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Kihyun Ryoo, Kihyun (Kelly) Ryoo
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Year
Teaching science as a language: A “content‐first” approach to science teaching
BA Brown, K Ryoo
Journal of Research in Science Teaching 45 (5), 529-553, 2008
4072008
Can dynamic visualizations improve middle school students' understanding of energy in photosynthesis?
K Ryoo, MC Linn
Journal of Research in Science Teaching 49 (2), 218-243, 2012
1422012
Computer-guided inquiry to improve science learning
MC Linn, L Gerard, K Ryoo, K McElhaney, OL Liu, AN Rafferty
Science 344 (6180), 155-156, 2014
1032014
Pathway towards fluency: Using ‘disaggregate instruction’to promote science literacy
BA Brown, K Ryoo, J Rodriguez
International Journal of Science Education 32 (11), 1465-1493, 2010
952010
Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations
K Ryoo, MC Linn
Journal of Research in Science Teaching 51 (2), 147-174, 2014
802014
Automated guidance for student inquiry.
LF Gerard, K Ryoo, KW McElhaney, OL Liu, AN Rafferty, MC Linn
Journal of Educational Psychology 108 (1), 60, 2016
652016
Teaching science through the language of students in technology-enhanced instruction
K Ryoo
Journal of Science Education and Technology, 1-14, 2014
472014
The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science
K Ryoo, K Bedell
Journal of Research in Science Teaching 54 (10), 1274-1301, 2017
402017
Promoting linguistically diverse students’ short-term and long-term understanding of chemical phenomena using visualizations
K Ryoo, K Bedell, A Swearingen
Journal of Science Education and Technology 27 (6), 508-522, 2018
322018
Designing and validating assessments of complex thinking in science
K Ryoo, MC Linn
Theory Into Practice 54 (3), 238-254, 2015
292015
Designing automated guidance for concept diagrams in inquiry instruction
K Ryoo, MC Linn
Journal of Research in Science Teaching 53 (7), 1003-1035, 2016
282016
Supporting linguistically diverse students' science learning with dynamic visualizations through discourse‐rich practices
K Ryoo, K Bedell
Journal of Research in Science Teaching 56 (3), 270-301, 2019
252019
Measuring knowledge integration learning of energy topics: A two-year longitudinal study
OL Liu, K Ryoo, MC Linn, E Sato, V Svihla
International Journal of Science Education 37 (7), 1044-1066, 2015
242015
Learning science, talking science: The impact of a technology-enhanced curriculum on students' science learning in linguistically diverse mainstream classrooms
K Ryoo
Stanford University, 2009
212009
Student progress in understanding energy concepts in photosynthesis using interactive visualizations
K Ryoo, M Linn
International Society of the Learning Sciences (ISLS), 2010
102010
Exploring different types of assessment items to measure linguistically diverse students’ understanding of energy and matter in chemistry
K Ryoo, E Toutkoushian, K Bedell
Chemistry Education Research and Practice 19 (1), 149-166, 2018
92018
Knowledge integration in the digital age: Trajectories, opportunities and future directions
M Linn, BS Eylon, A Kidron, L Gerard, E Toutkoushian, K Ryoo, ...
International Society of the Learning Sciences, Inc.[ISLS]., 2018
82018
Comparison of specific and knowledge integration automated guidance for concept diagrams in inquiry instruction
K Ryoo, MC Linn
Boulder, CO: International Society of the Learning Sciences, 2014
42014
Energy across the Curriculum-Cumulative Learning Using Embedded Assessment Results
V Svihla, L Gerard, K Ryoo, E Sato, T Visintainer, H Swanson, M Linn, ...
International Society of the Learning Sciences (ISLS), 2010
42010
Using machine learning to understand students’ learning patterns in simulations
W Jang, J Francisco, N Ranganathan, KM McCarroll, K Ryoo
International Society of the Learning Sciences (ISLS), 2020
22020
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