Grants per year
Personal profile
Biography
Lin Zhang is professor of science education at Providence College. Her research draws from cognitive psychology, focuses on examining instructional 'guidance' during students' science-related activities, defines elements of 'guidance' carefully beyond traditional views, and offers suggestions for effectively integrating investigation activities into science instruction with consideration of different natures and complexities of these activities.
Research Interests: Science Education, Learning Sciences, Cognitive Science, Data Mining
Editorial Board Member (2022 - present), Canadian Journal of Science, Mathematics and Technology Education
Editorial Board Member (2019 – 2022), Journal of Research in Science Teaching
Related links
Education
Ph.D., Boston College
… → 2014
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Testing the Effectiveness of Play-and Inquiry-Based Instruction in Early Science Education
Zhang, L. (CoPI) & Van Reet, J. (PI)
Caplan Foundation for Early Childhood Research Grant
07/1/17 → …
Project: Research
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Direct Instruction vs. Inquiry Learning
Zhang, L. (Other)
National Institute for Direct Instruction
10/7/14 → 10/6/15
Project: Research
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Correction to: There is an Evidence Crisis in Science Educational Policy (Educational Psychology Review, (2022), 34, 2, (1157-1176), 10.1007/s10648-021-09646-1)
Zhang, L., Kirschner, P. A., Cobern, W. W. & Sweller, J., 2024, In: Educational Psychology Review. 36, Issue 1Research output: Contribution to journal › Article
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Instructional sequences in science teaching: considering element interactivity when sequencing inquiry-based investigation activities and explicit instruction
Zhang, L. & Sweller, J., Dec 1 2024, In: European Journal of Psychology of Education. 39, 4, p. 3791-3801 11 p.Research output: Contribution to journal › Article › peer-review
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Response to De Jong et al.’s (2023) paper “Let's talk evidence – The case for combining inquiry-based and direct instruction”
Sweller, J., Zhang, L., Ashman, G., Cobern, W. & Kirschner, P. A., Feb 1 2024, In: Educational Research Review. 42, 100584.Research output: Contribution to journal › Review article › peer-review
Open Access -
Guidance differs between teaching modes: practical challenges in integrating hands-on investigations with direct instruction
Zhang, L., Jan 1 2022, In: Learning: Research and Practice. 8, 2, p. 96-115 20 p.Research output: Contribution to journal › Article › peer-review
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How is “Knowledge” Constructed During Science Activities? Detaching Instructional Effects of “Playing” and “Telling” to Optimize Integration of Scientific Investigations
Zhang, L. & Van Reet, J., 2022, In: Research in Science Education. 52, Issue 5, p. 1435–1449Research output: Contribution to journal › Article