Janice

Profile: Janice Gobert

Professor
Faculty

Dr. Gobert received her Ph.D. from the University of Toronto (1994) in Cognitive Science and her Masters from McGill University, also in Cognitive Science. Her specialty is in technology-based with visualizations and simulations in scientific domains. She and her group developed Inq-ITS (Inquiry-Intelligent Tutoring System; slinq.org)  which is an intelligent tutoring and assessment system for science. With Inq-ITS, the group conducts research on: learning with visualizations, performance assessment of inquiry skills via data-mining of log files, inquiry skill acquisition, and interactions between skill acquisition and learner characteristics. She has been principal investigator on many projects that address technology-based science learning and assessment. From 2000 to December 2007, Janice served as North American Editor for the International Journal of Science Education.

Professional Affiliations:

American Educational Research Association
International Society for the Learning Sciences
Artificial Intelligence in Education

Current Grants:

Testing the Effects of Real-time Scaffolding of Science Inquiry Driven by Automated Performance Assessment, (NSF-DRL-1252477), Gobert, J.,Principal Investigator, Awarded September 2013 from the National Science Foundation,$1,499,346.00

The Development of an Intelligent Pedagogical Agent for Physical Science Inquiry Driven by Educational Data Mining. Gobert, J. & Baker, R.Proposal(R305A120778)Awarded May, 2012 by the U.S. Dept. of Education, $1,499,588.00

Empirical Research: Emerging Research: Using Automated Detectors to Examine the Relationships Between Learner Attributes and Behaviors During Inquiry in Science (NSF-DRL# 1008649).Janice Gobert, Principal Investigator, Ryan Baker, Co-Principal Investigator. Awarded July 1, 2010 from the National Science Foundation; $986,111.00

Education

Ph.D., University of Toronto, 1994
Masters, McGill University, 1989

Recent & Selected Publications

Kim, B., Pathak, S., Jacobson, M., Zhang, B., & Gobert, J.D. (in press). Cycles of Exploration, Reflection, and Consolidation in Model-Based Learning of Genetics. Journal of Science Education and Technology. DOI 10.1007/s10956-015-9564-6

Gobert, J.D., Kim, Y.J, Sao Pedro, M.A., Kennedy, M., & Betts, C.G. (in press). Using educational data mining to assess students’ skills at designing and conducting experiments within a complex systems microworld. Thinking Skills and Creativity. doi:10.1016/j.tsc.2015.04.008

Gobert, J.D., Baker, R., & Wixon, M. (2015). Operationalizing and Detecting Disengagement Within On-Line Science Microworlds. Educational Psychologist, 50(1), 43-57. DOI:10.1080/00461520.2014.999919

Gobert, J., Sao Pedro, M., Raziuddin, J., and Baker, R. S., (2013). From log files to assessment metrics for science inquiry using educational data mining. Journal of the Learning Sciences, 22(4), 521-563.

Hershkovitz, A., Baker, R.S.J.d., Gobert, J., Wixon, M., Sao Pedro, M. (2013). Discovery with models: A case study on carelessness in computer-based science inquiry. American Behavioral Scientist, 57 (10), 1479-1498.

Gobert, J., Wild, S., & Rossi, L. (2012). Examining Geoscience Learning with Google Earth: Testing the Effects of Prior Coursework and Gender. Special issue on Google Earth and Virtual Visualizations in Geoscience Education and Research. Geological Society of America, Special Paper 492, 453-468.

Gobert, J., Sao Pedro, M., Baker, R.S., Toto, E., & Montalvo, O. (2012). Leveraging educational data mining for real time performance assessment of scientific inquiry skills within microworlds, Journal of Educational Data Mining, Article 15, Volume 4, 153-185.

Timms, Michael, Clements, Douglas H., Gobert, Janice, Ketelhut, Diane J., Lester, James, Reese, Debbie D., and Wiebe, Eric. (2012). New measurement paradigms. http://research.acer.edu.au/ar_misc/9. Report to the National Science Foundation.

Sao Pedro, M.A., Baker, R.S.J.d., Gobert, J., Montalvo, O. Nakama, A. (2011). Leveraging Machine-Learned Detectors of Systematic Inquiry Behavior to Estimate and Predict Transfer of Inquiry Skill. User Modeling and User-Adapted Interaction. DOI: 10.1007/s11257-011-9101-0

Gobert, J., O’Dwyer, L., Horwitz, P., Buckley, B., Levy, S.T. & Wilensky, U. (2011). Examining the relationship between students’ epistemologies of models and conceptual learning in three science domains: Biology, Physics, & Chemistry. International Journal of Science Education, 33(5), 653-684.

Gobert, J.D, Pallant, A.R., & Daniels, J.T.M. (2010). Unpacking inquiry skills from content knowledge in Geoscience: A research perspective with implications for assessment design. International Journal of Learning Technologies, 5(3), 310-334.