The integration of everyday and scientific knowledge in science learning: a study with refugee-background youths (1/2022-5/2023)
I examined how refugee-background youth in the United States integrate cultural and everyday knowledge with disciplinary knowledge when making sense of weather, climate, and climate change. The findings showed that these youths brought a rich blend of transnational knowledge and experiences into the learning space as legitimate sensemaking resources. This was facilitated by critical pedagogies that encouraged youth to draw on diverse cultural and linguistic knowledge and lived experiences to support collective learning about the topics.
Peer-reviewed conference proceedings
Wu, Q. & Ryu, M. (2023). Understanding how resettled refugee youth bridge funds of knowledge with science learning. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.). Proceedings of the 17th International Conference of the Learning Sciences (pp.1158-1161). Montréal, Canada (June 10-15, 2023).
Literature review on Diversity, Equity, and Inclusion in STEM education and workplace settings (8/2021-5/2022)
My advisor, her postdoctoral researcher, and I (as a doctoral student) collaborated on this literature review. We organized our findings from the review into four themes: the rationale for advancing DEI (Diversity, Equity, and Inclusion), the current state of DEI, prevalent explanations of existing inequities, and strategies for advancing DEI.
Peer-reviewed journal articles
Ryu, M., Bano, R., & Wu, Q. (2021). Where does CER stand on diversity, equity, and inclusion? Insights from a literature review. Journal of Chemical Education, 98(12), 3621–3632.
A learning design: technology-mediated expansive learning across school and informal learning contexts (8/2020-5/2021)
“Enhancing Diabetes Awareness Using Augmented Reality Embedded Inquiry Activities” is a design project that I iterated through two classes: Designing Technologies for Learning: Interaction and Embodiment in Space and Time, and Design of Learning Environments.
Conference presentations
Wu, Q. (2021). A Learner-centered Approach to Assessing Expansive Learning. In Blikstein, P., Van Aalst, J., Kizito, R., & Brennan, K. (Eds.) Proceedings of the Learning Sciences Graduate Student Conference 2021 (pp.91-92). Virtual (November 13-14, 2021).
