September 30, 2022


You are Your Only Limit

Li Ke | Elementary Education | School of Schooling and Human Enhancement

3 min read


Li Ke is an Assistant Professor of Science Instruction at the University of Nevada, Reno. His analysis centers all around fostering significant science teaching and understanding from elementary through high college classrooms. He is intrigued in how pupils negotiate socio-scientific difficulties this kind of as climate adjust and how challenge-based mastering activities assist students’ enhancement in scientific literacy. His function also explores co-layout as an powerful way of trainer specialist growth to endorse instructor company. 

Ke’s existing investigation, funded by the Nationwide Science Basis, examines how center university pupils coordinate diverse varieties of models to master about viral pandemics. His get the job done has been released in peer-reviewed journals, together with the Journal of Study in Science TeachingGlobal Journal of Science Education and learning, and Science & Education

Prior to joining the College of Nevada, Reno, Ke was a Postdoctoral Exploration Associate at the Faculty of Instruction at the College of North Carolina at Chapel Hill. He serves as the Managing Editor of the Journal of Investigation in Science Teaching and on the Editorial Board of the Journal of Science Teacher Instruction and Disciplinary and Interdisciplinary Science Training Study



  • Ph.D. Curriculum, Instruction, and Instructor Instruction, 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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Schwarz, C. V., Ke, L., Salgado, M., & Guy, E. (2022). Past evaluating modeling understanding: Transferring to expansive, equitable, and significant modeling apply. Journal of Investigate in Science Instructing59(6), 1086-1096. 

Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Student fascination, concerns, and information and facts-trying to find behaviors related to COVID-19. Disciplinary and Interdisciplinary Science Training Study, 4(11).

Ke, L., & Schwarz, C. V. (2021). Supporting students’ meaningful engagement in scientific modeling by way of epistemological messages: A scenario research of contrasting training methods. Journal of Exploration in Science Teaching58(3), 335-365. 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Creating and making use of a number of designs to promote scientific literacy in the context of socio-scientific challenges. Science & Instruction30(3), 589-607. 

Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-intended socio-scientific issue-primarily based curriculum models: A circumstance study of secondary science teacher finding out. Journal of Science Teacher Education and learning32(1), 85-106. 

Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Worth evaluation of socio-scientific difficulties in Chinese secondary science training. Journal of China Examinations8, 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-based studying and their appropriation of epistemic instruments for techniques pondering. International Journal of Science Education42(8), 1339-1361. 

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

Zangori, L., Ke, L., Sadler, T. D., & Peel, A. (2020). Discovering key students causal reasoning about ecosystems. Global Journal of Science Schooling42(11), 1799-1817. 

Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technological innovation-supported qualified growth for collaborative design and style of COVID-19 educational materials. Journal of Technology and Teacher Schooling, 28(2), 171-177. 

Ke, L., & Schwarz, C.V. (2019). Utilizing epistemic things to consider in teaching: Fostering students’ meaningful engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), In direction of a competence-centered check out on styles and modeling in science education (pp. 181-199)Switzerland: Springer International Publishing. 

Alonzo, A., & Ke, L. (2016). Getting inventory: Present means for assessing a new vision of science mastering. Measurement: Interdisciplinary Research and Views14(4), 119-152. 

Honors and Awards 


  •  University of North Carolina at Chapel Hill, Postdoc Award for Analysis Excellence, 2022 
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  •  European Science Education and learning Investigation Affiliation, Early-Career Scholar Vacation Award, 2020 
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