Li Ke is an assistant professor of science training at the College. His investigation facilities all over fostering significant science teaching and understanding from elementary by way of significant faculty school rooms. He is interested in how learners negotiate socio-scientific difficulties these kinds of as climate transform and how concern-based mostly learning activities guidance students’ development in scientific literacy. His function also explores co-design and style as an efficient way of instructor skilled development to market teacher company.
Ke’s latest investigate, funded by the National Science Foundation, examines how center faculty college students coordinate distinct varieties of designs to understand about viral pandemics. His operate has been published in peer-reviewed journals, such as the Journal of Analysis in Science Training, International Journal of Science Education and Science & Instruction.
Prior to becoming a member of the College, Ke was a postdoctoral analysis affiliate for the Faculty of Education at the College of North Carolina, Chapel Hill. He serves as the running Editor of the Journal of Investigation in Science Training and on the Editorial Board of the Journal of Science Instructor Instruction and Disciplinary and Interdisciplinary Science Training Research.
Places of expertise
- Science training
- Scientific modeling and design-primarily based instruction
- Socio-scientific difficulties and challenge-based mostly instructing
- Science teacher education
If you are a doctoral university student or prospective doctoral college student and intrigued in any of these regions, remember to get to out.
Schwarz, C. V., Ke, L., Salgado, M., & Man, E. (2022). Beyond examining modeling information: Moving towards expansive, equitable, and meaningful modeling practice. Journal of Analysis in Science Educating, 59(6), 1086-1096.
Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Scholar interest, concerns, and info-seeking behaviors linked to COVID-19. Disciplinary and Interdisciplinary Science Education Study, 4(11).
Ke, L., & Schwarz, C. V. (2021). Supporting students’ meaningful engagement in scientific modeling via epistemological messages: A scenario analyze of contrasting educating methods. Journal of Study in Science Teaching, 58(3), 335-365.
Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Creating and working with various versions to promote scientific literacy in the context of socio-scientific concerns. Science & Training, 30(3), 589-607.
Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-developed socio-scientific issue-based mostly curriculum units: A situation analyze of secondary science instructor discovering. Journal of Science Teacher Schooling, 32(1), 85-106.
Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Value assessment of socio-scientific challenges in Chinese secondary science education and learning. 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-primarily based mastering and their appropriation of epistemic tools for techniques contemplating. International Journal of Science Schooling, 42(8), 1339-1361.
Ke, L., Zangori, L., Sadler, T.D., & Friedrichsen, P. (2020). Integrating scientific modeling and socio-scientific reasoning to advertise scientific literacy. In Powell, W. (Ed.), Socio-scientific challenge-dependent instruction for scientific literacy development (pp. 31-55). IGI International.
Zangori, L., Ke, L., Sadler, T. D., & Peel, A. (2020). Discovering primary students causal reasoning about ecosystems. International Journal of Science Schooling, 42(11), 1799-1817.
Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technological innovation-supported professional advancement for collaborative layout of COVID-19 educational elements. Journal of Technology and Trainer Education and learning, 28(2), 171-177.
Ke, L., & Schwarz, C.V. (2019). Employing epistemic concerns in instructing: Fostering students’ significant engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), Toward a competence-primarily based watch on models and modeling in science education (pp. 181-199). Switzerland: Springer International Publishing.
Alonzo, A., & Ke, L. (2016). Taking stock: Existing methods for evaluating a new vision of science discovering. Measurement: Interdisciplinary Research and Views, 14(4), 119-152.
- Ph.D. Curriculum, Instruction and Instructor Schooling, Michigan State College, 2018
- M.S. Curriculum and Instruction, University of Wisconsin-Madison, 2012
- B.S. Chemistry, Fudan College, 2010
Honors and awards
- College of North Carolina at Chapel Hill, Postdoc Award for Analysis Excellence, 2022
- European Science Training Research Affiliation, Early-Job Scholar Journey Award, 2020