Publications and Presentations

Graduate students are underlined and undergraduate students are asterisked (*).

Please Select Publication Year

2020

  • Jang, W., Franscisco, J.*, Ranganathan, N.*, McCarroll, K. M.*, & Ryoo, K. (2020). Using machine learning to understand students’ learning patterns in simulations. Proceedings of the 14th International Conference of Learning Sciences (ICLS) meeting, Nashville, TN.


  • Toutkoushian, E., & Ryoo, K. (2020). Modeling complex data from simulations to assess middle school students’ NGSS-Aligned Science Learning. Paper accepted to be presented at the American Educational Research Association (AERA) annual meeting, San Francisco, CA.

2019

  • Hutchinson, M., Metcalf, L., & Ryoo, K. (2019). Effects of dynamic visualizations on linguistically diverse students’ accurate and alternative concepts of chemical phenomena. Paper presented at the National Association for Research in Science Teaching (NARST) annual meeting, Baltimore, MD.

  • Ryoo, K., & Bedell, K. (2019). Supporting linguistically diverse students’ science learning with dynamic visualizations through discourse-rich practices. Journal of Research in Science Teaching, 56(3), 270-301. (selected as the 2020 NARST/NSTA’s Research Worth Reading)

  • Ryoo, K., Hutchinson, M., Desmond, M. *, & Toutkoushian, E. (2019). The effects of different forms of adaptive feedback on diverse students’ science learning. Paper presented at the AERA annual meeting, Toronto, Canada.

2018

  • Bedell, K., & Ryoo, K. (2018). Investigating teacher effects on English learners’ chemistry understanding during visualization-rich inquiry instruction. Paper presented at the NARST annual meeting, Atlanta, GA.

  • Bedell, K., & Ryoo, K. (2018). Linguistically-diverse pairs’ collaborative discourse patterns in the context of visualization-rich inquiry-based learning. Poster presented at the NARST annual meeting, Atlanta, GA.

  • Bedell, K., Ryoo, K., & Swearingen, A. (2018). Using visualizations to create equitable opportunities for linguistically diverse students to engage in science practices. Paper presented at the AERA annual meeting, New York, NY.

  • Ryoo, K. (2018). Using knowledge integration to support English language learners in science practices. Poster presented in the Knowledge Integration: Trajectories, Opportunities and Future Directions symposium at the AERA annual meeting, New York, NY.

  • Ryoo, K., Bedell, K., & Swearingen, A. (2018). Promoting linguistically diverse students’ short-term and long-term understanding of chemical phenomena using visualizations. Journal of Science Education and Technology, 27(6), 508-522.

  • Ryoo, K., Toutkoushian, E., & Bedell, K. (2018). Exploring different types of assessment items to elicit linguistically diverse students’ understanding of energy and matter in chemistry. Chemistry Education Research and Practice, 19(1), 149-166.

  • Toutkoushian, E., & Ryoo, K. (2018). Developing a method to use log files to understand NGSS-Aligned Science Learning. Poster presented at the International Educational Data Mining (EDM) annual meeting, Buffalo, NY.

  • Toutkoushian, E., Ryoo, K., Bedell, K., Linn, M.C., & Swearingen, A. (2018). Leveraging Log data from simulations to understand students’ knowledge integration processes. Proceedings of the 13th International Conference for the Learning Sciences. London, UK: International Society of the Learning Sciences.

  • Toutkoushian, E., Swearingen, A., Ryoo, K., & Plumley, R. (2018). Leveraging log data from simulations in technology-enhanced learning environments to understand students’ learning patterns. Paper presented at the AERA annual meeting, New York, NY.

2017

  • Ryoo, K., & Bedell, K. (2017). The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science. Journal of Research in Science Teaching, 54(10), 1274-1301. (selected as a semi-finalist for the 2018 NARST/NSTA’s Research Worth Reading)

  • Ryoo, K., Bedell, K., & Toutkoushian, E. (2017). Making sense of science using dynamic visualizations: Creating discourse-rich opportunities for linguistically diverse students. Paper presented at the AERA annual meeting, San Antonio, TX.

  • Toutkoushian, E., & Ryoo, K. (2017). Understanding patterns of students’ science learning using log data from visualizations in technology-enhanced instruction. Poster presented at the National Council for Measurement in Education (NCME) Special Conference on Classroom Assessment and Large-Scale Psychometrics: The Twain Shall Meet, University of Kansas in Lawrence, Lawrence, KS.

  • Toutkoushian, E., Swearingen, A., Ryoo, K., & Bedell, K. (2017). Exploring different types of assessment items to elicit linguistically diverse students’ understanding of energy and matter in chemistry. Paper presented at the AERA annual meeting, San Antonio, TX.

2016

  • Bedell, K., Ryoo, K., & Swearingen, A. (2016). Supporting English language learners’ learning with dynamic visualizations: Generating versus reading explanations. Poster presented at the NARST annual meeting, Baltimore, MD.

  • Gerard, L.F., Ryoo, K., McElhaney, K.W., Liu, O.L., Rafferty, A.N., & Linn, M.C. (2016). Automated guidance for student inquiry. Journal of Educational Psychology, 108(1), 60-81.

  • Ryoo, K., & Linn, M.C. (2016). Designing automated guidance for concept diagrams in inquiry instruction. Journal of Research in Science Teaching, 53(7), 1003-1035.

2015

  • Linn, M.C., Gerard, L., Liu, O.L., Ryoo, K., Rafferty, A., & Vitale, J. (2015). Using automated scoring to promote knowledge integration in science. Paper presented in a symposium at the AERA annual meeting, Chicago, IL.

  • Liu, O.L., Ryoo, K., Sato, E., Svihla, V., & Linn, M.C. (2015). Measuring knowledge integration learning of energy topics: A Two-Year Longitudinal Study. International Journal of Science Education, 37(7), 1-23.

  • Ryoo, K. (2015). Teaching science through the language of students in technology-enhanced instruction. Journal of Science Education and Technology, 24(1), 29-42.

  • Ryoo, K. (2015). Visualizing science to support English learners’ understanding of energy and matter flows in life science. Paper presented at the AERA annual meeting, Chicago, IL.

  • Ryoo, K. (2015). Perspective on cumulative learning of energy concepts with automated scoring. Paper presented in a symposium at the NARST annual meeting, Chicago, IL.

  • Ryoo, K., & Bedell, K. (2015). Re-envisioning Science: Using technology to support ELLs’ science and language learning. Paper presented at the annual meeting of the North Carolina Science Teachers' Association (NCSTA), Winston-Salem, NC.

  • Ryoo, K., & Bedell, K. (2015). Visualizing energy and matter transformations for linguistically diverse students. Paper presented at the NARST annual meeting, Chicago, IL.

  • Ryoo, K., & Linn, M.C. (2015). Designing and validating assessments of complex thinking in science. Theory into Practice, 54(3), 238-254.

  • Ryoo, K., & Sato, M.E. (2015). Blogs for learning. In R. Gunstone (Ed.), Encyclopedia of Science Education, pp. 130-132, Springer Dordrecht, Heidelberg, New York, London.

  • Toutkoushian, E., Kung, M., & Ryoo, K. (2015). Transforming linguistically diverse students' misconceptions about matter and energy flow using visualizations. Paper presented at the NARST annual meeting, Chicago, IL.

  • Toutkoushian, E., & Ryoo, K. (2015). Effecting English language learners’ misconceptions about energy and matter using dynamic visualizations. Paper presented at the 18th Annual Southeastern Association of Educational Studies (SEAES) Conference, Chapel Hill, NC.

2014

  • Linn, M.C., Gerard, L.F., Ryoo, K., McElhaney, M., Liu, O.L., & Rafferty, A. (2014). Computer-guided inquiry to improve science learning. Science, 344(6180), 155-156.

  • Ryoo, K., & Linn, M.C. (2014). Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction. Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., & D'Amico, L. (Eds.), Learning and becoming in practice, proceedings of the 11th International Conference for the Learning Sciences (Vol. 3, pp. 1585-1586). Boulder, CO: International Society of the Learning Sciences.

  • Ryoo, K., & Linn, M.C. (2014). Designing guidance for interpreting dynamic visualizations: Generating vs. reading explanations. Journal of Research in Science Teaching, 51(2), 147-174. (selected as the 2015 NARST/NSTA’s Research Worth Reading)

  • Ryoo, K., & Linn, M.C. (2014). Designing automated guidance to improve diverse students’ understanding of energy flow. Paper presented at the AERA annual meeting, Philadelphia, PA.

2013

  • Linn, M.C., Liu, O.L., Ryoo, K., Svihla, V., & Sato, E. (2013). Interpreting student progress from embedded assessments: Expanding item types for assessing inquiry. Paper presented in the Big Data symposium at the National Council on Measurement in Education (NCME) annual meeting, San Francisco, CA.

  • Liu, O.L., Ryoo, K., Sato, E., Svihla, V., & Linn, M.C. (2013). Designing assessments to measure cumulative learning of energy topics. Paper presented at the AERA annual meeting, San Francisco, CA.

  • Ryoo, K. (2013). Automated assessment using student-generated concept diagrams. Paper presented in the symposium at the NARST annual meeting, Rio Grande, Puerto Rico.

  • Ryoo, K. (co-organizer), Gerard, L. (co-organizer), Linn, M.C. (chair), & Squire, K. (discussant), et al. (2013). Automated scoring and adaptive guidance. Structured poster session presented at the AERA annual meeting, San Francisco, CA.

  • Ryoo, K., & Linn, M.C. (2013). Generating versus reading explanations: Helping students distinguish among ideas in dynamic visualizations. Paper presented at the AERA annual meeting, San Francisco, CA.

2012

  • Linn, M.C., Liu, O.L., Ryoo, K., & Madhock, J. (2012). Teaching and assessing scientific thinking: Online inquiry units with automated scoring. Paper presented at the AERA annual meeting, Vancouver, Canada.

  • Ryoo, K., & Linn, M.C. (2012). Can dynamic visualizations improve middle school students’ understanding of energy in photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243.

  • Ryoo, K., & Linn, M.C. (2012). Designing assessments to track student progress in understanding the complex roles of energy in photosynthesis. Paper presented at the AERA annual meeting, Vancouver, Canada.

2011

  • Linn, M.C., Liu, O.L., Slotta, J., & Ryoo, K. (2011). Assessments as auto-scored inquiry activities in the web-based inquiry science environment. Paper presented at the European Science Education Research Association conference, Lyon, France.

  • Ryoo, K. (2011). Teaching science through the language of students in technology-enhanced instruction. Paper presented at the AERA annual meeting, New Orleans, LA.

  • Ryoo, K., & Linn, M.C. (2011). Visualizing energy transformation at the molecular level: Promoting middle school students’ understanding of energy in photosynthesis. Paper presented at the AERA annual meeting, New Orleans, LA.

2010

  • Brown, B., Ryoo, K., & Rodriguez, J. (2010). Pathway towards fluency: Using ‘disaggregate instruction’ to promote science literacy. International Journal of Science Education, 32(11), 1465-1493.

  • Gerard, L., Ryoo, K., Svihla, V., Sato, E., & Swanson, H. (2010). Teacher perspectives on cumulative learning. Poster presented at the ICLS meeting, Chicago, IL.

  • Ryoo, K. (2010). New assessments of cumulative learning in photosynthesis. Poster presented at the ICLS meeting, Chicago, IL.

  • Ryoo, K. (2010). Learning science, talking science: The impact of a technology-enhanced curriculum on students' science learning in linguistically diverse classrooms. Paper presented at the AERA annual meeting, Denver, CO.

  • Ryoo, K. (2010). Integrating innovative technologies in inquiry science for English language learners. Paper presented at the International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea.

  • Ryoo, K., & Linn, M.C. (2010). Cumulative learning using embedded assessment results. Poster presented in the Interactive Visualizations, Simulations, and Games for Science and Math Learning Symposium at the NSF Discovery Research K-12 PI Meeting, Washington, D.C.

  • Ryoo, K., & Linn, M.C. (2010). Promoting students’ integrated understanding of energy in photosynthesis using a technology-enhanced science curriculum. Paper presented at the International Conference of KSET, Seoul, Korea.

  • Ryoo, K., & Linn, M.C. (2010). Students’ progress in understanding energy concepts in photosynthesis using visualizations. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines, proceedings of the 9th International Conference of the Learning Sciences (Vol. 2, pp. 480-481). Chicago, IL: International Society of the Learning Sciences.

  • Svihla, V., Gerard, L., Ryoo, K., Sato, E., Visintainer, T., Swanson, H., Linn, M.C., Lee, H.S., & Liu, O. L. (2010). Energy across the Curriculum: Cumulative Learning Using Embedded Assessment Results. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines, proceedings of the 9th International Conference of the Learning Sciences (Vol. 2, pp. 253-259). Chicago, IL: International Society of the Learning Sciences.

2009

  • Ryoo, K. (2009). Closing the science achievement gap: Promoting science learning for English language learners. Paper presented at the AERA annual meeting, San Diego, CA.

  • Ryoo, K. (2009). Teaching science to English language learners through the language of students. Paper presented at the NARST annual meeting, Garden Grove, CA.

  • Ryoo, K., & Linn, M.C. (2009). Integrating innovative technologies in inquiry science: Professional development for teachers and the impacts on teacher and student learning. Paper presented at the NSF Discovery Research K-12 PI Meeting, Washington, D.C.

2008

  • Brown, B., & Ryoo, K. (2008). Teaching science as a language: A "content-first" approach to science teaching. Journal of Research in Science Teaching, 45(5), 529-553. (received the Journal of Research in Science Teaching Award)

  • Ryoo, K. (2008). Effects of computer simulation on English language learners’ science learning. Paper presented at the NARST annual meeting, Baltimore, MD.

  • Ryoo, K. (2008). Collaborative dialogue: How to improve language minority students’ use of scientific discourse. Poster presented at the AERA annual meeting, New York, NY.

2007

  • Brown, B., Ryoo, K., & Rodriguez, J. (2007). Speaking towards understanding: Learning to be literate speakers and writers of science. Paper presented at the NARST annual meeting, New Orleans, LA.

  • Ryoo, K., & Brown, B. (2007). Separating the language and content of science: An examination of minority students' science learning. Paper presented at the AERA annual meeting, Chicago, IL.

2006

  • Brown, B., & Ryoo, K. (2006). Developing conceptual continuity for science literacy in a web-based learning environment. Paper presented at the NARST annual meeting, San Francisco, CA.

2020

  • Jang, W., Franscisco, J.*, Ranganathan, N.*, McCarroll, K. M.*, & Ryoo, K. (2020). Using machine learning to understand students’ learning patterns in simulations. Proceedings of the 14th International Conference of Learning Sciences (ICLS) meeting, Nashville, TN.


  • Toutkoushian, E., & Ryoo, K. (2020). Modeling complex data from simulations to assess middle school students’ NGSS-Aligned Science Learning. Paper accepted to be presented at the American Educational Research Association (AERA) annual meeting, San Francisco, CA.

2019

  • Hutchinson, M., Metcalf, L., & Ryoo, K. (2019). Effects of dynamic visualizations on linguistically diverse students’ accurate and alternative concepts of chemical phenomena. Paper presented at the National Association for Research in Science Teaching (NARST) annual meeting, Baltimore, MD.

  • Ryoo, K., & Bedell, K. (2019). Supporting linguistically diverse students’ science learning with dynamic visualizations through discourse-rich practices. Journal of Research in Science Teaching, 56(3), 270-301. (selected as the 2020 NARST/NSTA’s Research Worth Reading)

  • Ryoo, K., Hutchinson, M., Desmond, M. *, & Toutkoushian, E. (2019). The effects of different forms of adaptive feedback on diverse students’ science learning. Paper presented at the AERA annual meeting, Toronto, Canada.

2018

  • Bedell, K., & Ryoo, K. (2018). Investigating teacher effects on English learners’ chemistry understanding during visualization-rich inquiry instruction. Paper presented at the NARST annual meeting, Atlanta, GA.

  • Bedell, K., & Ryoo, K. (2018). Linguistically-diverse pairs’ collaborative discourse patterns in the context of visualization-rich inquiry-based learning. Poster presented at the NARST annual meeting, Atlanta, GA.

  • Bedell, K., Ryoo, K., & Swearingen, A. (2018). Using visualizations to create equitable opportunities for linguistically diverse students to engage in science practices. Paper presented at the AERA annual meeting, New York, NY.

  • Ryoo, K. (2018). Using knowledge integration to support English language learners in science practices. Poster presented in the Knowledge Integration: Trajectories, Opportunities and Future Directions symposium at the AERA annual meeting, New York, NY.

  • Ryoo, K., Bedell, K., & Swearingen, A. (2018). Promoting linguistically diverse students’ short-term and long-term understanding of chemical phenomena using visualizations. Journal of Science Education and Technology, 27(6), 508-522.

  • Ryoo, K., Toutkoushian, E., & Bedell, K. (2018). Exploring different types of assessment items to elicit linguistically diverse students’ understanding of energy and matter in chemistry. Chemistry Education Research and Practice, 19(1), 149-166.

  • Toutkoushian, E., & Ryoo, K. (2018). Developing a method to use log files to understand NGSS-Aligned Science Learning. Poster presented at the International Educational Data Mining (EDM) annual meeting, Buffalo, NY.

  • Toutkoushian, E., Ryoo, K., Bedell, K., Linn, M.C., & Swearingen, A. (2018). Leveraging Log data from simulations to understand students’ knowledge integration processes. Proceedings of the 13th International Conference for the Learning Sciences. London, UK: International Society of the Learning Sciences.

  • Toutkoushian, E., Swearingen, A., Ryoo, K., & Plumley, R. (2018). Leveraging log data from simulations in technology-enhanced learning environments to understand students’ learning patterns. Paper presented at the AERA annual meeting, New York, NY.

2017

  • Ryoo, K., & Bedell, K. (2017). The effects of visualizations on linguistically diverse students’ understanding of energy and matter in life science. Journal of Research in Science Teaching, 54(10), 1274-1301. (selected as a semi-finalist for the 2018 NARST/NSTA’s Research Worth Reading)

  • Ryoo, K., Bedell, K., & Toutkoushian, E. (2017). Making sense of science using dynamic visualizations: Creating discourse-rich opportunities for linguistically diverse students. Paper presented at the AERA annual meeting, San Antonio, TX.

  • Toutkoushian, E., & Ryoo, K. (2017). Understanding patterns of students’ science learning using log data from visualizations in technology-enhanced instruction. Poster presented at the National Council for Measurement in Education (NCME) Special Conference on Classroom Assessment and Large-Scale Psychometrics: The Twain Shall Meet, University of Kansas in Lawrence, Lawrence, KS.

  • Toutkoushian, E., Swearingen, A., Ryoo, K., & Bedell, K. (2017). Exploring different types of assessment items to elicit linguistically diverse students’ understanding of energy and matter in chemistry. Paper presented at the AERA annual meeting, San Antonio, TX.

2016

  • Bedell, K., Ryoo, K., & Swearingen, A. (2016). Supporting English language learners’ learning with dynamic visualizations: Generating versus reading explanations. Poster presented at the NARST annual meeting, Baltimore, MD.

  • Gerard, L.F., Ryoo, K., McElhaney, K.W., Liu, O.L., Rafferty, A.N., & Linn, M.C. (2016). Automated guidance for student inquiry. Journal of Educational Psychology, 108(1), 60-81.

  • Ryoo, K., & Linn, M.C. (2016). Designing automated guidance for concept diagrams in inquiry instruction. Journal of Research in Science Teaching, 53(7), 1003-1035.

2015

  • Linn, M.C., Gerard, L., Liu, O.L., Ryoo, K., Rafferty, A., & Vitale, J. (2015). Using automated scoring to promote knowledge integration in science. Paper presented in a symposium at the AERA annual meeting, Chicago, IL.

  • Liu, O.L., Ryoo, K., Sato, E., Svihla, V., & Linn, M.C. (2015). Measuring knowledge integration learning of energy topics: A Two-Year Longitudinal Study. International Journal of Science Education, 37(7), 1-23.

  • Ryoo, K. (2015). Teaching science through the language of students in technology-enhanced instruction. Journal of Science Education and Technology, 24(1), 29-42.

  • Ryoo, K. (2015). Visualizing science to support English learners’ understanding of energy and matter flows in life science. Paper presented at the AERA annual meeting, Chicago, IL.

  • Ryoo, K. (2015). Perspective on cumulative learning of energy concepts with automated scoring. Paper presented in a symposium at the NARST annual meeting, Chicago, IL.

  • Ryoo, K., & Bedell, K. (2015). Re-envisioning Science: Using technology to support ELLs’ science and language learning. Paper presented at the annual meeting of the North Carolina Science Teachers' Association (NCSTA), Winston-Salem, NC.

  • Ryoo, K., & Bedell, K. (2015). Visualizing energy and matter transformations for linguistically diverse students. Paper presented at the NARST annual meeting, Chicago, IL.

  • Ryoo, K., & Linn, M.C. (2015). Designing and validating assessments of complex thinking in science. Theory into Practice, 54(3), 238-254.

  • Ryoo, K., & Sato, M.E. (2015). Blogs for learning. In R. Gunstone (Ed.), Encyclopedia of Science Education, pp. 130-132, Springer Dordrecht, Heidelberg, New York, London.

  • Toutkoushian, E., Kung, M., & Ryoo, K. (2015). Transforming linguistically diverse students' misconceptions about matter and energy flow using visualizations. Paper presented at the NARST annual meeting, Chicago, IL.

  • Toutkoushian, E., & Ryoo, K. (2015). Effecting English language learners’ misconceptions about energy and matter using dynamic visualizations. Paper presented at the 18th Annual Southeastern Association of Educational Studies (SEAES) Conference, Chapel Hill, NC.

2014

  • Linn, M.C., Gerard, L.F., Ryoo, K., McElhaney, M., Liu, O.L., & Rafferty, A. (2014). Computer-guided inquiry to improve science learning. Science, 344(6180), 155-156.

  • Ryoo, K., & Linn, M.C. (2014). Comparison of Specific and Knowledge Integration Automated Guidance for Concept Diagrams in Inquiry Instruction. Polman, J. L., Kyza, E. A., O'Neill, D. K., Tabak, I., Penuel, W. R., Jurow, A. S., O'Connor, K., Lee, T., & D'Amico, L. (Eds.), Learning and becoming in practice, proceedings of the 11th International Conference for the Learning Sciences (Vol. 3, pp. 1585-1586). Boulder, CO: International Society of the Learning Sciences.

  • Ryoo, K., & Linn, M.C. (2014). Designing guidance for interpreting dynamic visualizations: Generating vs. reading explanations. Journal of Research in Science Teaching, 51(2), 147-174. (selected as the 2015 NARST/NSTA’s Research Worth Reading)

  • Ryoo, K., & Linn, M.C. (2014). Designing automated guidance to improve diverse students’ understanding of energy flow. Paper presented at the AERA annual meeting, Philadelphia, PA.

2013

  • Linn, M.C., Liu, O.L., Ryoo, K., Svihla, V., & Sato, E. (2013). Interpreting student progress from embedded assessments: Expanding item types for assessing inquiry. Paper presented in the Big Data symposium at the National Council on Measurement in Education (NCME) annual meeting, San Francisco, CA.

  • Liu, O.L., Ryoo, K., Sato, E., Svihla, V., & Linn, M.C. (2013). Designing assessments to measure cumulative learning of energy topics. Paper presented at the AERA annual meeting, San Francisco, CA.

  • Ryoo, K. (2013). Automated assessment using student-generated concept diagrams. Paper presented in the symposium at the NARST annual meeting, Rio Grande, Puerto Rico.

  • Ryoo, K. (co-organizer), Gerard, L. (co-organizer), Linn, M.C. (chair), & Squire, K. (discussant), et al. (2013). Automated scoring and adaptive guidance. Structured poster session presented at the AERA annual meeting, San Francisco, CA.

  • Ryoo, K., & Linn, M.C. (2013). Generating versus reading explanations: Helping students distinguish among ideas in dynamic visualizations. Paper presented at the AERA annual meeting, San Francisco, CA.

2012

  • Linn, M.C., Liu, O.L., Ryoo, K., & Madhock, J. (2012). Teaching and assessing scientific thinking: Online inquiry units with automated scoring. Paper presented at the AERA annual meeting, Vancouver, Canada.

  • Ryoo, K., & Linn, M.C. (2012). Can dynamic visualizations improve middle school students’ understanding of energy in photosynthesis? Journal of Research in Science Teaching, 49(2), 218-243.

  • Ryoo, K., & Linn, M.C. (2012). Designing assessments to track student progress in understanding the complex roles of energy in photosynthesis. Paper presented at the AERA annual meeting, Vancouver, Canada.

2011

  • Linn, M.C., Liu, O.L., Slotta, J., & Ryoo, K. (2011). Assessments as auto-scored inquiry activities in the web-based inquiry science environment. Paper presented at the European Science Education Research Association conference, Lyon, France.

  • Ryoo, K. (2011). Teaching science through the language of students in technology-enhanced instruction. Paper presented at the AERA annual meeting, New Orleans, LA.

  • Ryoo, K., & Linn, M.C. (2011). Visualizing energy transformation at the molecular level: Promoting middle school students’ understanding of energy in photosynthesis. Paper presented at the AERA annual meeting, New Orleans, LA.

2010

  • Brown, B., Ryoo, K., & Rodriguez, J. (2010). Pathway towards fluency: Using ‘disaggregate instruction’ to promote science literacy. International Journal of Science Education, 32(11), 1465-1493.

  • Gerard, L., Ryoo, K., Svihla, V., Sato, E., & Swanson, H. (2010). Teacher perspectives on cumulative learning. Poster presented at the ICLS meeting, Chicago, IL.

  • Ryoo, K. (2010). New assessments of cumulative learning in photosynthesis. Poster presented at the ICLS meeting, Chicago, IL.

  • Ryoo, K. (2010). Learning science, talking science: The impact of a technology-enhanced curriculum on students' science learning in linguistically diverse classrooms. Paper presented at the AERA annual meeting, Denver, CO.

  • Ryoo, K. (2010). Integrating innovative technologies in inquiry science for English language learners. Paper presented at the International Conference of the Korean Society for Educational Technology (KSET), Seoul, Korea.

  • Ryoo, K., & Linn, M.C. (2010). Cumulative learning using embedded assessment results. Poster presented in the Interactive Visualizations, Simulations, and Games for Science and Math Learning Symposium at the NSF Discovery Research K-12 PI Meeting, Washington, D.C.

  • Ryoo, K., & Linn, M.C. (2010). Promoting students’ integrated understanding of energy in photosynthesis using a technology-enhanced science curriculum. Paper presented at the International Conference of KSET, Seoul, Korea.

  • Ryoo, K., & Linn, M.C. (2010). Students’ progress in understanding energy concepts in photosynthesis using visualizations. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines, proceedings of the 9th International Conference of the Learning Sciences (Vol. 2, pp. 480-481). Chicago, IL: International Society of the Learning Sciences.

  • Svihla, V., Gerard, L., Ryoo, K., Sato, E., Visintainer, T., Swanson, H., Linn, M.C., Lee, H.S., & Liu, O. L. (2010). Energy across the Curriculum: Cumulative Learning Using Embedded Assessment Results. In K. Gomez, L. Lyons & J. Radinsky (Eds.), Learning in the Disciplines, proceedings of the 9th International Conference of the Learning Sciences (Vol. 2, pp. 253-259). Chicago, IL: International Society of the Learning Sciences.

2009

  • Ryoo, K. (2009). Closing the science achievement gap: Promoting science learning for English language learners. Paper presented at the AERA annual meeting, San Diego, CA.

  • Ryoo, K. (2009). Teaching science to English language learners through the language of students. Paper presented at the NARST annual meeting, Garden Grove, CA.

  • Ryoo, K., & Linn, M.C. (2009). Integrating innovative technologies in inquiry science: Professional development for teachers and the impacts on teacher and student learning. Paper presented at the NSF Discovery Research K-12 PI Meeting, Washington, D.C.

2008

  • Brown, B., & Ryoo, K. (2008). Teaching science as a language: A "content-first" approach to science teaching. Journal of Research in Science Teaching, 45(5), 529-553. (received the Journal of Research in Science Teaching Award)

  • Ryoo, K. (2008). Effects of computer simulation on English language learners’ science learning. Paper presented at the NARST annual meeting, Baltimore, MD.

  • Ryoo, K. (2008). Collaborative dialogue: How to improve language minority students’ use of scientific discourse. Poster presented at the AERA annual meeting, New York, NY.

2007

  • Brown, B., Ryoo, K., & Rodriguez, J. (2007). Speaking towards understanding: Learning to be literate speakers and writers of science. Paper presented at the NARST annual meeting, New Orleans, LA.

  • Ryoo, K., & Brown, B. (2007). Separating the language and content of science: An examination of minority students' science learning. Paper presented at the AERA annual meeting, Chicago, IL.

2006

  • Brown, B., & Ryoo, K. (2006). Developing conceptual continuity for science literacy in a web-based learning environment. Paper presented at the NARST annual meeting, San Francisco, CA.