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Bryan Henderson

Associate Professor
Faculty, TEMPE Campus, Mailcode 1811
Faculty Teaching
Faculty, TEMPE Campus, Mailcode 1811
Biography: 

Dr. J. Bryan Henderson’s research pursues two primary objectives: (1) given the substantial empirical evidence for the importance of our prior thinking in the construction of new thinking, learners need to be provided spaces where they feel safe to share their thinking at whatever stage their ideas might be in; and (2) how we exchange ideas can vary in sophistication, and hence, supports are necessary for students to articulate their thinking and the sharing of those ideas in an increasingly critical, evidence-based fashion.

Henderson is interested in the utilization of educational technology to facilitate critical, peer-to-peer science learning. His classroom-based research on critical speaking and listening intersects with his psychometric development of assessments that gauge how students learn science through evidence-based argumentation. As the director of the Braincandy project (www.braincandy.org), Henderson has developed a cloud-based technology that affords students the safety of participating in classroom activities anonymously, and then makes discrepancies in anonymous student thinking transparent to the entire classroom through visualization tools. In turn, these differences in thinking set the stage for authentic, peer-to-peer argumentation as students seek to overcome uncertainty in the pursuit of classroom consensus.

Dr. Henderson received his Ph. D. from Stanford University in Science Education. With six college degrees and a research background in astrophysics, he has extensive experience teaching a multitude of courses in learning theories, statistics, and physics. He is currently an Associate Professor of Science Education at Arizona State University, where he is a recipient of the ASU Centennial Professorship Award for outstanding teaching, leadership, and service. He also serves as a Principal Investigator on a 3-million-dollar collaborative research grant between ASU and UC Berkeley, funded by the National Science Foundation.

In 2018, Dr. Henderson was named a National Academy of Education/Spencer Postdoctoral Fellow. He has published in the Harvard Educational Review, as well as in prestigious science education journals including the International Journal of Science Education and the Journal of Research in Science Teaching, the latter of which he serves as an Associate Editor. Dr. Henderson has been elected to serve as Program Chair of the American Educational Research Association SIG for Science Teaching and Learning. He also serves on the Editorial Board of Educational Researcher, which one of the top-ranked journals in all of educational research.

Education: 

Ph.D., Science Education

2013, Stanford University – Stanford, CA

 

M.S., Physics

2008, Portland State University – Portland, OR

 

Graduate Certificate, Teaching Adult Learners

2008, Portland State University – Portland, OR

 

M.S., Education

2006, Portland State University – Portland, OR

 

B.S., Physics

2004, University of Washington – Seattle, WA

 

B.S., Astronomy

2004, University of Washington – Seattle, WA

 

B.A., Philosophy with a Minor in Applied Mathematics

2004, University of Washington – Seattle, WA

Research Interests: 

Guiding Research Questions:

  • How can emerging technologies be utilized to promote more frequent peer-to-peer interactions in science classrooms?
  • Not all interactions are created equal. How can teachers and their students be supported to promote increasingly critical interactive engagements?
  • Speaking and listening, which are key modalities for peer interaction, can be much more difficult to assess than reading and writing literacy. How can speaking and listening, and particularly critical speaking and listening, be assessed in a more valid and reliable fashion? Most importantly, how can potential answers to all of the above questions be leveraged in a practical manner that educational practitioners will find useful?
  • People are increasingly turning to digital media spaces to make sense of important issues, many of which are scientific and/or technological in nature. How can we support students inside the classroom to more critically consume scientific information outside the classroom?

Current Research Projects:

As a Co-Founder and Research Director of the Braincandy non-profit, Dr. Henderson is working with teachers across the U.S. to make formative assessment materials and best practices freely accessible via cloud-based applications. Braincandy allows students to participate in classroom activities anonymously, and then make discrepancies in anonymous student thinking transparent to the entire classroom through visualization tools. You can learn more about Braincandy at www.braincandy.org. The Braincandy project is an example of how Henderson seeks to create a synergy between his research and his teaching. Indeed, he utilizes Braincandy in every class he teaches, and as Braincandy is very popular with students, Henderson has been named by the student body as a recipient of the ASU Centennial Professorship for outstanding teaching, leadership, and service.

Dr. Henderson is a Principal Investigator on a 3-million-dollar grant from the National Science Foundation (NSF) to develop DiALoG (Diagnosing Argumentation Levels of Groups), which is an assessment that offers teachers and researchers a means to operationalize classroom talk and listening that spans multiple unique aspects of oral argumentation. Since DiALoG is designed for a group level of analysis, teachers do not have to focus on individual utterances, and hence DiALoG's eight-question assessment has potential for practical classroom use. Further simplifying things for teachers, Henderson has created a tablet-based application that allows teachers to easily enter and edit their scores - scores that are automatically tabulated and recorded by the application.

With more and more states adopting a new generation of science standards that place evidence-based argumentation as a key practice in the learning of science, Dr. Henderson is using his experience in the development of argumentation assessments to create supports for teachers to align their classroom practices with the new science standards. To this end, Henderson is a co-author in a new book titled Arguing from Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. 

Publications: 

*Indicates doctoral students

**Indicates postdoctoral scholars

Henderson, J.B.,**Zillmer, N., *Holton, A., *Weiner, S., Greenwald, E., Goss, M., *Lopez, M. L., Morales, C., Pearson, P. D., & McNeill, K. (2021). How science teachers DiALoG their classrooms: Towards a practical and responsive formative assessment of oral classroom argumentation. Journal of Science Education and Technology. doi: 10.1007/s10956-021-09921-4

Henderson, J.B. (2020). Adapting a popular technique in college lecture halls to k-12 classrooms. NSTA Science Scope, 43(9), 6-9.

Henderson, J. B. (2020). Integrating technology to support classroom argumentation. NSTA Science Scope, 43(8), 16-19.

Henderson, J.B. & Aguilera, E. (2020). Utilizing technology to support scientific argumentation in active learning classrooms. In J. Mintzes & E. Walter (Eds.), Active learning in college science: The case for evidence-based practice (pp. 587-602). Berlin: Springer Nature.

Henderson, J.B. (2019). Beyond “active” learning: How the ICAP framework permits more acute examination of the popular peer instruction pedagogy. Harvard Educational Review, 89(4), 611-634. doi: 10.17763/1943-5045-89.4.611

Henderson, J.B. & Osborne, J. (2019). Using computer technology to support the teaching and learning of argumentation in chemistry. In S. Erduran (Ed.), Argumentation in chemistry education: Research, policy, and practice (pp. 79-105). Royal Society of Chemistry.

Henderson, J. B. & Aguilera, E. (2019). On the screen – beneath the screen – beyond the screen: A framework for considering how educational technology can support argumentation in your classroom. NSTA Reports, 31(4), 3.

Henderson, J. B. (2019). NSTA Freebies: Braincandy.org. NSTA Reports, 31(1), G-2.

*Close, K., *Bowers, N., *Mehta, R., Mishra, P., & Henderson, J. B. (2018). Students as teachers: How science teachers can collaborate with their students using peer instruction. iWonder, 5, 24-28.

Henderson, J. B., McNeill, K. L., *González-Howard, M., *Close, K., & *Evans, M. (2018). Key challenges and future directions for educational research on scientific argumentation. Journal of Research in Science Teaching, 55(1), 5-18.  doi: 10.1002/tea.21412

Henderson, J.B., Langbeheim, E., & Chi, M.T.H. (2017). Addressing robust misconceptions through the ontological distinction between sequential and emergent processes. In B. Sherin, T. Amin, & O. Levrini (Eds.), Converging perspectives on conceptual change: Mapping an emerging paradigm in the learning sciences (pp. 26-33). New York, NY: Routledge.

Osborne, J., Donovan, B., Henderson, J.B., MacPherson, A., & Wild, A. (2016). Arguing from Evidence in Middle School Science: 24 Activities for Productive Talk and Deeper Learning. Corwin Publishers.

Osborne, J., Henderson, J. B., MacPherson, A., Szu, E., Wild, A., & Yao, S. Y. (2016). The development and validation of a learning progression for argumentation in science. Journal of Research in Science Teaching, 53(6), 821-846. doi:10.1002/tea.21316

Brown, B., Henderson, J. B., Gray, S., Sullivan, S., Donovan, B., Patterson, A., & Wagstaff, W. (2016). From description to explanation: An empirical exploration of the african-american pipeline project. Journal of Research in Science Teaching, 53(1), 146-177. doi:10.1002/tea.21249

Al Lily, A., & 98 Additional Authors Including Henderson, J. B. (2016). Academic domains as political battlegrounds: A global enquiry by 99 academics in the fields of education and technology. Information Development. doi:10.1177/0266666916646415.

Henderson, J.B., MacPherson, A., Osborne, J., & Wild, A. (2015). Beyond construction: Five cases for the role and value of critique in the learning of science. International Journal of Science Education, 37(10), 1668-1697. doi: 10.1080/09500693.2015.1043598

Pearson, P. D., Knight, A.M., Cannady, M.A., Henderson, J.B., & McNeill, K.L. (2015). Assessment at the intersection of science and literacy. Theory into Practice, 54(3), 228-237. doi:10.1080/00405841.2015.1044372

Yao, S-Y., Wilson, M., Henderson, J.B., & Osborne, J. (2015). Investigating the function of content and argumentation items in a science test: A multidimensional approach. Journal of Applied Measurement, 16(2), 171-192.

Henderson, J.B., Osborne, J., MacPherson, A., & Szu, E. (2014). A new learning progression for student argumentation in scientific contexts. In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Science education research for evidence-based teaching and coherence in learning:  E-Book Proceedings of the ESERA 2013 Conference, Part 7 (co-ed. M. Evagorou & K. Iordanou) (pp. 26-42). Nicosia, Cyprus: European Science Education Research Association. ISBN: 978-9963-700-77-6

Brown, B., Parsons, E., Miles, R., & Henderson, J.B. (2013) Exploring the alignment of black scientists with the american scientific community: Does race still matter? Journal of Women and Minorities in Science and Engineering, 19(2), 95-120. doi:10.1615/JWomenMinorScienEng.2013005116

Brown, B., Henderson, J.B., Gray, S., Donovan, B, & Sullivan, S. (2013). From access to success: Identity contingencies & african-american pathways to science. Higher Education Studies, 3, 1-13. doi:10.5539/hes.v3n1p1

Brown, B., Henderson, J.B., & Kloser, M. (2012). Bridging cultures: The role of culturally-relevant pedagogy, discursive identity, and conceptual continuities in the promotion of scientific literacy. In C. Lewis & J. Moore (Eds.), African american students in urban schools: Critical issues and solutions for achievement (pp. 185-203). New York, NY: Peter Lang Publishers.


 

Fall 2021
Course NumberCourse Title
BIO 499Individualized Instruction
EDT 584Internship
LSE 599Thesis
EDT 690Reading and Conference
DCI 691Seminar
DCI 790Reading and Conference
DCI 791Seminar
BIO 791Seminar
DCI 792Research
DCI 799Dissertation
Summer 2021
Course NumberCourse Title
EDP 540LearningTheories&InstrctStratg
Spring 2021
Course NumberCourse Title
DCI 790Reading and Conference
BIO 791Seminar
DCI 791Seminar
DCI 792Research
DCI 799Dissertation
Fall 2020
Course NumberCourse Title
BIO 499Individualized Instruction
LSE 540Theoretical Views Lrnng in LS
EDT 584Internship
EDT 690Reading and Conference
EDT 790Reading and Conference
DCI 790Reading and Conference
BIO 791Seminar
DCI 792Research
DCI 799Dissertation
Spring 2020
Course NumberCourse Title
DCI 790Reading and Conference
BIO 791Seminar
DCI 792Research
Fall 2019
Course NumberCourse Title
BIO 499Individualized Instruction
EDT 584Internship
EDT 690Reading and Conference
DCI 790Reading and Conference
EDT 790Reading and Conference
DCI 791Seminar
BIO 791Seminar
DCI 792Research
Spring 2019
Course NumberCourse Title
DCI 790Reading and Conference
BIO 791Seminar
Fall 2018
Course NumberCourse Title
BIO 499Individualized Instruction
EDT 584Internship
EDT 690Reading and Conference
DCI 790Reading and Conference
EDT 790Reading and Conference
DCI 791Seminar
BIO 791Seminar
DCI 792Research
Spring 2018
Course NumberCourse Title
EDP 554Analysis-of-Variance Methods
DCI 790Reading and Conference
BIO 791Seminar
Fall 2017
Course NumberCourse Title
LSE 571History of Learning Sciences
EDT 584Internship
EDT 690Reading and Conference
DCI 790Reading and Conference
EDT 790Reading and Conference
BIO 791Seminar
Spring 2017
Course NumberCourse Title
DCI 790Reading and Conference
BIO 791Seminar