Tina Grotzer

Tina Grotzer

Principal Research Scientist in Education
Tina Grotzer

Research Interests

Professor Grotzer is a cognitive scientist whose research identifies ways in which understandings about the nature of causality impact our ability to deal with complexity in our world. Tina directs the Understandings of Consequence Research Unit. It has four dominant strands: 1) How reasoning about causal complexity interacts with our decisions in the everyday world; 2) How causal understanding develops in supported contexts; 3) How causal understanding interacts with science learning (with the goal of developing curriculum to support deep understanding); and 4) the public understanding of science given the nature of science, the nature of causal complexity and the architecture of the human mind.

Related Publications

Grotzer, T.A. & Solis, S.L. (in press). Action at an attentional distance: A study of children's reasoning about causes and effects involving spatial and attentional discontinuity. Journal for Research in Science Teaching.

Solis, S.L. & Grotzer, T.A. (in press). They work together to roar: Kindergarteners' understanding of an interactive causal task. Journal of Research in Childhood Education.

Metcalf, S.J., Chen, J.A., Kamarainen, A.M., Frumin, K.M., Vickrey, T.L., Grotzer, T.A., Dede, C.J. (in press). Shifts in student motivation during usage of a Multi-User Virtual Environment for ecosystem science. International Journal of Virtual and Personal Learning Environments.

Grotzer, T.A. & Solis, S.L. (in press). Curating experience: The role of learner agency in museums and schools and the development of adaptive expertise. In D. Sobel & J. Jipson (Eds.) Relating research and practice: Cognitive development in museum settings. New York: Psychology Press.

Kamarainen, A. M., Metcalf, S., Grotzer, T.A., & Dede, C. (2015). Exploring ecosystems from the inside: how immersive multi-user virtual environments can support development of epistemologically grounded modeling practices in ecosystem science instruction. Journal of Science Education and Technology, 24(2), 148-167.

Grotzer, T.A. (2015). Causal reasoning: What is it and how does it relates to science teaching and learning? In R. Gunstone (Ed.) Encyclopedia of Science Education (pp 142-146). New York, London: Springer Dordrecht, Heidelberg.

Grotzer, T.A., Powell, M. Kamarainen, A.K., Courter, C., Tutwiler, M.S., Metcalf, S. & Dede, C. (2014). Turning transfer inside out: The affordances of virtual worlds and mobile devices in real world contexts for teaching about causality across time and distance in ecosystems. Technology, Knowledge, and Learning , Vol. 19(3). Available on-line, Dec. 24, 2014, DOI: 10.1007/s10758-014-9241-5.

Wu, B., Wang, M., Johnson, J.M. & Grotzer, T.A. (2014). Improving the learning of clinical reasoning through computer-based cognitive representation. Medical Education Online 19: 25940 - http://dx.doi.org/10.3402/meo.v19.25940.

Grotzer, T.A. & Tutwiler, M.S. (2014). Simplifying causal complexity: How interactions between modes of causal induction and information availability lead to heuristic driven reasoning. Mind, Brain, and Education, 8(3), 97-114.

Metcalf, S.J., Kamarainen, A., Tutwiler, M.S., Grotzer, T.A. & Dede, C. J. (2013). Teacher perceptions of the practicality and effectiveness of immersive ecological simulations as classroom curricula. International Journal of Virtual and Personal Learning Environments. 4(3), 66-77.

Grotzer, T.A., Kamarainen, A., Tutwiler, M.S, Metcalf, S, & Dede, C. (2013). Learning to reason about ecosystems dynamics over time: The challenges of an event-based causal focus. BioScience, 63(4), 288-296.

Grotzer, T. (2013). Representational competence in science education: Its fundamental role in the epistemology of today's science. In Brizuela, B. M., & Gravel, B. E. (Eds.) "Show me what you know": Exploring representations across STEM disciplines. (pp. 119-124) New York, NY: Teachers College Press.

Kamarainen, A., Metcalf, S., Grotzer, T.A., Browne, A., Mazzuca, D., Tutwiler, M.S., & Dede, C. (2013). Integrating augmented reality and probe-ware with environmental education field trips. Computers & Education 68. 545-556.

Tutwiler, M.S. & Grotzer, T.A. (2013). Why immersive, interactive simulation belongs in the pedagogical toolkit of "Next Generation" science: Facilitating student understanding of complex causal dynamics. In I. Saleh (Ed.) Approaches and Strategies in Next Generation Science Learning, Hershey, PA: IGI Global.

Dede, C., Grotzer, T.A., Kamarainen, A., Metcalf, S, & Tutwiler, M. S. (2012). EcoMOBILE: Blending virtual and augmented realities for learning ecosystems science and complex causality. Journal of Immersive Education.

Grotzer, T.A. (2012). Learning causality in a complex world: Understandings of consequence. Lanham, MD: Rowman & Littlefield.

Grotzer, T.A. & Mittlefehdlt, S. (2012). The role of metacognition in students' understanding and transfer of explanatory structures in science. In A. Zohar & J. Dori (Eds.) Metacognition in science education: Trends in current research, Contemporary trends and issues in science education (40). (pp 79-100) New York: Springer Science.

Grotzer, T.A. (2011). Public understanding of cognitive neuroscience research findings: Trying to peer beyond enchanted glass. Mind, Brain, and Education. 5(3), 108-114.

Metcalf, S.J., Kamarainen, A., Tutwiler, M.S., Grotzer, T.A. & Dede, C. J. (2011). Ecosystem science learning via multi-user virtual environments. International Journal of Gaming and Computer-Mediated Simulations. 3(1)86-90.

Grotzer, T.A., Miller, R.B., Lincoln, R.A. (2011). Perceptual, attentional, and cognitive heuristics that interact with the nature of science to complicate public understanding of science, in M.S. Khine (Ed.) (pp. 27-49) Advances in the nature of science research: Concepts and methodologies, New York: Springer Science and Business Media.




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