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Hee-Sun Lee

At the Concord Consortium, Hee-Sun Lee is currently Co-PI on two NSF-funded projects, High-Adventure Science: Earth Systems and Sustainability and Investigating How to Enhance Scientific Argumentation through Automated Feedback in the Context of Two High School Earth Science Curriculum Units. She also works on the NSF-funded InquirySpace project. Her main research areas include technology-enhanced, inquiry-based science curriculum design and evaluation, construct modeling, instrument design, science assessment validation and learning analytics.

She earned her Ph.D. in science education from the University of Michigan, Ann Arbor, under the direction of Dr. Nancy Songer and was a postdoctoral scholar in Dr. Marcia Linn’s Technology Enhanced Learning in Science (TELS) Center at the University of California, Berkeley. She was an assistant professor of science education at Tufts University and an adjunct associate professor of physics at the University of California, Santa Cruz.

Publications

  • Lee, H.-S., Gweon, G.-H., & Pallant, A. (2024). Supporting simulation-mediated scientific inquiry through automated feedback. In X. Zhai & J. Krajcik (Eds.), Uses of artificial intelligence in STEM education (pp. 198–229). Oxford University Press.
  • Pallant, A., Lore, C., Lee, H.-S., Seevers, S., & Lord, T. (2024). Integrating the plate tectonic and rock genesis systems for secondary school students. Journal of Geoscience Education. https://doi.org/10.1080/10899995.2024.2407748
  • Pallant, A., Lee, H.-S., Lord, T., & Lore, C. (2024). Framing geohazard learning as risk assessment using a computer simulation: A case of flooding. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-024-10151-7
  • Lord, T., Horwitz, P., Lee, H.-S., Pallant, A., & Lore, C. (2024). Using simulations to support students’ conceptual development related to wildfire hazards and risks from an experiential learning perspective. Journal of Science Education and Technology.
  • Lee, H.-S., Gweon, G.-H., Webb, A., Damelin, D., & Dorsey, C. (2023). Measuring epistemic knowledge development related to scientific experimentation practice: A construct modeling approach. Science Education.
  • Pallant, A., Pryputniewicz, S., & Lee, H.-S. (2023). Developing geo-sequential reasoning about tectonic processes using computational simulations. International Journal of Science Education.
  • Lord, T., Lee, H.-S., Horwitz, P., Pryputniewicz, S., & Pallant, A. (2023). A remote view into the classroom: Analyzing teacher use of digitally enhanced educative curriculum materials in support of student learning. Journal of Science Teacher Education.
  • Lee, H.-S., Price, C. A., Applebaum, L., Coleman, A., DeWitt, J., Miller, A., … Tanner, A. (2023, January 7). One but Not the Same: Non-Science Art in Science Education. Retrieved from edarxiv.org/qghjv
  • McCausland, J., Jackson, J., McDonald, S., Bateman, K., Pallant, A., & Lee, H.-S. (2022). Science teachers’ negotiation of professional vision around dilemmas of science teaching in a professional development context. Journal of Science Teacher Education.
  • Wray, K. A., McDonald, S., Lee, H.-S., & Pallant, A. (2022). Using teacher talk moves to help students talk like scientists. The Science Teacher, 90(2), 56–60.
  • Wray, K. A., McCausland, J. D., McDonald, S., Pallant, A., & Lee, H.-S. (2022). Using summary tables to support students’ explanations of science phenomena. Science Scope, 46(2), 32–39.
  • Gweon, G.-H., & Lee, H.-S. (2022). Applying Deweyan perspective of inquiry to teaching experimentation using simulation. In C. Chinn, E. Tan, C. Chan, & Y. Kali (Eds.), Proceedings of the Sixteenth International Conference of the Learning Sciences (ICLS ’2022) (pp.1281-1284). Virtual.
  • Olivera-Aguilar, M., Lee, H.-S., Pallant, A., Belur, V., Mulholland, M., & Liu, O. L. (2022). Comparing the effect of contextualized versus generic automated feedback on students’ scientific argumentation (Research Report No. RR-22-03). ETS.
  • Lee, H.-S., Gweon, G. –H., Lord, T., Paessel, N., Pallant, A., & Pryputniewicz, S. (2021). Machine learning-enabled automated feedback: Supporting students’ revision of scientific arguments based on data drawn from simulation. Journal of Science Education and Technology, 30(2), 168–192.
  • Epler-Ruths, C. M., McDonald, S., Pallant, A., & Lee, H. –S. (2020). Focus on the notice: evidence of spatial skills’ effect on middle school learning from a computer simulation. Cognitive Research: Principles and Implications, 5, 61
  • Xing, W., Lee, H.-S., & Shibani, A. (2020). Identifying patterns in students’ scientific argumentation: Content analysis through text mining using Latent Dirichlet Allocation. Educational Technology Research and Development, 68, 2185-2214
  • Zhu, M., Liu, O. L., & Lee, H.-S. (2020). Using cluster analysis to explore students’ interactions with automated feedback in an online Earth science task. The International Journal of Quantitative Research in Education, 5(2), 111-135.
  • Zhu, M., Liu, O. L., & Lee, H.-S. (2020). The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing. Computers and Education, 36, 103668.
  • Pallant, A., & Lee, H.-S., Pryputniewicz, S. (2020). How to support secondary school students’ consideration of uncertainty in scientific argument writing: A case study of a High-Adventure Science curriculum module. Journal of Geoscience Education, 68(1), 8-19.
  • Pallant, A., McDonald, S., & Lee, H.-S. (2020). Shifting plates, shifting minds: Plate tectonics models designed for classrooms. The Earth Scientist, 36(1), 40-46.
  • Lee, H.–S., Pallant, A., Pryputniewicz, S., Lord, T., Mulholland, M., & Liu, O. L. (2019). Automated text scoring and real‐time adjustable feedback: Supporting revision of scientific arguments involving uncertainty. Science Education, 103(3), 590-622.
  • Pei, B., Zhao, H., Xing, W., & Lee, H.–S. (2019). The exploration of automated image processing technique in the study of scientific argumentation. In M. D. Lytras, N. Aljohani, L. Daniela, & A. Visvizi (Eds.), Handbook of research on cognitive computing in technology-enhanced learning (pp. 175-190). Hershey, PA: IGI Global.
  • Pei, B., Xing, W., & Lee, H.–S. (2019). Using automatic image processing to analyze visual artifacts created by students in scientific argumentation. British Journal of Educational Technology, 0(6), 3391–3404.
  • Mutch-Jones, K., Gasca, S., Pallant, A., & Lee, H.-S. (in press). Teaching with interactive computer-based simulation models: Instructional dilemmas and opportunities in the High-Adventure Science project. School Science and Mathematics.
  • Mao, L., Liu, O. L., Roohr, K., Belur, V., Mulholland, M., Lee, H. –S., & Pallant, A. (2018). Validation of automated scoring for formative assessment of students’ scientific argumentation in climate change. Educational Assessment, 23(2), 121-138.
  • Zhu, M., Lee, H. –S. Wang, T., Liu, O. L., Belur, V., & Pallant, A. (2017). Investigating the impact of automated feedback on students’ scientific argumentation. International Journal of Science Education, 39(12), 1648-1668.
  • Wright, K., Pallant, A., & Lee, H. –S. (2017). Appropriating a climate science discourse about uncertainty in online lessons. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. (pp.577-580). Philadelphia, PA: International Society of the Learning Sciences.
  • Lee, H. –S., Pallant, A., Pryputniewicz, S., Lord, T., & Liu, O. L. (2017) Articulating uncertainty attribution as part of critical epistemic practice of scientific argumentation. In Smith, B. K., Borge, M., Mercier, E., and Lim, K. Y. (Eds.). (2017). Making a Difference: Prioritizing Equity and Access in CSCL, 12th International Conference on Computer Supported Collaborative Learning (CSCL) 2017, Volume 2. (pp.135-142). Philadelphia, PA: International Society of the Learning Sciences.
  • Pallant, A. & Lee, H. -S. (2017). Teaching sustainability through systems dynamics: Exploring stocks and flows embedded in dynamic computer models of an agricultural land management system. Journal of Geoscience Education, 65, 146-157.
  • Pallant, A., Pryputniewicz, S., & Lee, H. -S. (2017). Our energy choices and the role of developing arguments from evidence. The Science Teacher, 84(3), 61-68.
  • Price, C. A., & Lee, H. –S, Subbarao, M., Kasal, E., & Aguilera, J. (2015). Comparing short and long-term learning effects between stereoscopic and 2-dimensional films at a planetarium. Science Education, 99(6), 1118-1142.
  • Price, C. A., Lee, H. –S., Plummer, J. D., SubbaRao, M., & Wyatt, R. (2015). Position paper on use of stereoscopy to support science learning: Ten years of research. Journal of Astronomy and Earth Science Education.
  • Gweon, G.-H, Lee, H.-S., Dorsey, C., Tinker, R., Finzer, W., & Damelin, D. (2015). Tracking student progress in a game-like learning environment with a constrained Bayesian Knowledge Tracing model. In J. Baron, G. Lynch, & N. Maziarz (Eds.), Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (LAK ‘15) (pp.166-170). Poughkeepsie, NY: Society for Learning Analytics Research.
  • Lee, H.-S., Gweon, G.-H., Dorsey, C, Tinker, R., Finzer, W., Damelin, D., Kimball, N., Pallant, A., & Lord, T. (2015). How does Bayesian Knowledge Tracing model student development of knowledge about a simple physical system? In J. Baron, G. Lynch, & N. Maziarz (Eds.), Proceedings of the Fifth International Conference on Learning Analytics and Knowledge (LAK ‘15) (pp.171-175). Poughkeepsie, NY: Society for Learning Analytics Research.
  • Gweon, G.-H, Lee, H.-S., Dorsey, C., Tinker, R., Finzer, W., & Damelin, D. (in press). Tracking student progress in a game-like learning environment with a constrained Bayesian Knowledge Tracing model. Proceedings in Learning Analytics & Knowledge Conference 2015, Poughkeepsie, NY.
  • Lee, H.-S.,Gweon, G.-H., Dorsey, C, Tinker, R., Finzer, W., Damelin, D., Kimball, N., Pallant, A., & Lord, T. (in press). How does Bayesian Knowledge Tracing model student development of knowledge about a simple physical system? Proceedings in Learning Analytics & Knowledge Conference 2015, Poughkeepsie, NY.
  • Pallant, A., & Lee, H. -S. (2014). Constructing scientific arguments using evidence from computational models. Journal of Science Education and Technology.
  • Price, C. A., Lee, H. -S., & Malatesta, K. (2014). Stereoscopy in scientific still imagery in an informal education setting: Does it matter? Journal of Science Education and Technology, 23(6), 721-734.
  • Buck, Z., Lee, H. -S., & Flores, J. (2014). I’m sure there may be a planet: Student articulation of uncertainty in argumentation tasks. International Journal of Science Education, 36(4), 2391-2420.
  • Lee, H. -S., Pallant, A., Tinker, R., & Horwitz, P. (2014). High school students’ parameter space navigation and reasoning during simulation-based experimentation. In J. L. Polman, E. A. Kyza, K. O’Neill, I. Tabak, W. R. Penuel, A. S. Jurow, K. O’Connor, T. Lee, & L. D’Amico (Eds.), Proceedings of the Eleventh International Conference of the Learning Sciences (ICLS ’2014) (pp.681-688). Boulder, CO: International Society of the Learning Sciences.
  • Lee, H. –S., Liu, O. L., Pallant, A., Crotts, K., Pryputniewicz, S., & Buck, Z. (2014). Assessment of uncertainty-infused scientific argumentation. Journal of Research in Science Teaching, 51(5), 581-605.
  • Price C. A., & Lee, H. –S. (2013). Changes in scientific attitudes and beliefs of participants in an astronomical Citizen Science project. Journal of Research in Science Teaching, 50(7), 773-801.
  • Carberry, A. R., Lee, H. –S., & Swan, C. W. (2013). Engineering service students’ perceptions of service as a source of learning technical and professional skills. International Journal for Service Learning in Engineering, 8(1), 1-17.
  • Liu, O. L., Lee, H. –S., Law, N., & Lee, Y. (2013). Assessing scientific reasoning of middle school students’ from Hong Kong and United States: Generated- versus selected- explanations. Peking University Educational Review, 11(1), 11-28.
  • Pallant, A., Lee, H.-S., & Pryputniewicz, S. (2012). Systems thinking and modeling climate change. The Science Teacher, 79(7), 38-42.
  • Xie, C., & Lee, H. –S. (2012). A visual approach to nanotechnology education. International Journal of Engineering Education, 28(5), 1006-1018.
  • Pallant, A., Pryputniewicz, S., & Lee, H. –S. (2012). Exploring the unknown: Fostering critical thinking in earth and space science. The Science Teacher, 79(3), 60-66.
  • Liu, O. L., Lee, H. –S., & Linn, M. C. (2011). Measuring knowledge integration: Validation of four-year assessments. Journal of Research in Science Teaching, 48(9), 1079-1107.
  • Liu, O. L., Lee, H. –S., & Linn, M. C. (2011). An investigation of explanation multiple-choice items in science assessment. Educational Assessment, 16(3), 164-184.
  • Lee, H. –S., Liu, O. L., & Linn, M. C. (2011). Validating measurement of knowledge integration in science using multiple-choice and explanation items. Applied Measurement in Education, 24(2), 115-136.
  • Lee, H. –S., Liu, O. L., Price, C. A., & Kendall, A. (2011). College students’ temporal magnitude recognition ability associated with durations of scientific changes. Journal of Research in Science Teaching, 48(3), 317-335.
  • Wendell, K. B., & Lee, H. –S. (2010). Elementary students’ learning of materials science practices through instruction based on engineering design tasks. Journal of Science Education and Technology, 19(6), 580-601.
  • Liu, O. L., Lee, H. –S., & Linn, M. C. (2010). An investigation of teacher impact on student inquiry science performance using a Hierarchical Linear Model. Journal of Research in Science Teaching, 47(7), 807-819.
  • Liu, O. L., Lee, H. –S., & Linn, M. C. (2010). Multi-faceted assessment of inquiry-based science learning. Educational Assessment, 15(2), 69-96.
  • Lee, H. –S. & Liu, O. L. (2010). Assessing learning progression of energy concepts across middle school grades: The knowledge integration perspective. Science Education, 94(4), 665-688.
  • Carberry, A., Lee, H. –S., & Ohland, M. (2010). Measuring engineering design self-efficacy. Journal of Engineering Education, 99(1), 71-79.
  • Price, C. A. & Lee, H. – S. (2010). The effect of two-dimensional and stereoscopic presentation on middle school students’ performance of spatial cognition tasks. Journal of Science Education and Technology, 19(1), 90-103.
  • Lee, H. -S., Linn, M. C., Varma, K., & Liu, O. L. (2010). How do technology-enhanced inquiry science units impact classroom learning? Journal of Research in Science Teaching, 47(1), 71-90.
  • Liu, O. L., Lee, H. -S., Hofstetter, C., & Linn, M. C. (2008). Assessing knowledge integration in science: Construct, measures, and evidence. Educational Assessment, 13(1), 1-23.
  • DeBoer, G., Lee, H. –S., & Husic, F. (2008). Assessing integrated understanding of science. Y. Kali, J. E. Roseman, & M. C. Linn (Eds.), Designing coherent science education (pp. 153-182). NY: Teachers College Press.
  • Linn, M. C., Lee, H. –S., Tinker, R., Husic, F., & Chiu, J. L. (2006). Teaching and assessing knowledge integration. Science, 313, 1049-1050.
  • Lee, H. –S., Songer, N. B., & Lee, S. –Y. (2006). Developing sustainable instructional leadership model: A six-year investigation of teachers in one middle school. In S. A. Barab, K. E. Hay, & D. T. Hickey (Eds.), Proceedings of the Seventh International Conference of the Learning Sciences (pp.376-382). Bloomington, IN: International Society of the Learning Sciences.
  • Lee, H. -S., & Songer, N. B. (2003). Making authentic science accessible to students. International Journal of Science Education, 25(8), 923-948.
  • Songer, N. B., Lee, H. -S., & McDonald, S. (2003). Research towards an expanded understanding of inquiry science beyond one idealized standard. Science Education, 87, 490-516.
  • Songer, N. B., Lee, H. -S., & Kam, R. (2002). Technology-rich inquiry science in urban classrooms: What are the barriers to inquiry pedagogy? Journal of Research in Science Teaching, 39(2), 128-150.
  • Lee, H. -S., & Songer, N. B. (1998). What role do computers play in technology-rich and technology-poor learning environments? In A. S. Bruckman, M. Guzdial, J. L. Kolodner, & A. Ram (Eds.), Proceedings of the Third International Conference of the Learning Sciences (ICLS ’98) (pp. 326-328). Charlottesville, VA: Association for the Advancement of Computing in Education

Presentations

  • Gweon, G. –H. & Lee, H. –S. (2022). Applying Deweyan perspective of inquiry to teaching experimentation using simulation. Paper presented at the annual meeting of the International Society of the Learning Sciences, Virtual.
  • Lee, H. –S., Lord, T., & Pallant, A. (2022). Connecting the dots between teacher use of educative curriculum materials and student curricular learning outcome. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Lord, T., Lee, H. –S., Lore, C. & Pallant, A. (2022). Developing automated feedback to improve teachers’ formative assessment of student work in technology-enhanced science curricula. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Lore, C., Lee, H. –S., & Pallant, A. (2022). Integrating computational thinking as part of simulation-based scientific investigations with volcanic hazards and risk. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada.
  • Conrath, B., Bateman, K. M., Pallant, A., Lee, H. –S., & McDonald, S. (2022). Argumentation with summary tables in geoscience learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada.
  • Botch, M., Pallant, A., Lee, H. –S., & McDonald, S. (2022). Ambitious science teaching as a way of integrating place-based and systems-literacy learning. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada. Virtual.
  • Baker, G. K., Jacobson, E. J., Pallant, A., Lee, H. –S., & McDonald, S. (2022). Supporting discussion-based science practices for special education Students. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada. Virtual.
  • Wray, K. A., Pallant, A., Lee, H. –S., & McDonald, S. (2022). Investigating the ways students leverage lived experience to explain phenomena. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC, Canada. Virtual.
  • McDonald, S., McCausland, J., Baker, G., Bateman, K., and Jacobson, E. (2021). Supporting progressive discourse in epistemically authentic geoscience investigations. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • Wray, K., Botch, M., & McDonald, S. (2021). Teacher discourse practices supporting student progressive discourse in an ambitious science classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • McCausland, J., Jackson, J., & McDonald, S. (2021). “That’s not evidence!”: Teacher’s navigating conceptual and pedagogical dilemmas in Earth science teaching. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • Gweon, G. –H. & Lee, H. –S. (2021). Conducting experiments with simulation parameters: Learning about control of variables to collect evidence. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • Chao, J., Pallant, A., Lee, H. -S., Lore, C., & Corner, C. (2021). Forecasting volcanic hazards and risks based on Monte Carlo Simulation. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • Lore, C., Lee, H. –S., Lord, T., & Pallant, A. (2021). Developing understanding of hurricane hazards and risks through simulation-based explanation tasks. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • Pallant, A. , Lee, H. –S., & Lord, T., & (2021). Using simulations to make predictions about complex systems: What will earth look like in 500 million years? Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • Lee, H. –S., Gweon, G. –H., & Pallant, A. (2021). Automated feedback to support students’ revision of scientific arguments based on data from simulation. Paper presented at the annual meeting of the National Association for Research in Science Teaching. Virtual.
  • McDonald, S. Wray, K., McCausland, J., Bateman, K. M., Pallant, A., & Lee, H. –S. (2020). Taking up the mantle of knowing: Exploring middle school student engagement in progressive scientific discourse. Paper presented at the International Conference of the Learning Sciences. Nashville, TN.
  • Stephens, A. L., St. Clair, N., Ediss, B., & Lee, H. –S. (2020). Scaffolding a lesson with noisy data: One physics lesson, two teacher approaches. Paper presented at held at the International Conference of the Learning Sciences. Nashville, TN.
  • Lee, H. –S., Gweon, G, -H., & Pallant, A. (2020). Automated feedback to support rhetorical scientific argumentation through simulation-based modeling. Paper scheduled to present at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (conference cancelled).
  • Gweon, G. –H. & Lee, H. –S. (2020). Tracking students’ data collection from a simulation model: Teacher framing and student variations. Paper scheduled to present at the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (conference cancelled).
  • Zhu, M., Liu, O. L., & Lee, H. –S. (2020). An application of automated scoring and feedback to support student writing of scientific arguments. Paper presented at the Workshop of Artificial Intelligence for Education. New York, NY.
  • Bateman, K., McDonald, S., Pallant, A., & Lee, H.-S. (2019). Guiding students’ developing understandings in geosciences: The use of summary tables as a formative assessment tool. Poster presented at the Meeting of AGU. San Francisco, CA.
  • Liu, O. L., Lee, H. –S., & Pallant, A. (2019). Formative assessment of scientific argumentation practice enabled by automated scoring. Paper presented at the annual meeting of the Computer-Supported Collaborative Learning Conference (CSCL ’2019). Lyon, France: International Society of the Learning Sciences.
  • Lee, H. –S., Pallant, A., & McDonald, S. (2019). Uncertainty in using model-based claims to explain real-world evidence. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
  • Staudt, C. & Lee, H. –S. (2019). Agent-based and systems dynamics modeling of complex system behaviors. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
  • Lee, H. -S., Liu, O. L., & Pallant, A. (2019). Formative assessment of scientific argumentation practice enabled by automated text scoring. Paper presented at the annual meeting of the National Council on Measurement in Education (NCME), Toronto, Canada.
  • Lee, H. –S. & Pallant, A. (2019). Taxonomy of student uncertainty in scientific argumentation. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Pei, B., Xing, W. & Lee, H. –S. (2019). Understanding visual artifacts using image analytics in students’ scientific argumentation. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
  • Lee, H. –S., Gweon, G. –H., Danielak, B., & Finzer, W. (2018). Knowledge growth analytics: The impact of level-advancement mechanics on students’ knowledge growth during gameplay. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
  • Belur, V., Lee, H. –S., Liu, O. L., & Pallant, A. (2018). Student perceptions of instant feedback on constructed response items in classroom formative science assessment. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
  • Zhu, M., Lee, H. –S., Wang, T., Liu, O. L., Belur, V., & Pallant, A. (2018). Using automated feedback to support students’ written scientific argumentation. Paper presented at the annual meeting of the National Council of Measurement in Education, New York, NY.
  • Lee, H. –S., & Staudt, C. (2018). Linking agent-based and systems dynamics modeling practices. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Atlanta, GA.
  • Zhu, M., Wang, T., Liu, O. L., & Lee, H. –S. (2017). Exploring Effects of Automated Feedback on Students’ Scientific Argumentation. Paper presented at the annual conference of the Society for Text & Discourse. Philadelphia, PA.
  • Lee, H. –S., Pallant, A., Lord, T., Pryputniewicz, S., & Liu, O. L. (2017) Articulating uncertainty attribution as part of critical epistemic practice of scientific argumentation. In xxx (Eds.), Proceedings of the Computer-Supported Collaborative Learning Conference (CSCL ’2017) (pp.xxx). Philadelphia, PA: International Society of the Learning Sciences.
  • Lee, H. –S., Wang, T., Pallant, A., & Liu, O. L. (2017). Enabling real-time scaffolding of scientific argumentation through automated scoring and tailored feedback. Paper presented at the Annual Meeting of the American Educational Research Association. San Antonio, TX.
  • Lee, H. –S., Gweon, G. –H., Tinker, R., Finzer, W., & St. Clair, N. (2017). Research on scaffolding: Using algorithmic modeling of players’ knowledge growth from game log files. Paper presented as part of a symposium at the Annual Meeting of the American Educational Research Association. San Antonio, TX.
  • Lee, H. –S., Pallant, A., & Liu, O. L. (2017). Technology-enabled real-time scaffolding for improving secondary school students’ written scientific argumentation about complex systems. Paper submitted to be presented at the Annual Meeting of the National Association for Research in Science Teaching. San Antonio, TX.
  • Lee, H. –S., & Pallant, A. (2017). Explaining environmental systems based on stocks, flows, and loops. Paper presented as part of a symposium at the Annual Meeting of the National Association for Research in Science Teaching. San Antonio, TX.
  • Guo, Y., Xing, W., & Lee, H. –S. (2016). Identifying students’ mechanistic explanations in textual responses to science questions with association rule mining. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, D.C.
  • Xing. W., Lee, H. –S., & Pallant, A. (2016). Text mining in written scientific argumentation using Latent Dirichlet Allocation. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, D.C.
  • Gweon, G. -H., Lee, H. -S., & Finzer, W. (2016). Measuring systematicity of students’ experimentation in an open-ended simulation environment from logging data. Paper presented at the Annual Meeting of the American Educational Research Association. Washington, D.C.
  • Guo, Y., Xing, W., & Lee, H. –S. (2015). Identifying students’ mechanistic explanations in textual responses to science questions with association rule mining. Paper presented at the workshop for Data Mining for Educational Assessment and Feedback (ASSESS 2015) during International Conference on Data Mining 2015, Atlantic City, NJ.
  • Dorsey, C., Lee, H. –S., & Gweon, G. –H. (2015). Modeling student learning of a mechanical system during game-based simulations. Paper presented at Learning Analytics Summer Institute ’15. Boston, MA.
  • Lee, H. –S., & Pallant, A. (2015). Building an intelligent online curriculum system: High Adventure Science example. Paper presented at Learning Analytics Summer Institute ’15. Boston, MA.
  • Lee, H. –S., Pallant, A., & Pryputniewicz, S. (2015). Articulating uncertainty as part of scientific argumentation during model-based exoplanet detection tasks. Paper presented at the biennial meeting of the 29th International Astronomical Union General Assembly. Honolulu, HI.
  • Lee, H. -S., Gweon, G. -H., Damelin, D., & Finzer, W. (2015). Modeling student learning of a mechanical system during game-like simulations. Paper presented at the annual meeting of National Association for Research in Science Teaching. Chicago, IL.
  • Gweon, G.-H, Lee, H.-S., Dorsey, C., Tinker, R., Finzer, W., & Damelin, D. (2015). Tracking student progress in a game-like physics learning environment with a Monte Carlo Bayesian Knowledge Tracing model. Paper presented at the annual meeting of American Physical Society, San Antonio, TX.
  • Lee, H. -S., Gweon, G. -H., Damelin, D., & Finzer, W. (accepted). Modeling student learning of a mechanical system during game-like simulations. Paper to be presented at the annual meeting of National Association for Research in Science Teaching. Chicago, IL.
  • Gweon, G.-H, Lee, H.-S., Dorsey, C., Tinker, R., Finzer, W., & Damelin, D. (accepted). Tracking student progress in a game-like physics learning environment with a Monte Carlo Bayesian Knowledge Tracing model. Paper to be presented at the annual meeting of American Physical Society, San Antonio, TX.
  • Price, C. A. & Lee, H. -S. (2014). Children’s perceptions of scientific objects through 2D vs. stereoscopic presentations in a museum. Paper presented at the annual meeting of the STEM conference. Vancouver, BC, Canada.
  • Lee, H. -S., Damelin, D., Finzer, W., Stephens, L., & Pallant, A., (2014). Sources of contextualization associated with parameter space navigation during simulation-based experimentation. Paper presented at the learning analytics workshop held at the Eleventh International Conference of the Learning Sciences. Boulder, CO.
  • Buck, Z. & Lee, H. -S. (2014). Students’ uncertainty during exoplanet detection tasks. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  • Vitale, J., Cabrera, J., Liu, O. L., Lee, H. -S., & Linn, M. C. (2014). How does fidelity of implementation impact students’ understanding of energy? Poster presented at the annual meeting of the American Educational Association, Philadelphia, PA.
  • Price, C. A., Foster, G., & Lee, H. –S. (2013). Using a text-categorization technique for automated scoring of online discourse in a citizen science project. Paper presented at the annual meeting of the American Educational Research Association, San Francisco, CA.
  • Pallant, A., Lee, H. –S., & Pryputniewicz, S. (2013). Promoting students’ scientific argumentation with computational model-based investigations. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
  • Lee, H. –S., Pallant, A., Pryputniewicz, S.,& Liu, O. L. (2013). Measuring students’ scientific argumentation associated with uncertain current science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Rio Grande, Puerto Rico.
  • Price, C. A. Lee, H. –S. , & Borland, J. (2012). Scientific competencies and learning in online discourse of a citizen science project. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.
  • Lee, H. –S. (2012). Promoting conceptual coherence in quantum learning through computational models. Paper presented at the annual meeting of the American Physical Society, Boston, MA.
  • Wendell, K. B. & Lee, H. –S. (2011). Student ideas about the science of sound before and after engineering-design-based instruction. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.
  • Pallant, A. & Lee, H. –S. (2011). Characterizing uncertainty associated with middle school students’ scientific arguments. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.
  • Price, C. A. & Lee, H. –S. (2011). Changes in scientific attitudes and beliefs by participants in an astronomical citizen science project. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.
  • Svihla, V., Gerard, L., Ryoo, K., Sato, E., Visintainer, T., Swanson, H., Linn, M.C., Lee, H. -S., Liu, O.L., and Dorsey, C. (2010, June 29 – July 2). Energy across the curriculum: Cumulative learning using embedded assessment results. Paper presented at the International Conference of the Learning Sciences, Chicago, IL.
  • Lee, H. –S. (2010). Do large-scale assessments measure students’ ability to integrate scientific knowledge? Paper presented at the annual meeting of the American Physics Society, Portland, OR.
  • Liu, O. L., Lee, H. –S., & Linn, M. C. (2010). A Comparison among multiple-choice, constructed-response and explanation multiple-choice Items. Paper presented at the annual meeting of the National Council on Measurement in Education, Denver, CO.
  • Lee, H. –S., Liu, O. L., & Linn, M. C. (2010). Measuring middle school students’ knowledge integration in science through generation vs. selection explanation item formats. Paper presented at the annual meeting of American Educational Research Association, Denver, CO.
  • Wendell, K. B. & Lee, H. –S. (2010). Children’s learning about materials science through engineering-design-based instruction. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  • Liu, O. L. & Lee, H. –S. (2010). Investigating teacher impact on student inquiry science learning using a Hierarchical Linear Model. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  • Price, A. & Lee, H. -S. (2010, January). The relationship between spatial and temporal magnitude estimation of scientific concepts at extreme scales. Paper presented at the 215th Meeting of the American Astronomical Society. Washington, D.C.
  • Liu, O. L., Lee, H. –S., & Linn, M. C. (2009). A multi-level investigation of teacher impact on student science learning. Paper presented at the Pacific Rim Objective Measurement Symposium, Hong Kong.
  • Carberry, A. R., Lee, H. –S., & Ohland, M. W. (2009). Developing an instrument to measure engineering design self-efficacy: A pilot study. Paper presented at the American Society for Engineering Education Annual Conference, Austin, TX.
  • Lee, H. –S., Liu, O. L., & Linn, M. C. (2009). Measuring progress in student understanding of energy. Paper presented at the annual meeting of American Educational Research Association, San Diego, CA.
  • Lee, H. –S. & Price, A. (2009). Investigating post-secondary students’ perceptions of temporal scales associated with scientific changes. National Association for Research in Science Teaching. Garden Grove, CA.
  • Price, A. & Lee, H. –S. (2009). Exploring relationship between college students’ categorization of spatial and temporal concepts of scale. American Educational Research Association. San Diego, CA.
  • Price, A. & Lee, H. –S. (2009). The effect of two-dimensional and stereoscopic presentation on middle school students’ performance of spatial cognition tasks. National Association for Research in Science Teaching. Garden Grove, CA.
  • Liu, O.L., Lee, H. -S., & Linn, M.C. (2008). Evaluating inquiry-based science modules using a Hierarchical Linear Model. The 39th Annual Conference of Northeastern Educational Research Association, Rocky Hill.
  • Price, C. A., & Lee, H. –S. (2008). Assessing spatial cognition in stereoscopic environments. Paper presented at the International Conference of the Learning Sciences, Utrecht, Netherlands.
  • Lee, H. –S., & Linn, M. C. (2008). Investigating the long-term impact of technology-rich interventions on knowledge integration. Paper presented at the annual meeting of American Educational Research Association, New York, NY.
  • Lee, H. –S., Liu, L. O., & Linn, M. C. (2007). Validating inquiry science assessments at the design, construct, and instruction levels. Paper presented at the annual meeting of American Educational Research Association, Chicago, IL.
  • Linn, M. C., & Lee, H. –S. (2007). When high stakes assessments mislead: Measuring impacts of inquiry modules. Paper presented at the annual meeting of the American Association for the Advancement of Science (AAAS). San Francisco, CA.
  • Lee, H. –S., Linn, M. C., & Liu, O. L., & Hofstetter, C. (2006). Knowledge integration: A framework for aligning assessment with inquiry-based curriculum and instruction. Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA.
  • Liu, L. O., Lee, H. -S., Hofstetter, C., & Linn, M. C. (2006). Design and validation of inquiry-based science assessments: An item-response modeling approach. Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA.
  • Fauvre, L. S., Bowyer, J., Harrison, C. D., & Lee, H. –S. (2006). Leading technology-enhanced curricular reform in science: Research-based heuristics for supporting principals. Paper presented at the annual meeting of American Educational Research Association, San Francisco, CA.
  • Lee, H. –S. (2006). How can knowledge integration be measured to inform instruction? Paper presented at the annual meeting of National Association of Research in Science Teaching, San Francisco, CA.
  • Lee, H. -S.,.& Songer, N. B. (2004). Longitudinal knowledge development: Scaffolds for inquiry. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  • Songer, N. B., Lee, H. -S., & McDonald, S. (2002). One Program, Many Classrooms: What Constants Sustain Collaborative Science Inquiry? Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  • Lee, H. -S., & Songer, N. B. (2001). Investigating the role of content knowledge in designing effective inquiry tasks. Paper presented at the annual meeting of the American Educational Research Association, Seattle, WA.
  • Lee, H. -S., & Songer, N. B. (2000). Considering classroom context in the implementation of Kids as Global Scientists. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.
  • Lee, H. -S., & Songer, N. B. (1998). What role do computers play in technology-rich and technology-poor learning environments? Paper presented at the third International Conference of the Learning Sciences, Atlanta, GA.
  • Lee, H. -S., & Songer, N. B. (1998). Science for conceptual understanding in an inquiry-based learning environment. Paper presented at the annual meeting of the National Association of Research in Science Teaching, San Diego, CA.

Invited Talks

  • Lee, H. -S. (11/2014). Identifying patterns of knowledge emergence through Monte-Carlo Bayesian Knowledge Tracing modeling of student performance during a simulation-based science learning task. SRI International, Menlo Park, CA.
  • Lee, H. –S. (09/2009). Knowledge integration assessment: Conceptual background and practical applications. Concord Consortium, Concord, MA.
  • Lee, H. –S. (09/2009). Assessing knowledge integration. Talk given to Dr. Marcia C. Linn’s class at the University of California, Berkeley.
  • Lee, H. –S. (12/2008). Design-based research. Talk given to Dr. Mitchell Resnick’s group in the Media Lab at MIT.
  • Lee, H. –S. (05/2007). Construct validity of multiple-choice and explanation item formats. TERC. Cambridge, MA.

Other Scholarly Inventions

  • Lee, H. -S. & Pallant, A. (2013). Systems thinking assessment in earth science. The Concord Consortium, MA & The University of California, Santa Cruz.
  • Price, C. A. & Lee, H. -S. (2013). iPad-based instrument for astronomy learning of galaxies and supernovae from Planetarium shows. American Association of Variable Star Observers, Cambridge, MA & Adler Planetarium, Chicago, IL.
  • Price, C. A. & Lee, H. -S. (2012). Instrument for young children’s perception of structure and function at the learning center in Museum settings. American Association of Variable Star Observers, Cambridge, MA & Museum of Science, Boston, MA.
  • Lee, H. –S. (2011). Students’ uncertainty in scientific arguments instrument. Concord Consortium, MA.
  • Carberry, A. & Lee, H. -S. (2010). Engineering design self- efficacy instrument. Tufts University, MA.
  • Lee, H. –S. (2009). Assessing conceptions of change and evolution in science students instrument. Tufts University, MA.
  • Lee, H. –S. (2008, 2009). Temporal-magnitude recognition ability instrument. Tufts University, MA.
  • Lee, H. –S. (2004, 2005, 2006, 2007, 2008). Knowledge integration assessment frameworks, items, and rubrics. Technology Enhanced Learning in Science (TELS) Center, The University of California, Berkeley, CA.
  • Songer, N. B., Huber, A. E., Adams, K., Chang, H. Y., Lee, H. -S., & Jones, T. (2002, 2003). BioKIDS: Kid’s inquiry into diverse species: An eight-week inquiry curriculum using simple, powerful technologies. The University of Michigan, MI.
  • Songer, N. B., Lee, H. -S., Devaul, H., Hester, P., Crouch, S., Kam, R., Lee, S. Y., & Vekiri, I. (1997, 1998, 1999, 2000, 2003). Kids as Global Scientists: An eight-week inquiry curriculum for middle school atmospheric science. The University of Michigan, MI.
  • Songer, N. B., Lee, H. -S., Kam, R., Lee, S. Y., & Vekiri, I. (1997, 1998, 1999, 2000). Hurricanes: An eight-week inquiry curriculum for middle school atmospheric science. The University of Michigan, MI.