Li Ke | Elementary Education | College or university of Education and Human Growth

Summary

Li Ke is an Assistant Professor of Science Schooling at the College of Nevada, Reno. His investigation facilities close to fostering significant science training and mastering from elementary by significant faculty lecture rooms. He is interested in how learners negotiate socio-scientific concerns these kinds of as climate change and how concern-centered studying ordeals support students’ enhancement in scientific literacy. His function also explores co-style as an effective way of instructor specialist progress to promote teacher company. 

Ke’s recent investigation, funded by the National Science Basis, examines how center faculty students coordinate different types of models to master about viral pandemics. His function has been released in peer-reviewed journals, together with the Journal of Study in Science Training, Intercontinental Journal of Science Education, and Science & Schooling. 

Prior to signing up for the University of Nevada, Reno, Ke was a Postdoctoral Exploration Associate at the College of Schooling at the College of North Carolina at Chapel Hill. He serves as the Controlling Editor of the Journal of Study in Science Instructing and on the Editorial Board of the Journal of Science Instructor Education and Disciplinary and Interdisciplinary Science Education and learning Exploration. 

Education and learning 

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• Ph.D. Curriculum, Instruction, and Instructor Education and learning, Michigan Condition College, 2018 

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

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• B.S. Chemistry, Fudan University, 2010 

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Publications 

Schwarz, C. V., Ke, L., Salgado, M., & Man, E. (2022). Further than examining modeling know-how: Relocating in direction of expansive, equitable, and significant modeling apply. Journal of Investigation in Science Educating, 59(6), 1086-1096. 

Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Pupil desire, issues, and info-seeking behaviors relevant 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’ meaningful engagement in scientific modeling through epistemological messages: A situation study of contrasting training approaches. Journal of Analysis in Science Instructing, 58(3), 335-365. 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Building and employing numerous versions to advertise scientific literacy in the context of socio-scientific troubles. Science & Instruction, 30(3), 589-607. 

Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-made socio-scientific difficulty-dependent curriculum models: A scenario study of secondary science instructor finding out. Journal of Science Teacher Education, 32(1), 85-106. 

Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Benefit evaluation of socio-scientific challenges in Chinese secondary science education. 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 challenge-centered mastering and their appropriation of epistemic tools for units wondering. Intercontinental Journal of Science Training, 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 problem-based mostly instruction for scientific literacy development (pp. 31-55). IGI World. 

Zangori, L., Ke, L., Sadler, T. D., & Peel, A. (2020). Checking out key pupils causal reasoning about ecosystems. Worldwide Journal of Science Education, 42(11), 1799-1817. 

Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technological know-how-supported specialist growth for collaborative structure of COVID-19 educational elements. Journal of Technology and Trainer Schooling, 28(2), 171-177. 

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

Alonzo, A., & Ke, L. (2016). Using stock: Existing methods for examining a new eyesight of science discovering. Measurement: Interdisciplinary Exploration and Views, 14(4), 119-152. 

Honors and Awards 

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•  University of North Carolina at Chapel Hill, Postdoc Award for Study Excellence, 2022 

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•  European Science Training Research Affiliation, Early-Vocation Scholar Vacation Award, 2020 

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