Work -

• Research Psychologist @ University of Pennsylvania
• Research Psychologist @ University of California Los Angeles
• Director of Research and Education, Institute for Research in Cognitive Science @ University of Pennsylvania

Education

• University of Pennsylvania - Doctor of Philosophy (Psychology, Cognitive Science) 1988
• Wellesley College - Bachelor of Arts (Psychology, English, English Literature) 1981
• Central Columbia Senior High School - rural district ranked 47th within Pennsylvania

Skills

• Program Evaluation
• Grant Writing
• Higher Education
• Statistics
• Research Design
• Qualitative Research
• Nonprofits
• Science
• Curriculum Development
• University Teaching

Christine M. Massey is the Director of Research and Education at the Institute for Research in Cognitive Science at the University of Pennsylvania and the Director of PENNlincs.

She has directed a number of major collaborative research and development projects that combine research investigating students’ learning and conceptual development in science and math with the development and evaluation of new curriculum materials, learning technology, and educational programs for students and teachers.

She is a member of the cognitive science team for the national IES Research and Development Center for Cognition and Science Instruction.

She was a member of the Study Committee for the NRC study “Defining Deeper Learning and 21st Century skills,” and was a participant and presenter for several NRC workshops.

Dr. Massey received her B.A. from Wellesley College in psychology and English and received her Ph.D. in psychology with a specialization in cognitive development from Penn. Dr. Massey is an Eisenhower Fellow and has also been a fellow in the Spencer Foundation / National Academy of Education’s Postdoctoral Fellowship program. Overcoming Conceptual Challenges to Support Science Learning Christine Massey (Center Co-PI and University of Penn)¹⁾

Christine M. Massey is the Director of Research and Education at the Institute for Research in Cognitive Science at the University of Pennsylvania. She is also the Director of PENNlincs, which serves as a research and development arm of the Institute, linking recent theory and research in cognitive science to education efforts in public schools and cultural institutions.

She has directed a number of major collaborative research and development projects that combine research investigating students’ learning and conceptual development in science and math with the development and evaluation of new curriculum materials, learning technology, and educational programs for students and teachers.

These projects include development of mathematics learning software that incorporates principles of perceptual and adaptive learning; creation of the Science for Developing Minds curriculum series, a comprehensive, fully evaluated science curriculum specifically designed for children in the earliest elementary years; development of a robotics curriculum for the middle grades; and kits and exhibit enhancements to support family learning in zoos and museums.

She is also a member of the cognitive science team for the national IES Research and Development Center for Cognition and Science Instruction, funded by the U.S. Department of Education.

She is a member of the Study Committee for the NRC study “Defining Deeper Learning and 21st Century Skills,” and she has also been a participant and presenter for several NRC workshops. Dr. Massey received her B.A. from Wellesley College with majors in psychology and English. She received her Ph.D. in psychology with a specialization in cognitive development from the University of Pennsylvania. Dr. Massey is an Eisenhower Fellow and has also been a fellow in the Spencer Foundation/National Academy of Education’s Postdoctoral Fellowship program.²⁾

Christines Science Learning Principles ³⁾

Featured Research ⁴⁾

Golfing in a Hurricane: Education System Instability, Randomized Controlled Trials, and Children’s Achievement Authors: Robert F. Boruch, Andrew C. Porter (University of Pennsylvania), and F. Joseph Merlino (The 21st Century Partnership for STEM Education)

This report summarizes and extends ideas that have emerged from a large-scale cluster randomized trial on improvements to science curriculum for middle school children. We focus on instability in four school districts in which the trial was mounted, the implications for mounting further trials, and some implications beyond trials. The report expands on a commentary developed by Boruch, Merlino, and Porter (2012) for Education Week.

Constructing Aligned Assessments Using Automated Test Construction Authors: Andrew Porter (University of Pennsylvania), Morgan S. Polikoff (University of Southern California), Katherine M. Barghaus and Rui Yang (University of Pennsylvania)

We describe an innovative automated test construction algorithm for building aligned achievement tests. by incorporating the algorithm into the test construction process, along with other test construction procedures for building reliable and unbiased assessments, the result is much more valid tests than result from current test construction practices.

The test construction process is efficient and versatile in its application. The target domain could be state content standards, a particular curriculum, or even an intervention. The algorithm, which draws on Surveys of Enacted Curriculum (SEC) procedures, can be employed in the context of English language arts and reading, mathematics, or science. We demonstrate the algorithm’s use and benefits for constructing tests, guiding item riting, and creating subtests from an existing test such that the subtests.

The Center has produced several materials related to science curriculum, teacher professional development, improving student achievement, and research process issues. These materials include research reports, professional conference presentations, and other products, several of which are posted in a format for free downloading in this section.

American Education Research Association (AERA) 2010 Translational Science of Cognitive Science in Middle School Science Curricula

Authors: Christian D. Schunn (University of Pittsburgh: Pittsburgh, PA), F. Joseph Merlino (The 21st Century Partnerhip for STEM Education), Jennifer G. Cromley (Temple University: Philadelphia, PA), Christine M. Massey (University of Pennsylvania: Philadelphia, PA), Nora Newcombe (Temple University: Philadelphia, PA) and Timothy J. Nokes (University of Pittsburgh: Pittsburgh, PA) (Download this presentation)

Designing a Mixed-Methods Evaluation to Measure the Impacts of Modified Middle School Science Curricula

Authors: Morgan S. Polikoff, Rebecca A. Maynard and Robert Boruch (University of Pennsylvania: Philadelphia, PA)

This paper begins by laying out the foundational conditions that shaped the impact evaluation design and discussing their implications for designing the study sample and data collection plan. It then proceeds to a discussion of the sample and timeline of the parallel randomized trials. Finally, the planned analytical strategies are discussed. (Download this presentation)

American Education Research Association (AERA) 2011 Teaching Middle School Students to Reason With Visual Representations in Science

Authors: Jennifer G. Cromley, Nora Newcombe, Theodore W. Wills, Melanie Wills, Melissa Karakus and Michael Batchelor (Temple University: Philadelphia, PA)

As part of the 21st Century National Center on Cognition and Science Instruction, 3 textbooks/modules each were modified from both traditional and inquiry-based middle-school science curricula, using principles regarding reasoning with diagrams and other visual representations. Why and how the 6 curricular units were modified is described. (Download this presentation)

American Psychological Society (APS) 2011 Contrasting Cases Can Facilitate Hands-on Middle School Science Learning at Scale

Authors: Christian D. Schunn, J. Elizabeth Richey and Louis Alfieri (University of Pittsburgh: Pittsburgh, PA)

Contrasting cases were added to the beginning of extended investigations in an existing hands-on, month-long middle school science unit. A large-scale field experiment assessed student learning and found improved learning outcomes for the following: Focal concepts in the cases, material that built up on the cases, and broader concepts from the unit. (Download this presentation)

Comparative Cognition Sociey (CCS) 2010 Using Analogical Learning in Science Curricula to Improve Conceptual Understanding

Authors: J. Elizabeth Richey, Alicia Chang, Timothy J. Nokes, Christian D. Schunn (University of Pittsburg, Pittsburgh, PA) (Download this presentation)

Institute of Education Sciences (IES) 2009 Cognitive Science Applied to Middle School Science Curricula

Authors: Christian D. Schunn (University of Pittsburgh: Pittsburgh, PA), Christine M. Massey (University of Pennsylvania: Philadelphia, PA), Nora Newcombe and Jennifer G. Cromley (Temple University: Philadelphia, PA) (Download this presentation)

Institute of Education Sciences (IES) 2010 Improving Diagrammatic Reasoning in Middle School Science Students

Authors: Jennifer G. Cromley, Nora Newcombe (Temple University: Philadelphia, PA), Christian D. Schunn (University of Pittsburgh: Pittsburgh, PA) and Christine M. Massey (University of Pennsylvania: Philadelphia, PA)

Middle school students who completed an 11-week diagrams interventions showed greater achievement in content and in transfer of diagrammatic reasoning that did students in no-treatment control groups. (Download this presentation)

Institute of Education Sciences (IES) 2011 Introduction to CaSE

Authors: Christian D. Schunn (University of Pittsburgh: Pittsburgh, PA) and Christine Massey (University of Pennsylvania: Philadelphia, PA) (Download this presentation)

National Science Foundation (NSF) -OECD 2012 Increasing Spatial Learning in Formal and Informal Settings

Authors: Nora S. Newcombe (Temple University: Philadelphia, PA) (Download this presentation)

National Science Teachers Association (NSTA) 2012 Middle School Biology and Geology: Increasing Student Learning Through Increasing Teacher Content Knowledge

Author: Bates Mandel and Susan Holmes (The 21st Century Partnership for STEM Education: Conshohocken, PA)

In these presentation, the authors review the structure of an upcoming study designed to answer the following questions:

1. Does deepening teachers’ knowledge of the science they are teaching lead to increased student achievement?

2. Does giving teachers science unit materials modified using cognitive principles and providing professional development on how to implement the modifications lead to increased student achievement?

The studies will be conducted in large urban middle school geology and biology courses using commercially available curriculum.

Download the PowerPoint Presentations: Download Biology Presentation Download Geology Presentation

Cognitive Science Learning Principles in Action: Visualization

Authors: Nora S. Newcombe (Temple University: Philadelphia, PA)

Teaching students to decode Visualizations is a cognitive science, research-based learning principle that increases student learning in science. Find out how to embed it in your teaching! (Download this presentation)

Using Cognitive Science to Improve Science Learning

Author: Donna Cleland (The 21st Century Partnership for STEM Education: Conshohocken, PA)

This PowerPoint presentation is from a NSTA session that engaged participants in four research-based cognitive science learning principles and how to embed them in existing science curricula. After experiencing learning science through activities using these principles, participants developed similar modifications for their own science materials. (Download this presentation)

Conceptual Learning Challenges in Learning Progressions: Their use in Spaced Assessment

Author: Christine Massey (University of Pennsylvania: Philadelphia, PA)

Using Spaced Assessment is a cognitive science, research-based learning principle that increases student retention. During this NSTA presentation Christine Massey examined formative assessment practices that can help teachers understand what their students have “MIS”understood. (Download this presentation)

More Best Practices

Author: Donna P. Cleland (The 21st Century Partnership for STEM Education: Conshohocken, PA)

In this session, the Center shared seven cognitive science based recommendations for organizing instruction to improve student learning. The presentation also include a brief overview of related research and strategies for classroom implementation. (Download this presentation)

PSA 2009 Using Cognitive Science to Improve Middle School Science Learning

Authors: Alicia Chang, Timothy J. Nokes and Christian D. Schunn (University of Pittsburgh: Pittsburgh, PA) (Download this presentation)

Society for Research on Educational Effectiveness (SREE) 2011 Using Research on Analogical Reasoning, Diagrammatic Reasoning, and Prior Knowledge to Improve Middle School Science Outcomes Authors: Nora S. Newcombe (Temple University: Philadelphia, PA)

There have often been complaints about the lack of implementation of basic research findings from cognitive science into curricula. We are conducting a large research study to examine whether systematic modification of middle school science curricula using general cognitive science principles can significantly improve student learning in large urban school districts. 

A team of cognitive scientists is collaborating to systematically modify 3 curriculum units in common textbook for teaching science and 3 curriculum units in a common hands-on science curriculum. The modifications are based primarily on four main principles derived from cognitive science research: contrasting cases setup instruction, visualization conventions and challenges need to be explicitly address in instruction, instruction must build upon and address student prior knowledge, and spaced testing improves retention. 

We describe the foundations of these principles and provide examples of how these principles were used to modify the science curricula. This study presents an opportunity to test the cumulative benefit of basic cognitive science research applies to science education rather than just laboratory demonstrations. (Download this presentation)

Western Psychological Association (WPA) 2010 Scaffolding Middle School Science Learning with Contrasting Cases

Authors: Alicia Chang, Timothy J. Nokes and Christian D. Schunn (University of Pittsburgh: Pittsburgh, PA) (Download this presentation)

Approximately 180 schools and over 500 classroom teachers were recruited from two school districts in Pennsylvania and five districts in Arizona; one Pennsylvania district used the Holt materials, while the Arizona districts and the other Pennsylvania district used FOSS. These teachers were divided randomly into three treatment conditions.

In the Cognitive Science treatment arm, teachers received the modified curriculum units and professional development on how to implement them. In the Science Content treatment arm, teachers received professional development to enhance their science knowledge pertaining to the particular science unit they were teaching. This arm neither received the modified curriculum nor any pedagogical guidance. The Control treatment teachers received no special support and presumably continued to teach in their normal way. Numerous related questions were also explored in the Center studies. Higher-level statistical models were used.

Videos of conference sessions on the study findings and implications, plus closing remarks are listed and linked in the side panel of this page.⁵⁾

Cognitive Science Expert Presentations Diagrams and Visualizations

Jennifer Cromley: Diagrams and Visualizations

Laura Novick: Diagram Design

Priti Shah: Graph Comprehension

Contrasting Cases

Christian Schunn: Contrasting Cases at Scale

Daniel Schwartz: Induction and Contrasting Cases

Dedre Gentner: Analogical Comparisons

Conceptual Challenges

Christine M. Massey: Conceptual Challenges

Carol Smith: Overcoming Conceptual Challenges

Michelene Chi: Overcoming Misconceptions - Spaced Assessment

Nora Newcombe: Spaced Assessment

Henry Roediger: Long-Term Retention

Sean Kang: Retrieval Practice over the Long-Term

As a culminating event, the Center sponsored a national conference in Washington, DC on May 21 and 22, 2013. This conference featured 19 prominent cognitive scientists presenting 11 sessions over the two days. All sessions were audio- and video-recorded and edited by a team from the University of Pennsylvania. In addition, there was a poster session and lively networking discussions at the end of the first day. In all, there were 91 participants from universities, nonprofit organizations, and Federal agencies.

As shown in the side panel, the conference presenters represented many institutions from across the U.S. Four of the conference sessions focused on the four cognitive science principles that were used to modify the Holt and FOSS science curriculum units and design the teacher professional development in the Cognitive Science study arm.

The principles were - 

Using Diagrams and Visualizations to Support Science Learning, led by Jennifer Cromley and featured Laura Novick and Priti Shah

Using Contrasting Cases to Support Science Learning, was led by Christian Schunn and featured Dan Schwartz and Dedre Gentner

Overcoming Conceptual Challenges to Support Science Learning, was led by Christine Massey and featured Carol Smith and Michelene Chi

Using Spaced Assessment to Increase Long-Term Retention of Science Learning, was led by Nora Newcombe and featured Henry Roediger and Sean Kang

Click on a speaker to see a brief biography and his or her presentation at the national conference.⁶⁾

Overcoming Conceptual Challenges to Support Science Learning Christine M. Massey (Center Co-PI and University of Penn) ⁷⁾

Awardee: TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA, THE Initial Amendment Date: September 24, 1992 Latest Amendment Date: July 7, 1995 Award Number: 9252885 Award Instrument: Continuing Grant Program Manager: Janice M. Earle

DRL Division Of Research On Learning EHR Direct For Education and Human Resources Start Date: September 1, 1992 End Date: August 31, 1997 (Estimated) Total Intended Award Amount: $550,622.00 Total Awarded Amount to Date: $550,622.00 Funds Obligated to Date: FY 1992 = $99,012.00 FY 1993 = $152,918.00 FY 1994 = $149,266.00 FY 1995 = $149,426.00 History of Investigator: Aravind Joshi (Principal Investigator) Pamela Freyd (Co-Principal Investigator), Christine M. Massey (Co-Principal Investigator)⁸⁾

James S. McDonnell Foundation - Foundational Science for Young Learners

Grantee: University of Pennsylvania, USA Researcher: Christine M. Massey and Zipora Roth Grant Title: Foundational Science for Young Learners Program Area: Cognitive Studies in Educational Practice (CSEP) Grant Type: Research Award Amount: $460,087 Year Awarded: 1999 Duration: 4 years⁹⁾

National Science Foundation Grant Awardee: TRUSTEES OF THE UNIVERSITY OF PENNSYLVANIA, THE Initial Amendment Date: July 14, 1999 Latest Amendment Date: June 27, 2001 Award Number: 9976527 Award Instrument: Continuing Grant Program Manager: Ruta Sevo HRD Division Of Human Resource Development EHR Direct For Education and Human Resources Start Date: January 1, 2000 End Date: December 31, 2003 (Estimated) Total Intended Award Amount: $874,767.00

Total Awarded Amount to Date: $874,767.00 Funds Obligated to Date: FY 1999 = $298,583.00 FY 2000 = $298,977.00 FY 2001 = $277,207.00 History of Investigator: Christine M. Massey (Principal Investigator)cmassey@psych.ucla.edu James Ostrowski (Co-Principal Investigator), Gerald Weaver (Co-Principal Investigator) Thomasennia Amos (Co-Principal Investigator)¹⁰⁾

Awardee: UNIVERSITY OF CALIFORNIA, LOS ANGELES Initial Amendment Date: January 29, 2003 Latest Amendment Date: December 28, 2004 Award Number: 0231826 Award Instrument: Continuing Grant Program Manager: Larry E. Suter DRL Division Of Research On Learning EHR Direct For Education and Human Resources Start Date: January 1, 2003 End Date: December 31, 2006 (Estimated)

Total Intended Award Amount: $1,655,242.00 Total Awarded Amount to Date: $1,655,242.00 Funds Obligated to Date: FY 2003 = $563,875.00 FY 2004 = $542,372.00 FY 2005 = $548,995.00 History of Investigator: Philip Kellman (Principal Investigator)kellman@cognet.ucla.edu Christine Massey (Co-Principal Investigator)¹¹⁾

2005 — 2006 Keenan, John (co-PI), Koditschek, Daniel. Massey, Christine (co-PI)¹²⁾

Contextualized, Social, Self-Paced Engineering Education For Life-Long Learners

Awardee: RUTGERS, THE STATE UNIVERSITY OF NEW JERSEY Initial Amendment Date: September 12, 2005 Latest Amendment Date: February 4, 2010 Award Number: 0529579 Award Instrument: Continuing Grant Program Manager: Gregg Solomon gesolomo@nsf.gov (703)292-8333 DRL Division Of Research On Learning EHR Direct For Education and Human Resources Start Date: September 15, 2005 End Date: August 31, 2010 (Estimated) Total Intended Award Amount: $0.00

Total Awarded Amount to Date: $1,015,874.00 Funds Obligated to Date: FY 2005 = $330,642.00 FY 2006 = $335,877.00 FY 2007 = $343,105.00 FY 2010 = $6,250.00 History of Investigator: Rochel Gelman (Principal Investigator) rgelman@ruccs.rutgers.edu Christine M. Massey (Co-Principal Investigator), Kimberly Brenneman (Co-Principal Investigator)¹³⁾

Awardee: UNIVERSITY OF CALIFORNIA, LOS ANGELES Initial Amendment Date: August 22, 2011 Latest Amendment Date: August 22, 2011 Award Number: 1109228 Award Instrument: Standard Grant Program Manager: Finbarr Sloane fsloane@nsf.gov (703)292-8465

DRL Division Of Research On Learning EHR Direct For Education and Human Resources Start Date: September 1, 2011 End Date: August 31, 2015 (Estimated) Total Intended Award Amount: $1,263,282.00 Total Awarded Amount to Date: $1,263,282.00 Funds Obligated to Date: FY 2011 = $1,263,282.00 History of Investigator: Philip Kellman (Principal Investigator) kellman@cognet.ucla.edu Christine Massey (Co-Principal Investigator)¹⁴⁾

Advancing Theory and Application in Perceptual and Adaptive Learning to Improve Community College Mathematics

National Science Foundation Org: DRL Division Of Research On Learning Awardee: UNIVERSITY OF CALIFORNIA, LOS ANGELES Initial Amendment Date: March 13, 2017 Latest Amendment Date: September 13, 2018 Award Number: 1644916 Award Instrument: Continuing Grant

Start Date: March 15, 2017 End Date: February 28, 2021 (Estimated) Total Intended Award Amount: $1,720,461.00 Total Awarded Amount to Date: $1,720,461.00 Funds Obligated to Date: FY 2017 = $576,097.00 FY 2018 = $1,144,364.00 History of Investigator:

Philip Kellman (Principal Investigator) kellman@cognet.ucla.edu Christine M. Massey (Co-Principal Investigator) Patrick Garrigan (Co-Principal Investigator) Garrett Kenehan (Co-Principal Investigator)¹⁵⁾