Learning Dynamics Lab
We are a team of educators, designers, and learning scientists. We develop instruction meant to leverage students' everyday thinking and study how it can play a productive role in their construction of more formal knowledge. Across our work, we seek to honor and build on the individual ways of thinking that students bring to their sense-making and learning.
We view prior knowledge as a resource for learning and learning as a process of knowledge refinement. These are both fundamental principles of Knowledge in Pieces, the constructivist epistemology on which our work is grounded.
We approach our work through design-based research. We design instructional activities meant to elicit and refine student thinking and collect video footage and student work from implementations of our instructional designs. We analyze this data using Knowledge Analysis (KA), a fine-grained, grounded approach focused on knowledge and conceptual change. Using KA, we document the ideas students articulate and examine how they refine their thinking through engagement in our instructional activities.
Characterizing Student Theory Building
In this work, we explore middle school students’ engagement in two different approaches to scientific theory building.
Characterizing Data Practices in Science
In this work, we are characterizing data practices by interviewing scientists involved in empirical research.
Understanding the Coriolis Force
In this work, we are developing undergraduate physics instruction on the Coriolis force.
Meet Our Team