Room: 2226L Benjamin Building
Phone: (301) 405-3135
Diane Jass Ketelhut (Ed.D., Harvard Univ. Graduate School of Education)
Teaching and Learning, Policy and Leadership (TLPL)
_______________________________________________Research Interests | Bio | Honors & Awards | Grants & Projects | Publications | Curriculum Vitae |
My research interests center on improving student learning and engagement with science through increasing access, particularly in urban contexts, to scientific inquiry experiences and through raising self-efficacy in science. I look specifically at the use of virtual environments to deliver scientific inquiry curricula and science assessments to students in the classroom and at professional development to help teachers integrate scientific inquiry into their curricula.
SAVE Science: Situated Assessment using Virtual Environments for Science Content and Inquiry, 2008-present
Principal Investigator, National Science Foundation, Discovery Research K-12 Program, $2,772,482
Educating middle-grades teachers for challenging contexts,E=mc2, 2007-11
Co-Principal Investigator, Department of Education, Transition to Teaching Program, $3,014,360
Science in the City: a Proposal for Developing Future Scientists, 2006-10
Co-Principal Investigator, National Science Foundation, Academy for Young Scientists Program, $799,125
Ketelhut, D.J., & Schifter, C. (2011). Game-Based Learning and Teachers: Improving understanding of how to increase efficacy of adoption. Computers and Education 56, 539-546.
Ketelhut, D.J., and Nelson, B. (2010). Designing for Real-World Scientific Inquiry in Virtual Environments. Educational Research 52(2), 151-167.
Ketelhut, D.J. (2010). Assessing gaming, computer and scientific inquiry self-efficacy in a virtual environment. In L.A. Annetta and S. Bronack (Eds.), Serious Educational Game Assessment: Practical Methods and Models for Educational Games, Simulations and Virtual Worlds. Amsterdam, The Netherlands. Sense Publishers. p. 1-18.
Ketelhut, D.J., Clarke, J., and Nelson, B. (2010). The development of River City, a multi-user virtual environment-based scientific inquiry curriculum: historical and design evolutions. In M. J. Jacobson and P. Reimann (Eds.), Designs for Learning Environments of the Future: International perspectives from the learning sciences. Springer Publishing Company. p. 89-110.
Ketelhut, D.J., Nelson, B., Schifter, C., and Kim, Y. (2010). Using immersive virtual environments to assess science content understanding: the impact of context. In Kinshuk, D. G. Sampson, J. M. Spector, P. Isa�as, D. Ifenthaler and R. Vasiu (Eds), Proceedings of the iadis international conference on cognition and exploratory learning in the digital age (celda 2010). p 227-230.
Ketelhut, D.J. (2009). Rethinking Science Learning: a needs assessment. An NAS-commissioned paper. http://www7.nationalacademies.org/bose/Ketelut_Gaming_CommissionedPaper.pdf
Ketelhut, D. J. (2007). The Impact of Student Self-Efficacy on Scientific Inquiry Skills: An Exploratory Investigation in River City, a Multi-User Virtual Environment. Journal of Science Education and Technology, 16(1), 99-111.
Ketelhut, D.J., Whitehouse, P., Dede, C., & Brown-L'Bahy, T. (2005). Designing a Distributed Learning Experience. In C. Howard & J. Boettcher & L. Justice & K. Schenk & G. Berg & P. Rogers (Eds.), Encyclopedia of Online Learning and Technology: Idea Group Reference.