July 25, 2024


The value of truth

Li Ke | Elementary Training | School of Instruction and Human Enhancement

3 min read
Li Ke | Elementary Training | School of Instruction and Human Enhancement


Li Ke is an assistant professor of science instruction at the University. His research centers close to fostering meaningful science instructing and finding out from elementary by way of large school school rooms. He is interested in how students negotiate socio-scientific problems these as local climate improve and how issue-primarily based learning ordeals guidance students’ progress in scientific literacy. His get the job done also explores co-design as an efficient way of teacher skilled advancement to market instructor agency. 

Ke’s current investigation, funded by the Nationwide Science Foundation, examines how middle faculty learners coordinate diverse varieties of styles to learn about viral pandemics. His function has been released in peer-reviewed journals, including the Journal of Analysis in Science EducatingWorldwide Journal of Science Education and learning and Science & Training

Prior to signing up for the College, Ke was a postdoctoral investigate affiliate for the School of Education and learning at the College of North Carolina, Chapel Hill. He serves as the running Editor of the Journal of Research in Science Training and on the Editorial Board of the Journal of Science Instructor Schooling and Disciplinary and Interdisciplinary Science Education Exploration

Areas of skills


  • Science schooling
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  • Scientific modeling and model-centered instruction
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  • Socio-scientific concerns and difficulty-centered educating
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  • Science teacher education
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  • Epistemology
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If you are a doctoral pupil or future doctoral university student and fascinated in any of these spots, please get to out. 


Schwarz, C. V., Ke, L., Salgado, M., & Guy, E. (2022). Over and above assessing modeling understanding: Relocating in direction of expansive, equitable, and significant modeling practice. Journal of Research in Science Teaching59(6), 1086-1096. 

Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Student interest, issues, and facts-searching for behaviors linked to COVID-19Disciplinary and Interdisciplinary Science Education and learning Exploration, 4(11)

Ke, L., & Schwarz, C. V. (2021). Supporting students’ significant engagement in scientific modeling as a result of epistemological messages: A situation review of contrasting training techniques. Journal of Research in Science Teaching58(3), 335-365. 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Producing and applying several types to advertise scientific literacy in the context of socio-scientific problems. Science & Education30(3), 589-607. 

Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-made socio-scientific difficulty-dependent curriculum units: A scenario research of secondary science teacher discovering. Journal of Science Instructor Training32(1), 85-106. 

Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Value investigation of socio-scientific challenges in Chinese secondary science education and learning. 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 problem-primarily based discovering and their appropriation of epistemic resources for programs imagining. International Journal of Science Education and learning42(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). Exploring primary learners causal reasoning about ecosystems. Global Journal of Science Instruction42(11), 1799-1817. 

Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technological know-how-supported expert advancement for collaborative design and style of COVID-19 instructional components. Journal of Technology and Instructor Instruction, 28(2), 171-177. 

Ke, L., & Schwarz, C.V. (2019). Employing epistemic concerns in educating: Fostering students’ meaningful engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), In direction of a competence-centered see on products and modeling in science education (pp. 181-199)Switzerland: Springer Worldwide Publishing. 

Alonzo, A., & Ke, L. (2016). Getting stock: Current means for evaluating a new eyesight of science learning. Measurement: Interdisciplinary Analysis and Perspectives14(4), 119-152. 



  • Ph.D. Curriculum, Instruction and Trainer Instruction, Michigan Point out University, 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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Honors and awards 


  •  University of North Carolina at Chapel Hill, Postdoc Award for Research Excellence, 2022 
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  •  European Science Schooling Investigation Association, Early-Occupation Scholar Travel Award, 2020 
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