Jean Flanagan is the Science Education Research Specialist at the Smithsonian Science Education Center. Jean has spent that past five years at SSEC focusing on translating research into practice through our products and services. As a project lead on the Good Thinking! video series, she worked with a small team to conceptualize the series, select topics, recruit subject matter experts, distill research, develop scripts, review visuals, incorporate feedback, and produce the series. Jean is also a lead developer on a new curriculum series aligned to the Next Generation Science Standards, Smithsonian Science for the Classroom. Prior to joining the SSEC Jean was a Research Associate at AAAS Project 2061, where she contributed to research on high-quality curriculum materials and assessments aligned to national standards. She also serves as a panelist on Achieve’s Peer Review Panel for Science.
Hyunju Lee, Ed.D. is a program specialist in the Professional Services division of the SSEC. Before joining the group, Hyunju was a research fellow at Utah State University and at the University of South Florida. Hyunju participated in NSF-funded longitudinal PD projects that science and mathematics teachers learned to implement technology in science inquiry pedagogy. Hyunju received the NASA HST Education & Public Outreach grant, and a postdoctoral fellowship from the Science Education Center at the Laser Interferometer Gravitational-wave Observatory (LIGO) of the Caltech. Hyunju’s research has focused on teacher learning of technology professional development, student learning of science, and astronomy education. Hyunju earned her doctoral degree in education from the University of Massachusetts Amherst. And, she received a MS in astronomy from Seoul National University, and a BS in physics with a science teaching certificate from Ewha Womans University in South Korea.
Brian’s research interests include self-regulated learning (SRL), conceptual changes in science, hypermedia learning environments (HLEs), the transformative potential of the Next Generation Science Standards, microanalysis, and adolescent calibration tendencies between perceived self-efficacy and task outcomes. He has presented original research at both APA and NSTA annual conventions and coauthored a chapter in a school psychology book titled Self-Regulated Learning Interventions With At-Risk Youth.
Prior to joining SSEC, Brian taught middle school science for 13 years in Virginia and Maine. In his free time, he is an adjunct professor at George Mason University teaching classes that focus on curriculum and instruction, learning theory, and instructional design. Brian earned his PhD in Educational Psychology with a secondary emphasis in Instructional Design from George Mason University in 2013. Brian also has an undergraduate degree in Environmental Science from the University of Delaware and a Master’s degree in Education from the University of Southern Maine.