University of Michigan. Her interests are focused on the impact of constructivistic
learning environments on student learning, especially everyday problem-solving skills,among K-12 students. She specializes in using quantitative and qualitative methods to document the effectiveness of instructional materials. She is currently a principle investigator of the NSF project, "Developing an Empirically tested Learning Progression for the Transformation of Matter to Inform Curriculum, Instruction and Assessment Design”.
- Shin, N., Choi, S., Stevens, S. Y., & Krajcik, J. S. (2019). The Impact of Using Coherent Curriculum on Students' Understanding of Core Ideas in Chemistry. International Journal of Mathematics and Science Education. https://doi.org/10.1007/s10763-017-9861-z [SSCI].*
- Mun, K., Shin, N., Lee, H., Kim, S., Choi, K., Choi, S., & Krajcik, J. S. (2015). Korean Secondary Students’ Perception of Scientific Literacy as Global Citizens: Using Global Scientific Literacy Questionnaire. International Journal of Mathematics and Science Education, 37(11), 1739-1766 [SSCI].
- Delgado, C., Stevens, S. Y., Shin, N., & Krajcik, J. S. (2015). A middle school instructional unit for size and scale contextualized in nanotechnology. Nanotechnology Reviews, 4(1), 51-69.*
- Stevens, S.Y., Shin, N., & Peek-Brown, D. (2013). Learning Progressions as a Guide for Developing Meaningful Science Learning: A New Framework for Old Ideas. Journal of Educacion Quimica, 24(4), 381-390.
- Krajcik, J., & Shin, N. (2014). Project-Based Learning. In R. K. Sawyer (Ed.), Cambridge Handbook of the Learning Sciences 2nd Edition. pp 275-297. New York: Cambridge University Press (Invited, peer-review chapter).*