Faculty

Curriculum Vitae (PDF)

Dr. Anderson's Electronic Portfolio

Photo of Janice Anderson

Anderson, Janice L.

Associate Professor

T: 919.843.9867
anderjl@email.unc.edu
307A Peabody Hall
CB 3500

"Education is a social process ... Education is growth ... Education is not a preparation for life; education is life itself."

- John Dewey

Overview

Janice L. Anderson teaches science education courses in the Elementary Education program and the Master of Education program for Experienced Teachers. Prior to joining the faculty at UNC-Chapel Hill, she taught biology and anatomy in Ohio and worked in elementary classrooms in Massachusetts. Preceding her classroom experience, she worked in a molecular biology research lab focusing on reproductive endocrinology and biochemistry.

Anderson received her Ph.D. in Curriculum and Instruction from Boston College. Her dissertation research explored the use of virtual worlds to teach concepts related to water quality and ecosystems to urban fifth-grade students. Additionally, the study looked at the impact of gender and learning outcomes on how students engaged with the game. The catalyst for her professional efforts has been the notion of improving students' engagement with science and technology particularly among populations that are underrepresented in science, based on both gender and race.

Anderson’s research interests include the use of educational games to teach science content, the impact of gender and race on students’ construction of scientific knowledge, supporting students in scientific inquiry, explanation and argumentation and the design and enactment of science curriculum materials. Her research uses feminist theory as well as the theoretical framework of Vygotsky to study the role of the computer/video games and their impact on facilitating students’ understandings of science.

Additionally, her work focuses on teachers’ engagement with these innovative technologies and how they are enacted within the classroom context. Specifically, she is investigating the complex relationship among teachers’ beliefs, use of the game environment, and how teachers implement the game in their classroom.

Educational Background

  • Ph.D. 2008 - Boston College, Curriculum and Instruction
  • M.S. 1992 - University of Dayton, Science Education
  • B.A. 1986 - Case Western Reserve University, Biology

Doctoral Program Affiliation(s)

Ph.D. in Education - Learning Sciences and Psychological Studies

Ed.D. in Curriculum & Instruction

Research Interests

  • Science Education and Technology
  • Technology and Teacher Education

Teaching Areas

  • Computer and Video Games Use in the Science of Learning
  • Gender and Science

Courses

  • EDUC 513: Elementary Science Methods
  • EDUC 854: Seminar in Curriculum and Instruction
  • EDUC 716: Technology Across the Curriculum
  • EDUC 416: Technology Integration in Elementary STEM

Honors & Awards

  • Society of Information Technology and Teacher Education – Conference Outstanding Paper Award 2015
  • Society of Information Technology and Teacher Education – Conference Outstanding Paper Award 2014
  • Hugh Hildebrandt Award for Outstanding Contribution to Science Education, 2003
  • Governor’s Award for Excellence in Science Education; 1994, 1995, 1996, 1997, 1998, 1999, 2001, 2002, 2003
  • Pfizer Leadership Institute in Human and Molecular Genetics at Cold Spring Harbor Laboratory Summer, 2001

Funded Research

  • 2014-2018, Biosphere: Fostering deep learning of complex biology for building our next generation’s scientists, Funded by the National Science Foundation DRK-12 Program
  • 2011-2012, Understanding Early Elementary Children's Conceptual Knowledge of Plants, Funded by American Society for Plant Biology
  • 2010-2011, Blogging and Social Media in Teacher Education, Funded by Lenovo Collaborative Technologies in the Classroom

Selected Professional Affiliations

  • American Educational Research Association
  • National Association for Research in Science Teaching
  • International Society of Learning Sciences
  • National Science Teachers Association

Public Service

  • AERA Division K Program Co-Chair Section 1 - 2013-2016
  • Technology Institute for Educators Advisor Board - 2016- Present
  • Advisory Council for Certificate in Science Education
  • Fairmont University Advisory Board for the Digital Media, New Literacies and Media Program – 2014- Present

Selected Publications

Greene, J.G., Anderson, J.L., O’Malley, C.E. & Lobczowski, N.G (In Press). Fostering Self-Regulated Science Inquiry in Physical Sciences. In DiBenedetto, M.K. (Ed.) Connecting Self-Regulated Learning and Performance with Instruction Across High School Content Areas.

Wall, S.D. & Anderson, J.L. (2016). Peer Communication and Blogging. Contemporary Issues in Technology and Teacher Education, 15(4).

Anderson, J.L. and Wall, S.D. (2016) Kinecting Physics: Conceptualization of Motion through visualization and embodiment. Journal of Science Education and Technology. Online First Link October 8 2015- http://link.springer.com/article/10.1007/s10956-015-9582-4

Anderson, J. (2015). Navigating family, education, and orientation identities in schools. In Theoharis, G. & Dotger, S. (Eds.), On The High Wire: Education Professors Walk Between Work and Parenting.(p.23-33). Charlotte, NC: Informational Age Publishing.

Anderson, J.L.& Justice J. (2015) Disruptive Design in Pre-service Teacher Education: Uptake, Participation and Resistance. Teaching Education. 26(4) 400-421. DOI: 10.1080/10476210.2015.103467920

Minshew, L. & Anderson, J.L. (2015). Teacher Efficacy in 1:1 iPad Integration in Middle School Science and Math Classrooms. Contemporary Issues in Technology and Teacher Education. http://citejournal.org/vol15/iss3/science/article1.cfm

Rawson, C. Anderson, J., & Hassell-Hughes, S. (2015). Preparing Students for Science-Focused Teacher- Librarian Collaboration: Design and Impact of a Cross-Class Assignment for Preservice School Librarians and Elementary Teachers. School Library Research, V.18, 1-24, http://www.ala.org/aasl/slr/volume18/rawson-anderson-hughes-hassell.

Anderson, J. (2014). Games and the development of students’ civic engagement. In Bishop, J. (Ed.) Gamification for Human Factors Integration: Social, Education and Psychological Issues. Pp.199-215 Hershey, PA: IGI Global (Refereed)

Anderson, J.L., Ellis, J.P. & Jones, A.M. (2014). Understanding Early Elementary Children’s Conceptual Knowledge of Plant Structure and Function Through Drawings. Journal of Life Science Education, 13, 1-12.

Wall, S.D., Anderson, J., & Justice, J. (2014). Structured Communities, science instruction development and the use of digital media in pre-service elementary teacher education programs. Journal of Technology and Teacher Education, 22 (3) July 2014, pp. 361-395.

Boyd, A., Gorham, J., Justice, J. & Anderson, J. (2013) Examining the Apprenticeship of Observation with Pre-service Teachers: The practice of blogging to facilitate autobiographical reflection and critique. Teacher Education Quarterly. 40(3), pp. 27-49.

Anderson, J.L. & Barnett, M. (2013) Learning physics with digital game simulations in middle school science. Journal of Science Education and Technology. 22:914-926.

Anderson, J. & Barnett, M. (2011) Using video games to support pre-service teachers learning of basic physics principles. Journal of Science Education and Technology, 20(4) 347-362.

Barnett, M., Anderson, J., Houle, M., Higginbotham, T and Gatling, A. (2010). The process of trust building between university researchers and urban school personnel. Urban Education, 45(5), 630-660.

Barnett, M., Wagner, H., Gatling, A., Anderson, J., Houle, M. & Kafka, A. (2006). The impact of science fiction film on student understanding of science. Journal of Science Education and Technology. August 2006.

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