Education

Ph.D. in Learning, Design, & Technology,  The University of Georgia

Biography

Lucas Vasconcelos earned his Ph.D. in Learning, Design, and Technology from The University of Georgia, where he participated in several research projects and taught courses on technology-enhanced learning. His research agenda is at the intersection of educational technology, computer science education, and science education. Specifically, he researches technology-enhanced designs for STEM teaching and learning. One of his current research efforts focuses on designing professional learning to support preservice teachers’ learning to code science simulations and to integrate coding into scientific modeling lessons. Alongside that, Vasconcelos investigates the impact of educational robotics on preservice teachers’ STEM learning and attitudes towards pursuing STEM careers.  

Research

Technology-enhanced STEM teaching and learning, block-based coding, scientific modeling, science simulations, educational robotics, instructional scaffolding, preservice teacher education, computer science stereotypes. 

Selected Publications

Vasconcelos, L. (2023). Scaffolding hypothesis formation and testing during simulation coding. In: C. Martin, D. Polly, B. T. Miller (Eds.) Technology integration and transformation in STEM classrooms (pp. 19-39). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch002

Poor, J.^*, & Vasconcelos, L. (2023). Impact of virtual field trips on elementary students’ interest in science and STEM. In: C. Martin, D. Polly, B. T. Miller (Eds.) Technology integration and transformation in STEM classrooms (pp. 198-222). IGI Global. https://doi.org/10.4018/978-1-6684-5920-1.ch011

Vasconcelos, L., Ari, F., Arslan-Ari, I., & Lamb, L.^* (2022). Female preservice teachers stereotype computer scientists as intelligent and overworked White individuals wearing glasses. Computers & Education, 187. https://doi.org/10.1016/j.compedu.2022.104563  (2022 1-year impact factor: 11.182).

Vasconcelos, L., & Kim, C. (2022). Preservice science teachers coding science simulations: Epistemological understanding, coding skills, and lesson design. Educational Technology Research and Development, 70, 1517-1549. https://doi.org/10.1007/s11423-022-10119-7  (2021 1-year impact factor: 5.58).

Ari, F., Vasconcelos, L., Tang, H., Grant, M., Arslan-Ari, I., & Moore, A. (2022). Program evaluation of an online Ed.D. in Learning Design and Technologies: Recent graduates’ perspectives. Tech Trends, 66, 699-709. https://doi.org/10.1007/s11528-022-00744-7  (2021 1-year impact factor: 2.30).

Ari, F., Arslan-Ari, I., & Vasconcelos, L. (2022). Early childhood preservice teachers’ perceptions of computer science, gender stereotypes, and coding in early childhood education. Tech Trends, 66, 539-546. https://doi.org/10.1007/s11528-022-00725-w  (2021 1-year impact factor: 2.30).

Kim, C., Vasconcelos, L., Belland, B. R., Umutlu, D., & Gleasman, C. (2022). Debugging behaviors of early childhood teacher candidates with and without scaffolding. International Journal of Educational Technology in Higher Education, 19, 1-26. https://doi.org/10.1186/s41239-022-00319-9  (2021 2-year impact factor: 7.611).

Yuan, J., Kim, C., Vasconcelos, L., Shin, M. Y., Gleasman, C., & Umutlu., D. (2022). Preservice elementary teachers’ engineering design during a robotics project. Contemporary Issues in Technology and Teacher Education (Science), 22(1). Online first: https://citejournal.org/volume-22/issue-1-22/science/preservice-elementary-teachers-engineering-design-during-a-robotics-project  

Vasconcelos, L., & Kim, C. (2020). Preparing preservice teachers to use block-based coding in scientific modeling lessons. Instructional Science, 48(1), 765-797. http://doi.org/10.1007/s11251-020-09527-0 (2020 1-year impact factor: 2.620).

Vasconcelos, L., Arslan-Ari, I., & Ari, F. (2020). Early childhood preservice teachers debugging block-based programs: An eye tracking study. Journal of Childhood, Education & Society, 1(1), 63-77. https://doi.org/10.37291/2717638X.20201132  

Vasconcelos, L., & Kim, C. (2020). Coding in scientific modeling lessons (CS-ModeL). Educational Technology Research and Development, 68(3), 1247-1273. https://doi.org/10.1007/s11423-019-09724-w   (2020 1-year impact factor: 3.565).

Kim, C., Yuan, J., Vasconcelos, L., Shin, M, & Hill, R. (2018). Debugging during block-based programming. Instructional Science, 46(5), 767-787. https://doi.org/10.1007/s11251-018-9453-5  (2018 1-year impact factor: 2.167).

Selected Presentations

Vasconcelos, L., Grant, M. M., Tang, H., Ari, F., Arslan-Ari, I., & Qian, Y. (2023, October). A review of Ed.D. dissertations in an online asynchronous Learning Design and Technologies program. Paper accepted for presentation at the AECT Annual Convention. Orlando, FL.

Cafarella, L., & Vasconcelos, L. (2023, October). A study of computational thinking skills and attitudes towards Computer Science with middle school students. Paper accepted for presentation at the AECT Annual Convention. Orlando, FL.

Broome, K., & Vasconcelos, L. (2023, October). The effects of gamified peer feedback on high schoolers’ feedback quality and writing performance. Paper accepted for presentation at the AECT Annual Convention. Orlando, FL.

Tang, H., Vasconcelos, L., Ari, F., Arslan-Ari, I., Grant, M. M., & Qian, Y. (2023, October). Rapid transition to online learning during the covid-19 pandemic: higher education instructors’ challenges. Paper accepted for presentation at the AECT Annual Convention. Orlando, FL.

Vasconcelos, L. Gleasman, C., Umutlu, D., & Kim, C. (2023, April). Epistemic agency in science lessons with educational robots. Paper presented at the AERA Annual Meeting. Chicago, IL.

Umutlu, D., Vasconcelos, L., Gleasman, C., & Kim, C. (2023, April). Different use of scaffolding in debugging tasks with different complexity. Paper presented at the AERA Annual Meeting. Chicago, IL.

Vasconcelos, L., Ari, F. & Arslan-Ari, I. (2022, October). Stereotypical vs. counter-stereotypical computer science role models for teacher candidates. Paper presented at the AECT Annual Convention. Las Vegas, Nevada.

Poor, J. & Vasconcelos, L. (2022, October). Impact of virtual field trip programs on elementary students’ interest in science domains. Paper presented at the 2022 AECT Annual Convention. Las Vegas, Nevada.

Kumar, S., Ritzhaupt, A., Dawson, K., Ari, F., Vasconcelos, L., Perkins, R., & Lowenthal, P. (2022, October). Research in online EdD programs: Designing for program quality and student learning. Panel presented at the 2022 AECT Annual Convention. Las Vegas, Nevada.

Vasconcelos, L. (2022, September). Scaffolds para formação e verificação de hipóteses durante a modelagem científica em um curso de pedagogia. Paper presented at the XVIII International Conference on Technology in Education (XVIII Congresso Internacional de Tecnologia na Educação). Recife, Brazil.

Ari, F., Arslan-Ari, I., & Vasconcelos, L. (2022, April) Integrating computer science and coding in early childhood education: preservice teachers’ perspectives. Paper accepted for presentation at the 33^rd International Conference of the Society for Information Technology and Teacher Education.

Vasconcelos L., Ari, F., & Arslan-Ari, I. (2021, November). A mixed methods study of female early childhood preservice teachers’ computer science stereotypes. Paper presented at the 2021 AECT Annual Convention.

Vasconcelos, L., Ari, F., & Arslan-Ari, I. (2021, October). Teaching to debunk Computer Science stereotypes in teacher education programs. Paper presented at the 2021 Oktoberbest: A Symposium on Teaching at the University of South Carolina.

Vasconcelos, L., & Kim, C. (2021, April). Preservice teachers coding science simulations. Paper presented at the 2021 AERA Annual Meeting. [Online conference].

Awards

Early Career Faculty, AECT Early Career Symposium, 2020

Best Student Paper, AERA’s Instructional Technology SIG, 2019

Leadership Development Internship Program: Earl F. Strohbehn Intern, AECT, 2018

Extraordinary Service to Division of Distance Learning, AECT, 2018 

Special Service to Graduate Student Assembly, AECT, 2018

Special Service to Division of Distance Learning, AECT, 2017

Emerging Leader, UGA Center for Leadership and Service, 2015