John Ruppert

Ph.D., 2015, The Graduate School, Rutgers University
M.Ed. 2008, The Graduate School of Education, Rutgers University
B.Sc., 2005, Cook College, Rutgers University

My primary research is in the Learning Sciences and Educational Philosophy.  In particular, my research focuses on understanding what competent scientific reasoning looks like in both professional and civic settings.  Methodologically, I study people and communities and have done so in a variety of contexts including professional workplaces, academic communities, civic communities, and science classrooms.  The overall goal of this research is to inform science curriculum targets, learning environment design, and collaborative artificial intelligence tools.

Current projects include:

• Unpacking interactions between mechanistic, epistemic, and intuitive reasoning.
• Scaffolding students’ problematizing of science knowledge.
• Developing learning progressions around ecosystems and socioscientific reasoning.
• Developing an integrative model of experiential and service learning.
• Characterizing needed scaffolds in experiential learning.
• Build upon AI models to better scaffold engagement with science.

NSCI 1413 General Biology Laboratory I
NSCI 1403 General Biology Lecture I

Ruppert, J., Ayala, J., Bamba, C., Badiei, Y., & Wilmanski, J. (Under Review). Toward a community of civic practice: a case study on service-based experiential learning in support of community-driven science engagement.

Ruppert, J., Ayala, J., Bamba, C., Badiei, Y., & Wilmanski, J. (2022). “I didn’t know what I was doing, until I went there:” a case study exploring the range of student STEM internship experiences during the COVID-19 pandemic. 45, 274-292.

Ruppert, J., Infante, M., & Bartlett, P. (2022). vAIR – an epistemic model of socioscientific reasoning emerging from citizens engaged in a locally situated SSI. Science Education, 107, 609-650.

Bartlett, P.W., Popov, M., & Ruppert, J.R. (2020). Integrating Core Sustainability Meta-Competencies and SDGs Across the Silos in Curriculum and Professional Development. In: Nhamo, G & Mjimba, V. (Eds.) Sustainable Development Goals and Institutions of Higher Learning.  Springer Nature, Cham.

Ruppert, J.R., Duncan, R.G. & Chinn, C.A. (2019). Disentangling the role of domain-specific and domain-general knowledge in student modeling. Research in Science Education, 49, 921-948.

Ruppert, J.R. & Duncan, R.G. (2017). Defining and Characterizing Ecosystem Services for Education: A Delphi Study. Journal of Research in Science Teaching, 54, 737-763.