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Bryan Henderson

Faculty Teaching
Faculty, TEMPE Campus, Mailcode 1811
Assistant Professor
Faculty, TEMPE Campus, Mailcode 1811
Biography

Dr. J. Bryan Henderson received his PhD from Stanford University in Science Education. His research pursues two crucial 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. Dr. 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), Dr. 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. With six college degrees and a research background in astrophysics, Dr. Henderson has extensive experience teaching a multitude of courses in learning theories, statistics, and physics. He is currently an Assistant Professor of Learning Sciences at Arizona State University, where he is a recipient of the ASU Centennial Professorship Award for outstanding teaching, leadership, and service. Dr. Henderson is a Principal Investigator on a 3-million-dollar collaborative research grant between ASU and UC Berkeley, funded by the National Science Foundation. He has been named a 2018 National Academy of Education/Spencer Postdoctoral Fellow.

Education

Ph.D., Science Education with an emphasis in Educational Technology

2013, Stanford University – Stanford, CA                                 

 

Dissertation: Technology-Mediated Peer Learning: Exploring an Emerging Trend in Science Education with a New Framework for Differentiating Classroom Interventions

 

Committee Members: Bryan Brown, Jonathan Osborne, Anthony Antonio, Ann Porteus, and Patricia Burchat

 

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?

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

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

Osborne, J., Henderson, J.B., MacPherson, A., Szu, E., & Wild, A. (2016). The development of an empirically validated learning progression for scientific argumentation. Journal of Research in Science Teaching, 53(6), 821-846. doi:10.1002/tea.21316

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.

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
Fall 2016
Course NumberCourse Title
EDP 554Analysis-of-Variance Methods
EDT 584Internship
LSE 598Special Topics
EDT 690Reading and Conference
DCI 790Reading and Conference
EDT 790Reading and Conference
BIO 791Seminar
Spring 2016
Course NumberCourse Title
EDP 540Theoretical Views of Learning
LSE 598Special Topics
Fall 2015
Course NumberCourse Title
EDP 552Multi Regression/Correlatn Mth
EDP 554Analysis-of-Variance Methods
EDT 584Internship
EDT 690Reading and Conference
DCI 790Reading and Conference
EDT 790Reading and Conference
DCI 792Research
Spring 2015
Course NumberCourse Title
EDP 540Theoretical Views of Learning
Fall 2014
Course NumberCourse Title
EDP 554Analysis-of-Variance Methods
EDT 580Practicum
EDT 584Internship
EDT 690Reading and Conference
EDT 790Reading and Conference