Dr. Shin is an Assistant Professor of STEM Education in the Department of Liberal Studies
at California State University, Fresno. Dr. Shin’s research focuses on understanding
what learning experience or support facilitates preservice teachers’ development of
competence in teaching STEM to students from diverse backgrounds. Recently, Dr. Shin’s
research involves Maker Movement/maker education, Design Thinking, and collaborative
teacher inquiry.
- Science/STEM Education
- Makerspace and Maker Education
- Design Thinking
- Engineering Design
- Project-Based Learning
- Diversity and Equity in Science/STEM Education
Shin, M., Lee, J., & Nelson, F. (in press, 2021). Funds of Knowledge in Making: Reevisioning
Maker Education in Teacher Preparation. Journal of Research on Technology in Education.
Macias, C., Shin, M., & Benette, L. (accepted, 2021). "They Were Teaching Me!": Reimagining Collaborative
Inquiry with Elementary Students in Science Teacher Education. Journal of Science Teacher Education.
Phan, T., & Shin, M. (accepted, 2021). Design Thinking and Human-centered Design: Re-imagining Technology
Education for Student Teachers. Journal of Formative Design in Learning.
Shin, M., Greenberg, D, & Nazar, C. (2018). "We Wanna Makerspace!": Youth Participatory Action
Research Towards the Design of Equity-Oriented Making. In Calabrese Barton, A., &
Tan, E. (Eds). STEM-Rich Maker Learning: Designing for Equity with Youth of Color (pp. 34-61). New York, NY: Teacher College Press.
Tan, E., Calabrese Barton, A., Shin, M., & Turner, C. (2016). Probing participatory partnerships: Equitably-consequential
making by, for and with marginalized youth. In FabLearn 2016 Proceedings of the 6th Annual Conference on Creativity and Fabrication
in Education (pp. 1-8). Stanford, CA.
Calabrese Barton, A., Tan, E., & Shin, M. (2016). Mobilities of Criticality: Space-Making, Identity and Agency in a Youth-Centered
Makerspace. Singapore: International Society of the Learning Sciences, 2016.
Shin, M., Calabrese Barton, A., & Johnson, L. (2016). “I am an Innovator: Quahn’s Counter-Narrative
of Becoming in STEM.” In Marx, S. (Ed). Qualitative Research in STEM: Studies of Equity, Access and Innovation (pp. 15-35). New York, NY: Routledge.
Kang, D., Shin, M., Shin, P., We, H., Yun, K., Yang, C., Kim, J., Min, H., Noh, T., & Kim, C.J. (2012).
The Types of Inter-language of Middle School Students in the Process of Learning Diastrophism.
Journal of the Korean Earth Science Society, 33 (1), 59-72.
Yang, C., Kim, J., Shin, P., We, H., Shin, M., Kang, D., Kim, S., Min, H., Kim, C.J., & Noh, T. (2011). The Pattern of Inter-language
in Science Learning and the Characteristics of Inter-language through the Change of
Understanding of Science Language. Journal of the Korean Association for Research in Science Education, 31 (5), 745-757.
Shin, M., Maeng, S., & Kim, C.J. (2010). A Comparative Analysis of the Linguistic Features
of Texts Used in the Volcano and Earthquake Unit in Korean Elementary and Secondary
School Science Textbooks. Journal of the Korean Earth Science Society, 31 (7), 36-50.
Maeng, S., Shin, M., Cha, H., Ham, S., Shin, H., & Kim, C.J. (2010). Understanding of the Linguistic
Features of Earth Science Treaties: Register Analysis Approach. Journal of Korean Earth Science Society, 31 (7), 785-797.