Li Ke | Elementary Training | College or university of Schooling and Human Growth

Summary

Li Ke is an Assistant Professor of Science Education at the University of Nevada, Reno. His analysis centers all-around fostering significant science instructing and finding out from elementary through superior college school rooms. He is interested in how students negotiate socio-scientific issues this sort of as climate change and how problem-primarily based finding out encounters guidance students’ advancement in scientific literacy. His get the job done also explores co-layout as an efficient way of trainer skilled development to boost instructor agency. 

Ke’s present investigate, funded by the National Science Basis, examines how center faculty students coordinate distinctive forms of versions to find out about viral pandemics. His work has been published in peer-reviewed journals, which include the Journal of Investigation in Science Training, Worldwide Journal of Science Instruction, and Science & Education and learning. 

Prior to joining the University of Nevada, Reno, Ke was a Postdoctoral Analysis Affiliate at the School of Training at the University of North Carolina at Chapel Hill. He serves as the Controlling Editor of the Journal of Investigation in Science Instructing and on the Editorial Board of the Journal of Science Trainer Education and Disciplinary and Interdisciplinary Science Schooling Investigate. 

Training 

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• Ph.D. Curriculum, Instruction, and Teacher Education and learning, Michigan Point out College, 2018 

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• M.S. Curriculum and Instruction, College of Wisconsin-Madison, 2012 

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• B.S. Chemistry, Fudan College, 2010 

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Publications 

Schwarz, C. V., Ke, L., Salgado, M., & Gentleman, E. (2022). Beyond assessing modeling understanding: Moving in direction of expansive, equitable, and significant modeling apply. Journal of Investigation in Science Training, 59(6), 1086-1096. 

Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Scholar fascination, worries, and information-looking for behaviors linked to COVID-19. Disciplinary and Interdisciplinary Science Schooling Analysis, 4(11). https://doi.org/10.1186/s43031-022-00053-2. 

Ke, L., & Schwarz, C. V. (2021). Supporting students’ significant engagement in scientific modeling via epistemological messages: A circumstance examine of contrasting teaching methods. Journal of Exploration in Science Teaching, 58(3), 335-365. 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Creating and employing numerous designs to market scientific literacy in the context of socio-scientific issues. Science & Education, 30(3), 589-607. 

Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-built socio-scientific difficulty-based curriculum units: A scenario review of secondary science trainer mastering. Journal of Science Trainer Schooling, 32(1), 85-106. 

Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Worth analysis of socio-scientific troubles in Chinese secondary science schooling. Journal of China Exams, 8, 87-94. (社会性科学议题在我国中学科学教育中的价值分析。《中国考试》) 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2020). Students’ perceptions of engagement in socio-scientific concern-centered discovering and their appropriation of epistemic equipment for methods considering. International Journal of Science Education, 42(8), 1339-1361. 

Ke, L., Zangori, L., Sadler, T.D., & Friedrichsen, P. (2020). Integrating scientific modeling and socio-scientific reasoning to endorse scientific literacy. In Powell, W. (Ed.), Socio-scientific concern-dependent instruction for scientific literacy development (pp. 31-55). IGI Global. 

Zangori, L., Ke, L., Sadler, T. D., & Peel, A. (2020). Exploring most important learners causal reasoning about ecosystems. Intercontinental Journal of Science Training, 42(11), 1799-1817. 

Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technologies-supported specialist progress for collaborative structure of COVID-19 educational supplies. Journal of Technological innovation and Teacher Training, 28(2), 171-177. 

Ke, L., & Schwarz, C.V. (2019). Making use of epistemic issues in teaching: Fostering students’ meaningful engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), In the direction of a competence-primarily based see on versions and modeling in science education (pp. 181-199). Switzerland: Springer Global Publishing. 

Alonzo, A., & Ke, L. (2016). Using inventory: Current sources for evaluating a new eyesight of science mastering. Measurement: Interdisciplinary Investigation and Perspectives, 14(4), 119-152. 

Honors and Awards 

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•  College of North Carolina at Chapel Hill, Postdoc Award for Analysis Excellence, 2022 

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•  European Science Schooling Analysis Affiliation, Early-Job Scholar Journey Award, 2020 

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