Profile

Bruce L. Sherin Associate Professor, Learning Sciences, Learning Sciences Annenberg Hall Room 334 2120 Campus Drive Evanston, IL 60208-0001 Phone: (847) 467-2405 Fax: (847) 491-8999

Biography

Bruce Sherin’s work focuses on the study of student science learning, particularly as it occurs within novel technology-based learning environments. In early work, he engaged in the design and study of novel interventions for physics instruction, with particular emphasis on the role of symbolic representations. More recently, he received an NSF Early Career Award to develop new frameworks for understanding the learning that occurs in project-based science instruction. He is currently a member of the editorial board of the International Journal of Computers for Mathematical Learning and he served, for two years, as co-chair of the AERA special interest group Advanced Technologies for Learning.

Curriculum Vitae

View Bruce Sherin's CV.

Websites

Conceptual Dynamics Project

Awards/Honors

2001 - NSF CAREER Award

1994-1995 - Spencer Dissertation Year Fellowships

Research/Scholarship
Education

Year		Degree		Institution
1996		PhD, Science and Mathematics Education		University of California, Berkeley
1989		MA, Physics		University of California, Berkeley
1985		BA, Physics		Princeton University

Dissertation

Year	Title
1996	The symbolic basis of symbolic intuition	Download Adobe Acrobat PDF

Selected Publications

Sherin, B. (In Press/Under Review). Computational studies of commonsense science: An exploration in the automated analysis of clinical interview data.
( Download )

Sherin, M. G. & Sherin, B . L. (2008). Moving from shared data to shared frameworks. Journal for Research in Mathematics Education Monograph #14: 185-194.

Bledsoe, C. H., Sherin, B., Headley, N. M., Heimer, C. A., Kjeldgaard, E., Lindgren, J. T., et al. (2007). Regulating creativity: Research and survival in the IRB iron cage. Northwestern University Law Review: 101 (2), 593-641.

Sherin, B., Lee, V. R., & Krakowski, M. (2007). Conceptual dynamics in clinical interviews. Proceedings of the Physics Education Research Conference (PERC) : 23-26.

Sherin, B. (2007). Cognitive science: The science of the (nearly) obvious. Proceedings of the Physics Education Research Conference (PERC) : 19-22.

Sherin, M. G. & Sherin, B. L. (2007). Research on how people learn with and from video. In S. Derry, Ed. Guidelines for video research in education: Recommendations from an expert panel : 44-54.

Bledsoe, C. H., Sherin, B., Headley, N. M., Heimer, C. A., Kjeldgaard, E., Lindgren, J. T., et al. (2007). Regulating creativity: Research and survival in the IRB iron cage. Northwestern University Law Review (Special issue: "Censorship and Institutional Review Boards.": 593-641.

Lee, V. R., & Sherin, B. (2006). Beyond transparency: How students make representations meaningful. Proceedings of the Seventh International Conference of the Learning Sciences: 397-403.
( Download )

Sherin, B. (2006). Common sense clarified: Intuitive knowledge and its role in physics expertise. Journal of Research in Science Teaching: 33(6), 535-555.
( Download )

Sherin, B., Fuson, K. C. (2005). Multiplication strategies and the appropriation of computational resources. Journal for Research in Mathematics Education: 36(4), 347-395.
( Download )

Sherin, B., Azevedo, F. S., & diSessa, A. (2005). Exploration zones: A framework for describing the emergent structure of learning activities in Nemirovsky, R., Rosebery, A. S., Solomon, J., & Warren, B., Everyday Matters in Science and Mathematics: Studies of Complex Classroom Events: 329-366.

Sherin, B., Reiser, B., & Edelson, D. (2004). Scaffolding analysis: Extending the scaffolding metaphor to learning artifacts. Journal of the Learning Sciences: 13(3), 387-421.
( Download )

Sherin, B., Edelson, D., & Brown, M. (2004). On the content of task-structured curricula in Flick, L. B. & Lederman, N. G., Scientific Inquiry and Nature of Science: Implications for Teaching , Learning, and Teacher Education: 221-248.

Sherin, B. (2001). How students understand physics equations. Cognition and Instruction: 19(4), 479-541.
( Download )

Sherin, B. (2001). A comparison of programming languages and algebraic notation as expressive languages for physics. International Journal of Computers for Mathematics Learning: 6, 1-61.
( Download )

Sherin, B. (2000). How students invent representations of motion: A genetic account. Journal of Mathematical Behavior: 19(4), 399-441.
( Download )

diSessa, A. and Sherin, B. (1998). What changes in conceptual change?. International Journal of Science Education: 20(10), 1155-1191.
( Download )

Selected Presentations

Sherin, B. & Schwarz, J. (July, 2007). Epistemic Structures: A new language for describing science content. (July, 2007). Epistemic Structures: A new language for describing science content. Paper presented at the CCMS Knowledge Sharing Institute, Washington, D.C. Washington, D.C., DC.

Sherin, B. & Lee, V. (July, 2007). Using clinical interviews to study science knowledge and learning. (July, 2007). Using clinical interviews to study science knowledge and learning. Paper presented at the CCMS Knowledge Sharing Institute, Washington, D.C. Washington, D.C., DC.

Projects

Computer-Supported Visual Representations for Learning Modeling
Conceptual Dynamics Project

Grants/Funding

Year		Title		Source		Period		Amount		Status
2008		Freezing time: Using digital video to help teachers reason about classroom events		Edison Venture Fund		2008 - 2011		$499,928		Funded
PI: Sherin, Miriam   Sherin, Bruce
2001		CAREER: Conceptual dynamics in complex science interventions		NSF		2001 - 2007		$581,711		Funded
PI: Sherin, Bruce
1999		Computer-supported visual representations for learning modeling		National Science Foundation		1999 - 2004		$1,027,886		Funded
PI: Forbus, Kenneth   Sherin, Bruce
1998		Building algebraic, multiplication/division/fraction, and measurement understandings in urban classrooms in English and Spanish		National Science Foundation		1998 - 2001		$1,564,435		Funded
PI: Sherin, Bruce    Fuson, Karen

Research Interests

Conceptual change in science; programming environments for learning; external representations in science and mathematics.

Teaching/Advising
Courses

LRN_SCI 451		Statistical Natural Language Processing for Education Research In educational research, our data frequently consists of large bodies of text, often in the form of transcriptions of spoken language. Currently, analysis of these texts is normally done by hand. However, an increasing number of computer-based tools and techniques now make it possible to automate analysis of texts, and to perform analyses that were previously not possible. The purpose of this course is to introduce graduate students in educational research to these new tools. We will start with an introduction to the Python programming language, and some very basic techniques from statistical natural language processing. We will then explore a range of specific approaches that have particular promise for educational research. Throughout, the approach will be practical and hands-on. Unlike most graduate courses in education, there will be few course readings. Instead, weekly assignments will consist of programming and analysis tasks that make use of real text corpora. No prior programming expertise is required, but a willingness to learn and engage in programming is an absolute necessity.
MS_ED 407		Research and Analysis in Teaching and Learning II: Literature Review and Methodology This class is intended to be a forum in which to investigate the paradigms and approaches to educational research that participants can utilize in their Master's Projects. Participants discuss and refine their research questions and examine methods of data collection within the framework of research plans they design for their projects. Teacher research and action research are particularly emphasized for practitioner researchers. Participants investigate criteria used to evaluate research relevant to education and experience peer review of their own research displayed during the course. This is the second of a three-course sequence relating to student's Master's Project research. The third class is MS_ED 408, Research and Analysis in Teaching and Learning III: Analyis Interpretation and Dissemination.
LRN_SCI 425		Introduction to Design for the Learning Sciences: Designing Educational Experiences Building the skills and knowledge necessary to support the design of educational experiences.  Exploration of general design principles and learning sciences theoretical perspectives through examination of existing cases of instructional design, and a design project focused on conducting a needs analysis, specifying learning objectives, and designing a new educational experience.
LOC 212		Learning and Understanding Framework for learning in all aspects of life: traditional school subjects, professional training, creative and performing arts, personal health, basic survival skills.  Students are encouraged to draw from their own experiences.
LRN_SCI 451 sec 22		Learn Sci Topics How People Learn Science
LRN_SCI 435		Science Teaching This seminar will review current trends and research in science education, focusing on innovative approaches to teaching, including technology-based learning environments. Course readings will combine studies of student reasoning, studies of science teaching practice, new paradigms for technology-based learning environments in science, and empirical studies of the problems and prospects of various approaches.
LRN_SCI 401		Knowledge Representation for the Learning Sciences

Service/Recognition
Professional Service

Year		Organization		Position		Description
2007		International Journal of Computers in Mathematical Learning		Executive Editor

Editorial Boards

Year		Journal Name		Position
2006		International Journal of Computers in Mathematical Learning		Executive Editor