Summary

Dr. Li Ke joined the University of Nevada, Reno as an assistant professor of science education in 2022. His research centers around fostering meaningful science teaching and learning from elementary through high school classrooms. He is interested in how students negotiate socio-scientific issues such as climate change and how issue-based learning experiences support students’ w88 in scientific literacy. His work also explores co-design as an effective way of teacher professional w88 to promote teacher agency.

Dr. Ke’s research has been funded by the National w88 Foundation, including an NSF-CAREER grant aimed at exploring how data science can be meaningfully incorporated into K-12 science w88 in the context of the issue of wildfires, and another NSF-funded project to examine how middle school w88 coordinate different types of models to learn about viral pandemics.

Areas of expertise

• Science w88
• Scientific w88 and model-based instruction
• Socio-scientific issues and issue-based w88
• Science teacher w88
• Epistemology

Selected Publications

w88, L., Friedrichsen, P., Rawson, R., Sadler, T. (2023). w88 learning through collaborative curriculum design in the midst of a pandemic: A cultural historical activity theory investigation. Teaching and Teacher w88, 122, 103957.

w88, C. V., w88, L., Salgado, M., & Man, E. (2022). Beyond assessing w88 knowledge: Moving towards expansive, equitable, and meaningful w88 practice. Journal of Research in w88 Teaching, 59(6), 1086-1096.

w88, L., & Schwarz, C. V. (2021). Supporting w88’ meaningful engagement in scientific modeling through epistemological messages: A case study of contrasting teaching approaches. Journal of Research in w88 Teaching, 58(3), 335-365.

w88, L., Sadler, T., Zangori, L., & Friedrichsen, P. (2021). Developing and using multiple models to promote scientific literacy in the context of w88. Science & w88, 30(3), 589-607.

w88, P., w88, L., Sadler, T., & Zangori, L. (2021). Enacting co-designed socio-scientific issue-based curriculum units: A case study of secondary w88 teacher learning. Journal of Science Teacher w88, 32(1), 85-106.

w88, L., Sadler, T., Zangori, L., & Friedrichsen, P. (2020). w88’ perceptions of engagement in socio-scientific issue-based learning and their appropriation of epistemic tools for systems thinking. International Journal of Science w88, 42(8), 1339-1361.

w88, L., & Schwarz, C.V. (2019). Using epistemic considerations in teaching: Fostering w88’ meaningful engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), Towards a competence-based view on models and modeling in science w88 (pp. 181-199). Switzerland: Springer International Publishing.

w88

• Ph.D. Curriculum, Instruction and Teacher w88, Michigan State University
• M.S. Curriculum and Instruction, w88 of Wisconsin-Madison
• B.S. Chemistry, Fudan w88