore, and China-Jiangsu. Paper presented at National Association of Research in Science Teaching Annual Meeting, Baltimore, USA.
This conference paper led to the Science Education 2009 paper.
10 Zhang, B. H., Jacobson, M., Kim, B., Deng, F., Lin, X., & Pathak, S. (2008, June). Exploring modeling and visualization technology (MVT) enhanced biology teaching and learning in Singapore. Paper presented at International Conference for the Learning Sciences (ICLS), Utrecht, the Netherlands.
I am the Principal Investigator of the MVT project. As the chair of the symposium, I presented this paper to report our research results in using different design conditions to integrate a software tool called Biologica.
11 Zhang, B. H., Deng, F., Jacobson, M., & Kim, B. (2008, March). Exploring the representational affordances of two types of modeling tools. Paper presented at Annual meeting of the American Education Research Association, New York City.
I am the Principal Investigator of the MVT project. As the chair of the symposium, I presented this paper to report our research results in using the same activity design but using different software tools, Model-It and NetLogo to learn chemistry, respectively, in a secondary school in Singapore.
12 Seow, S., Looi, C. K., & Zhang, B. H. (2007, June). Developing Seamless Learning Environment for Primary Science Education. Paper presented at 13th International Conference on Artificial Intelligence in Education, Los Angeles, USA.
We present a theoretical framework called seamless learning that intends to bridge student formal and informal science learning. The feasibility and strategies in designing science learning activities are presented based on our previous school-based research projects.
13 Wong, L.-H., Zhang, B. H., & Jacobson, M. J. (2007, June). Co-designing inquiry-based pedagogy with a primary science teacher when integrating computer-based modeling: Challenges and opportunities. Paper presented at Global Chinese Conference on Computers in Education, Guangzhou, China.
This is a report from one of the earliest studies in introducing modeling and inquiry in primary science learning. We describe the process and results of our co-designing and professional development work with teachers.
14 Zhang, B. H., Chen, W., Looi, C.-K., & Seow, P. (2007, August). Tracing the Trajectory of Global One-to-One Technology-Enhanced Learning: A Snapshot Survey Proposal. Paper presented at Second International Workshop on Mobile and Ubiquitous Learning Environments, Hong Kong.
We proposed strategies to call for attention to mobile learning by conducting a snapshot survey as a starting point for international collaboration.
15 Zhang, B. H., Kim, B., Chew, L. C., & Jacobson, M. (2007, April). The alignment of societal goals for science education, national syllabi, and assessments: The case of Singapore’s O-level national science syllabi and 2006 science examinations. Paper presented at Annual Meeting of the American Educational Research Association, Chicago, USA.
We argue that there should be close alignment between national science education documents, such as the national syllabuses and national science assessment. The paper presents the results of our alignment analysis of Singapore’s GCE O-Level physics syllabus and 2006 physics exam. It contributes to the literature in both the alignment analysis methods and situations in the US, China, and Singapore.
16 Zhang, B. H., Wong, L.H., & Jacobson, M.J. (2007, April). Primary science students’ computer-based models and their association to student understanding of content, models and modelling. Paper presented at American Educational Research Association (AERA) Conference 2007, Chicago.
I am the principal investigator of this project. We describe and report results of our empirical study in introducing inquiry and modeling to primary science teaching and learning. This paper analyzed the relationship between student understanding of models and modeling and their content understanding. The results showed that students with stronger content understanding also tended to understand models and modeling better.
17 Zhang, B. H. (2006, November). Middle school science students’ computer-based models and their changes over time. Paper presented at International Science Education Conference 2006, Singapore.
This paper is based on data from a US middle school when teachers used a modeling software tool called Model-It. Results showed that students improved their conceptual understanding of subject matters and reasoning skills over time.
18 Zhang, B. H., Wong, L. H., Chew, L. C., Jacobson, M. J., & Looi, C. K. (2006, May). Using Computer-Based Modelling for Primary Science Learning and Assessment. Paper presented at 32nd Annual Conference of International Association for Educational Assessment, Singapore.
This paper shows that using computer-based modeling as an alternative way for assessing and promoting student science understanding if possible. Authors propose multiple ways to promote and assess student understanding in science.
19 Zhang, B.H., & Khine, M. S. . . (2006, June). Designing an ICT in Education Course for Pre-Service Teachers to Use Technologies as Cognitive Tools. Paper presented at The Global Chinese Conference on Computers in Education (GCCCE), Beijing, China.
This is the result of an action research of the first author when he taught an elective course to pre-service teaching in integrating ICT in student-centered learning. Teacher trainees were motivated and improved their knowledge and competence in using ICT as cognitive tools.
20 Zhang, B. H., Richmond, G., Parker, J., Urban-Lurain, M., Merrill, J., Patterson, R., et al. (2005, May). A model-based reasoning framework for science teaching and learning. Paper presented at International Conference on "Teacher Education for the Schools We Need", Toronto.
This is part of a multimillion dollar project in preparing potential science teachers in a college introductory biology course. There were about 460 students in the course. Diagnostic questions were designed and implemented during a semester of about 3 months when the whole class of students used a clicker device to respond to diagnostic questions as assessment for learning. Students improved their conceptual understanding when received timely feedback from the course professors.
21 Zhang, B. H., Evans, K., Leinhardt, G., Yaron, D., Cuadros, J., Karabinos, M., & Palucka, T. (2004, July). Using an online virtual laboratory to promote undergraduate students? reasoning and conceptual understanding about chemistry: Comparison of different instructional designs. Paper presented at 18th Biennial Conference on Chemical Education, Ames, Iowa, USA
This is part of a project in a college introductory chemistry course when using a chemistry virtual lab program to promote student conceptual understanding. There were about 160 students in the course. Conceptual tests required student problem solving were delivered as formative assessment. Results showed that students improved their conceptual understanding when using the vlab for simulation and visualization as part of their problem solving.
22 Fretz, E., Wu, H.-K., Zhang, B. H., Krajcik, J.S., Soloway, E. (2002, April). A further investigation of scaffolding design and use in a dynamic modeling tool. Paper presented at Annual Meeting of the American Educational Research Association, New Orleans , LA, USA
We theorized the scaffold design in a modeling tool called Model-It. Results from an empirical study were presented to show how the scaffolds had affected student interaction with the software tool and peers.
23 Zhang, B. H., Krajcik, J. S., Wang, L., Wu, J., & Qiang, Y. (2002, August). How do Chinese science teachers’ conceptions of the nature of science compare their responses to constructivist teaching theories and practices? Paper presented at 17th International Conference On Chemical Education, Beijing, China
The data were collected in Beijing, Shanghai, and Guangzhou with teachers from more than 10 provinces of China. Opportunities and challenges of using inquiry-based approach in science teaching were elaborated based on survey and interviews. The results showed that while teachers in general felt inquiry and student-centered learning is a better pedagogy, their teaching was still much teacher-centered.
24 Zhang, B. H., Wu, H.-K., Fretz, E. B., Krajcik, J. S., Marx, R., Davis, E. A., & Soloway, E. (2002, April). Comparison of modeling practices between experts and novice learners using a dynamic, learner-centered modeling tool. Paper presented at Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
PhD graduates and senior PhD students were interviewed when using a student-centered modeling tool called Model-It. The results showed the similarities and differences between the expectations, experiences, as well as final artifacts. The results point to a trajectory of expertise development from novice to expert modelers.
25 Fretz, E. B., Wu, H.-K., Zhang, B. H., Krajcik, J. S., & Soloway, E. (2001, March). An investigation of scaffolding design and use in a dynamic modeling tool. Paper presented at Annual Meeting of the National Association for Research in Science Teaching, St. Louis, MO.
We described the scaffold design in a modeling tool called Model-It and collected data to show how the scaffolds in the tool as well as from the teacher and peers helped students to improve their understanding of middle school science topics such as water quality.
26 Zhang, B. H., Wu, H.-K., Fretz, E. B., Krajcik, J. S., & Soloway, E. (2001, March). Exploring middle school students' modeling process and cognitive strategies when using a computational modeling tool. Paper presented at Annual Meeting of the National Association for Research in Science Teaching, St. Louis, MO.
We described how a student-centered modeling tool called Model-It helped middle school students in their science learning. Student computer screen activities and conversation were analyzed. Results showed that the modeling tool facilitated the development of student cognitive strategies such as analyzing, synthesizing, and evaluating.
Category V Journal Articles (Non-refereed)
1. Fishman, B., & Zhang, B. H. (2003). Planning for technology: The link between intentions and use. Educational Technology, 43(3), 14-18.
After reviewing several countries that emphasize the use of ICT in education, we propose that technology planning (or, as we prefer to call it, planning for technology), is a key component in efforts to help schools realize the intended benefits of learning technologies.
Category VI Research/Technical Reports
1 Zhang, B. H. (2011). Fostering Collaborative Inquiry Modeling and Visualization Practices in Secondary Science through a Web-based Environment (WiMVT) (Part of A Singapore Future School Project, SST-Science), Report to the National Research Foundation, Singapore.
2 Zhang, B. H. (2010). Half-year Progress Project Report: Sustaining and Scaling up Modeling and Visualization Technologies Enhanced Inquiry-based Science Learning (MVT II), Office of Education Research, National Institute of Education, Singapore.
3 Zhang, B. H. (2009). Final Project Report: Enhancing Inquiry-based Science Learning through Modeling and Visualization Technologies (MVT). Office of Education Research, National Institute of Education, Singapore.
4 Zhang, B. H. (2008). Half Year Progress Report: Enhancing Inquiry-based Science Learning through Modeling and Visualization Technologies (MVT). Learning Science Lab, Singapore.
5 Zhang, B. H. (2007). Half Year Progress Report: Enhancing Inquiry-based Science Learning through Modeling and Visualization Technologies (MVT). Learning Science Lab, Singapore.
6 Zhang, B. H. (2006). Final project report: Inquiry and Computer based Modelling for Primary Science Learning. Learning Science Lab, Singapore.
Category VII School Textbook
1 Kwan L., Chan, K. C., Foong S. K., Zhang, B. H. (2010). MVT II Student Workbook Physics: Force and Motion. Singapore: Learning Sciences Lab, National Institute of Education, and School of Science and Technology, Singapore.
2 Kwan L., Lai, C. V., Foong S. K., Zhang, B. H. (2010). MVT II Student Workbook Physics: Electricity—Series and Parallel Circuits. Singapore: Learning Sciences Lab, National Institute of Education, and Green Ridge Secondary School, Singapore.
3 Ye X., Au, S. K., Zhang, B. H., H. M. Tan (2010). MVT II Student Workbook Chemistry: Kinetic Particle Theory. Singapore: Learning Sciences Lab, National Institute of Education, and Green Ridge Secondary School, Singapore.
4 Ye X., Zhang, B. H., Au, S. K., Berdin S., (2010). MVT II Student Workbook Chemistry: Acids and Bases. Singapore: Learning Sciences Lab, National Institute of Education, and Coral Secondary School, Singapore.
5 Ye X., Au, S. K., Zhang, B. H., Wong G. (2009). MVT II Student Workbook Chemistry: What Is Matter Made up of? Singapore: Learning Sciences Lab, National Institute of Education, and School of Science and Technology, Singapore.
6 Pathak, S., Kim, B., Jacobson, M. J., & Zhang, B. (2009). MVT Student Workbook Biology: Genetics, Learning Sciences Lab, National Institute of Education, Singapore
7 Deng F., Zhang, B. H. (2008). MVT Student Workbook Chemistry: Speed of Reaction (Model-It version). Singapore: Learning Sciences Lab, National Institute of Education.
8 Deng F., Zhang, B. H. (2008). MVT Student Workbook Chemistry: Speed of Reaction (NetLogo version). Singapore: Learning Science Lab, National Institute of Education.
Category VIII Selected Non-refereed Conference and Invited Presentations
1 Zhang, B. H. (2011, Dec. 22). Invited talk, ICT Integration in Middle School Chemistry:
Cases from Singapore, 1st meeting on middle school chemistry education research, Changzhou Beijiao Middle School, Changzhou, China
2 Zhang, B. H. (2011, Nov. 24). Invited talk, Research on the Developing and Enacting of
A Seamless Environment for Primary Science: A Case from Singapore, 2nd annual conferences of the Chinese Science Education Association, Hangzhou Normal University, Hangzhou, China
3 Zhang, B. H. (2011, July 16). Invited presentation, Research on ICT Integrated and
Inquiry-based Science Learning—12 Years Overseas Journey, Summer Institute for PhD students in connection to CSCL 2011 post-conference events, Beijing Normal University, Beijing, China
4 Zhang, B. H. (2011, July 12). workshop, Research on iMVT for Science Learning,
School of, Summer Institute for graduate students in connection to CSCL 2011 post-conference events, South China Normal University, Guangzhou, China
5 Zhang, B. H. (2010, Feb. 11). Invited lecture, Developing more subject relevant
Innovations for science learning, Center for Learning and Knowledge Technologies (CeLeKT), Linnaeus University, Sweden
6 Zhang, B. H. (2011, Feb. 8). Seminar, Developing a Sustainable Seamless (Mobile)
Learning Education Innovation in Singapore, Learning Sciences Research Institute, University of Nottingham, United Kingdom
7 Zhang, B. H. (2010, Aug. 16-18). Presider of workshop, ICT integrated and Inquiry-
based Science Learning, the 3rd International Workshop on Innovative Science Teaching, Guilin, China
8 Zhang, B. H. (2009, Nov. 25). A Brief Overview of Technology Supported and Inquiry-
based Science Learning and Research In Singapore Schools, Learning Sciences Laboratory, Singapore for Dr. Alireza Assareh and his delegation from Shahid Rajaee University, Iran
9 Zhang, B. H. (2009, Sept. 18). Ten-year's Journey: Technology Supported and Inquiry-
based Science Learning and Research, Learning Sciences Center, East China Normal University, Shanghai, China.
10 Zhang, B. H. (2009, Sept. 14-16). Modeling and Visualization Technologies (MVT)
Enhanced Inquiry-based Secondary Chemistry Learning in Singapore, Invited talk for the session of chemistry education, The 13th Asian Chemical Congress, Shanghai, China.
11 Zhang, B. H. (2009, Mar. 18), Invited presentation, Mobile Technologies for Seamless
Learning Environment: Opportunities and Challenges, Beijing Normal University, China
12 Zhang, B. H. (2008, Sept. 10), Invited presentation, Learning Sciences Research on
Technology-enhanced Science Learning, Northeastern Normal University, China
13 Zhang, B. H. (2008, Aug. 19), Invited presentation, Learning Sciences Research for
Supporting Technology-enhanced Science Learning, Seoul National University, South Korea
14 Zhang, B. H. (2008, Aug. 20-23), Invited speaker, Science teacher employment system at
secondary level in Singapore, 54th annual conference of Korean Association for Science Education (KASE), Pusan National University, South Korea
15 Zhang, B. H. (2008, July 2), Invited presentation, Inquiry and Modelling for Primary
and Secondary Science Learning, European Media Lab, Heidelberg, Germany
16 Zhang, B. H. (2008, Feb. 20), Invited presentation, ICT for Inquiry-based science teaching and learning, by Resource Development Section, Educational Technology Division, Ministry of Education, Singapore
17 Zhang, B. H. Seow, P. (2008, January 21), Invited presentation, Constructing Seamless Learning Environment (SLE) for Engaged Student-centered Learning, by IDA with MOE LEAD ICT PMO, IDA Headquarter, Singapore
18 Zhang, B. H., (2007, December 23), Invited talk, Supporting and Assessing K-12 Science
Student Computer-based Modeling Practices, Chemistry Education Research Institute, Beijing Normal University, Beijing, China (Audience included faculty and graduate students in chemistry, physics, and biology education. The talk was delivered during a trip to celebrate Professor LIU Zhixin’s 80th birthday at BNU.)
19 Zhang, B. H., (2007, December 20), Invited talk, Computer-based Modeling--A Case of Science Education Research Methods, Chemistry Teaching and Resource Institute, South
China Normal University, Guangzhou, China (The talk was part of his responsibilities as
a guest professor to the University)
20 Zhang, B. H., Looi, C.-K., & Seow, P. (2007, August 15-17). Assessing primary science
student learning in seamless learning environment Paper presented for the Second International Workshop on Mobile and Ubiquitous Learning Environments, Hong Kong.
21 Seow, P., & Zhang, B. H. (2007, Aug. 15-17). Designing a one-to-one computer
supported seamless environment for inquiry-based science learning. Paper presented at the Second International Workshop on Mobile and Ubiquitous Learning Environments, Hong Kong.
22 Zhang, B. H., Jacobson, M. J., Wong, L.-H., & Kim, B. (2007, June 11-14). Supporting
and assessing K -12 inquiry and student computer-based modeling practices. Paper presented at the Second Distributed Learning and Collaboration (DLAC-II) Symposium, Singapore.
23 Zhang, B. H., (2006, June 20), Technologies for educational research, Invited speech,
Chemistry Teaching and Resource Institute, South China Normal University, Guangzhou, China
24 Zhang, B. H., (2006, June 19), Inquiry and modeling for science learning, Invited speech,
Chemistry Teaching and Resource Institute, South China Normal University, Guangzhou, China
25 Looi, C. K., Zhang, B. H., & Wong, L. H. (2006, June 2-5). 1:1 Mobile Computing
Devices in Singapore Schools: A Brief Survey. Forum Discussion Presentation at the Global Chinese Conference on Computers in Education (GCCCE), Beijing.
26 Zhang, B. H. (2006, June 6), The field of the Learning Sciences and my experience with
Learning Sciences research, Invited speech, Chemistry Education Research Institute, Beijing Normal University, Beijing, China
27 Zhang, B. H. (2006, March 10), Learning technologies go to school—What did we do in
Singapore, Invited speech, Nanjing Normal University, Nanjing, China
28 Zhang, B. H. (2006, March 8), Learning technologies and science learning, Invited
speech, Jiansu Education Press, Cadre primary science teacher professional development
seminar 2006, Chengdu, China (See the video here: http://www.xxkx.cn/Article_Show.asp?ArticleID=1536 )
29 Zhang, B. H., Chen, W., Looi, C. K. (December 1, 2005), Handheld computers in
Singapore Schools—A brief survey, Panel discussion presentation at the 13th International Conference on Computers in Education, Singapore.[Session Chair: Michael Jacobson; Panelists: Tak-Wai Chan, Peter Reimann, Kinshuk, Marcelo Milrad, BaoHui Zhang]
30 Zhang, B. H. (2004, July 29-August 1). Internet-based teaching and research.
Invited, Chinese Association for Science and Technology: Cadre high school teacher professional development seminar 2004, Qingdao, China.
based modeling practices and their changes over time. Invited, the presentations were made during an academic exchange trip to Institute for Science Education (IPN), Kiel University, Germany and National Institute of Pedagogical Research (INRP), Paris, France.
[There are more invited presentations when I also served as the interpreter to Professors and Researchers from the US when they visited China in 2001, 2002, and 2003]
Category IX Selected Workshops & Seminars
1 Zhang, B. H. (2011, Oct. 25). Education Change Led by the Integration of ICT, Jiangsu
The 150-minute video recording is for the national train-the-trainer program for secondary biology lead teachers. The video clips will be viewed by 6000 biology teachers from all over China first. The web site allows the access of up to 24,000 biology teachers. It is about how to design and enact a modeling program in biology and make the innovation to be sustainable and sustainable.
2 Zhang, B. H., Au S., & Ye, X. (2011, Mar. 22, Apr. 5 & 12). Teaching Science through
an iMVT Pedagogy in Singapore, MOE CPDD-NIE seminary, Singapore
The three workshops attracted 73 secondary chemistry teachers and 4 MOE chemistry curriculum officers. The very positive feedback indicated the enthusiasm from Singapore schools in adopting innovative ICT and pedagogy in chemistry (science) teaching and learning.
3 Zhang, B. H., Au S., & Chia, P. (2010, April 28). The MVT II Project: Sustaining and
Scaling up Inquiry-based Science Learning through Modeling and Visualization Technologies iMVT in Physics. MOE CPDD-NIE OER seminary, Singapore
4 Zhang, B. H. (2010, February). iMVT in Physics. MVT II Project Professional
Development, Maris Stella High School, Singapore
5 Zhang, B. H. (2009, January). Framework for Mobilizing Primary Three Science
Curriculum. NRF Seamless Learning project Professional Development, Nanchiau Primary School, Singapore
6 Zhang, B. H. (2009, September). MVT II Project Launch and Review of Our iMVT
framework Greenridge Secondary School, Singapore.
7 Zhang, B. H. (2009, December). iMVT in Chemistry. MVT II Project Professional
Development, Coral Secondary School, Singapore.
8 Zhang, B. H. (2009, November). Reflection On the Journey of Mobilizing and
Implementing A Mobilized Primary Three Science Curriculum. Singapore.
9 Zhang, B. H. (2009, December). iMVT in Biology. MVT II Project Professional
Development, Marist Stella High School, Singapore.
10 Zhang, B. H. (2008, February). MOE ETD ICT for Inquiry-based science teaching and
11 Zhang, B. H., Seow P. (2008, January). IDA-ETD Mobile Learning Workshop in Jan
Category X Others
1. Zhang, B. H. (2003) Exploring middle school science students’ computer-based modeling practices and their changes over time, Unpublished PhD dissertation, University of Michigan, USA
This study, conducted at an independent school, follows a “design-based research” approach. Seventh graders from three classes taught by two experienced teachers participated. Two pairs of target students were chosen from each class for observation. Students created computer-based models after their investigations in a water quality unit and a decomposition unit. The initial modeling cycle for water quality lasted for four days in the fall season, the second cycle for water quality lasted three days in the following winter season, and the third cycle for decomposition lasted two days in the spring season. The major data source is video that captured student pairs’ computer screen activities and their conversation. The data were analyzed in terms of the efficiency, meaningfulness, and purposefulness of students’ modeling practices. Results indicate that with appropriate scaffolding from the modeling program and the teachers, students performed a variety of valuable modeling practices such as planning, analyzing, synthesizing, evaluating, and publicizing. In general, student modeling practices became more efficient, meaningful, and purposeful over time.
2. Zhang, B. H. (1995). History of Chemistry Olympiads. China: Guang Xi Educational Publishing House.
3. Wang, M., Dong, J., Zhang, B. H. (1994). Analysis of MEC test results in Beijing area (MEC* analysis group). China: NA.
Zhang, B. H. (2007). Interview about 1:1 digital learning (in Chinese). China Educational Technology, 245, 1-3.
Wang, M., Dong, J., Zhang, B. H. (July, 1994, 1995, 1996). Analysis of MEC test results in
Beijing area (MEC* analysis group) (in Chinese), Beijing, China
Wu, G. (Eds) (1995). History of Chemistry Olympiads (in Chinese), Guang Xi Educational
Publishing House, Guang Xi, China [In Chinese]
2008, Mobile learning, Damai Secondary School, Singapore
2011-present，The Society of Simulation and Gaming of Singapore —Member
2000-present, American Education Research Association (AERA)—Member
2000-present, National Association for Research in Science Teaching (NARST)—Member
[2008-2010, NARST's JRST Award Committee member]
2006-2010, Executive committee member, GCSCE (Global Chinese Society for Computers in Education)
[2008-present, Co-chair of APSCE SIG CUMTEL (APSCE: The Asia-Pacific Society for Computers in Education; CUMTEL: Classroom, Ubiquitous and Mobile Technologies Enhanced Learning).]
[2009, ICCE (International Conference on Computer in Education), planning committee
2010, Project Advisory Board, Self-Directed Learning (SDL) and Collaborative Learning (COL)
forum, Education Technology Division, Ministry of Education, Singapore
Service to the University:
Electronic Journal of Science Education, 2011- Present
(Chinese) Chemistry Education, 2011- Present
International Journal of Science Education, 2009- Present
Journal of Science Teacher Education (JSTE), 2009-2011
Teaching and Teacher Education, 2008- Present
International Journal of Mobile Learning and Organisation (IJMLO), 2008- Present
Journal of the Learning Sciences, 2006 - Present
Science Education, 2005- Present
International Journal of Science Education, 2005- 2009
International Journal of Science and Mathematics Education, 2005- Present
Technology Pedagogy and Education, 2005- 2009
Journal paper review invited on a case by case base
Asia Pacific Journal of Education, 2009
Educational Technology & Society, 2009
Conference paper reviewer and/or organizer:
International Conference of Computer-Supported Collaborative Learning (CSCL 2011), Post-conference Events and Tutorial (in Mainland China) Chair
GCCCE 2010, sub-conference co-chairs: 1). Mobile and Ubiquitous Learning;
2). Technology, Pedagogy, Policy and Society; 3. Co-Chair, Tutorials and Workshops
ICCE 2010, Conference on CUMTEL & DIGITEL, CSCL & Learning Sciences, Program committees
ICCE 2008, 2009 Conference on CUMTEL & DIGITEL, Program committee, co-chair
IADIS International Conference on Mobile Learning 2007 (Program committee)
International Conference of the Learning Sciences (ICLS), 2001, 2004, 2006, 2008
The Global Chinese Conference on Computers in Education (GCCCE), Beijing, 2006, 2007
International Conference on Computers in Education (ICCE), Singapore, 2005.
Annual Conference of NARST 2002, 2003, 2007, 2008 (Strand 7 Educational technology)
Annual Conference of American Education Research Association (AERA) 2002
Annual Conference of AACTE 2002, http://www.aacte.org/
Experiences with using software programs
SPSS, MORAE, NUD*IST, Studio Code, FileMaker Pro., Model-It, Netlogo and some web-based teaching platforms (e.g. Blackboard and LON_CAPA)
Fall, 2002-Summer, 2003, assisted in designing a research tool called Event Recorder
(ER) with Michael Bleed and Carl Berger, University of Michigan.
Fall, 2002-Winter, 2003, Web learning environment design and evaluation for
undergraduate chemistry courses: Seeing Through Chemistry, CARAT project at the University of Michigan
1999, Narrated a two-hour training videotape for Delphi Company’s Shanghai branch, How to
deal with chemical hazards, Expert Language Service, USA
1998, Co-designed The Macro-Organic Chemistry World, Middle school chemistry
learning tool as a product of "the National Research group of Chemistry Software Design", Beijing Normal University Press, Beijing, China.
1996, Co-designed Multi-media Software for Middle School Chemistry Teaching and
Learning, Oxford-Cambridge Company, Beijing, China
Fluent in Listening, Speaking, Reading, and Writing Chinese (Mandarin) and English
September 2003, Coordinator and interpreter for Prof. Yiping Huo from East China
Normal University, for her visit to School of Education, the University of Michigan. Host: Dr. Joseph Krajcik
Conference on the labor of reform: Employment, workers' rights, and labor law in
China, School of Social Work, University of Michigan
August 2001 and September 2002, Coordinator and interpreter for Professor Krajcik’s
academic exchange trips to China (Cities included but not limited to Beijing, Shanghai, Tianjin, and Guang Zhou).
May 1995, Founder, Beijing Normal (Teacher's) University Undergraduate Student
Science and Technology Activity Center, Beijing, China
August 1994-June 1996, Coordinated with Professor Wu, Guoqing on three national academic conferences: National Conference on Chemistry Olympiads, Beijing;
National Conference on MEC (College Entrance Exam in Chemistry), Beijing; National
Conference on Chemical Education, Beijing, China
Fall 2003-2004, Co-chair, alumni program of Chinese Student and Scholar Association
(CSSA), the University of Michigan
January, 2002-December, 2003, International graduate student representative, School-
wide Student Organization Planning Committee, School of Education, University of Michigan. The organization won the Michigan Leadership Award for Outstanding Student Organization on April 7th, 2003.
Committee leader: Annemarie Sullivan Palincsar, and later Jeff Mirel, associate dean, School of Education, University of Michigan.
January, 2001-present Working Team member on international student issues (WTISI)—
University of Michigan international web page design group,
Team leader: John Godfrey, assistant dean for international education, Rackham Graduate School, University of Michigan.
Summer 2000 Volunteer as one of the peer advisors for international student orientation,
International Center, University of Michigan.
May, 2000 Volunteer Chinese interpreter for ISEF 2000 (International Science and
Engineering Fair 2000), Detroit, MI.