Faculty

Curriculum Vitae (PDF)

Photo of Kelly Ryoo

Ryoo, Kihyun (Kelly)

Assistant Professor

T: 919.962.0345
khryoo@email.unc.edu
309E Peabody Hall
CB 3500

“All of us do not have equal talent, but all of us should have an equal opportunity to develop our talent.”

– John F. Kennedy

Overview

Kihyun “Kelly” Ryoo received her Ph.D. in Learning Sciences and Technology Design with a specialization in Science Education from Stanford University, where she also earned her M.A. in Learning, Design and Technology.

Her research focuses on promoting equity for linguistically diverse students, particularly English learners (ELs), in science education through the design and use of technology. She is interested in the role of technology in supporting linguistically diverse students’ science learning aligned with the Next Generation Science Standards (NGSS).

Her most current research explores 1) how interactive visualization technologies can engage ELs in language-intensive science practices while making sense of science, 2) how interactive data from visualizations can be used to support ELs’ science learning, and 3) how to help science teachers develop effective strategies to support ELs.

Her research has been supported by the National Science Foundation, the National Academy of Education, and the Spencer Foundation. She was a recipient of a National Academy of Education/Spencer Postdoctoral Fellowship and an NSF CAREER award.

Educational Background

  • Ph.D. 2009 – Stanford University
  • M.A. 2004 – Stanford University
  • B.A. 2002 – Ewha Womans University, Korea

Doctoral Program Affiliation(s)

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

Research Interests

  • Technology design for science education
  • Science education
  • Equity issues in STEM education
  • Technology-enhanced curriculum development
  • English language learners (ELLs)
  • Language and literacy in science education

Courses

  • EDUC 817: Introduction to Educational Research
  • EDUC 890: Collaborative Design and Research of Technology-Enhanced Learning Environments
  • EDMX 708: Teacher as Researcher I: Research Methods

Selected Honors & Awards

  • 2016 National Science Foundation (NSF) Faculty Early Career Development (CAREER) Award
  • 2015, Jhumki Basu Scholars Award, National Association of Research in Science Teaching (NARST)
  • 2015, “Research worth Reading” Recognition for paper entitled “Designing guidance for interpreting dynamic visualizations: Generating versus reading explanations,” (Ryoo & Linn, 2014). National Science Teachers Association (NSTA)
  • 2014, National Academy of Education/Spencer Postdoctoral Fellowship
  • 2013, American Educational Research Association (AERA) Division C New Faculty Mentoring, Selected Participant with Travel Grant
  • 2009, Journal of Research in Science Teaching Award
  • 2009, American Educational Research Association Minority Dissertation Fellowship (declined)
  • 2009, AERA Division C Graduate Student Seminar, Selected Participant with Travel Grant
  • 2008, Equity and Ethics Scholarship, National Association of Research in Science Teaching
  • 2008, Stanford Lieberman Fellowship Nomination, Stanford University
  • 2008, Spencer Foundation Research Training Grant, Stanford University
  • 2008, Vice Provost for Graduate Education Diversity Dissertation Grant, Stanford University
  • 2004-2005, Wagner Fellowship, Stanford University
  • 2002, Valedictorian with Highest Academic Honors, Ewha Womans University, Korea
  • 1998-2002. Honor Scholarships and Dean’s List, Ewha Womans University, Korea

Funded Research

Selected Professional Affiliations

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

Selected Publications

Journal Articles

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.

Gerard, L.F., Ryoo, K., McElhaney, M., Liu, O.L., Rafferty, A., & Linn, M.C. (2015). Automated guidance for student inquiry. Journal of Educational Psychology, 108(1), 60-81.

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

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

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). Designing guidance for interpreting dynamic visualizations: Generating vs. reading explanations. Journal of Research in Science Teaching, 51(2),147-174. (selected as the the 2015 NSTA's Research Worth Reading)

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.

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.

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)

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