Carl Wieman holds a joint appointment as Professor of Physics and of the Graduate School of Education at Stanford University. He has done extensive experimental research in both atomic physics and science education at the university level. Wieman served as founding chair of the Board of Science Education of the National Academy of Sciences and was the founder of PhET, which provides online interactive simulations that are used 100 million times per year to learn science. Wieman directed the science education initiatives at the Universities of Colorado and British Columbia, which carried out large scale change in teaching methods across university science departments. He served as Associate Director for Science in the Office of Science and Technology Policy in the White House from 2010-12. He has also studied student learning and problem solving and the comparative effectiveness of different methods for teaching science.
Argenta is a postdoctoral researcher from the University of Colorado, Boulder, working with the Wieman group as a visiting scholar in the Graduate School of Education. She is studying how students of different ages and scientific backgrounds interact with and learn from PhET interactive science simulations. One goal is to identify ways to best support a wide range of learners – through features within the simulations or through materials provided by teachers. Before joining the Wieman group, she received her PhD in Biochemistry and Molecular Biology from the University of California, San Francisco.
Argenta’s email: argenta.price[at]colorado.edu
Eric is a postdoc interested in understanding cognition and its implications for how we teach science. His research looks at how students learn and think about physics, focusing in particular around issues related to quantitative problem solving and students’ notions of what it means to learn physics. Eric received his Ph.D. in Physics Education from the University of Maryland, before which he was, ever so briefly, a high school physics teacher. Eric’s website.
Natasha is a postdoc studying learning and teaching in undergraduate physics labs. She evaluates learning outcomes within a learning context, such that her research is closely tied to course transformation. She has recently been designing and evaluating lab courses aimed at developing students’ critical thinking and experimentation skills. She is currently looking into the transferability of this lab framework to other settings, exploring the relationship between learning in lab courses and undergraduate research, and developing a closed-response test instrument to assess critical thinking for physics lab courses. Natasha’s CV and website.
Shima Salehi is a PhD student in the Learning Sciences program at Stanford Graduate School of Education. She has a B.Sc. in Electrical Engineering and a M.A. in Learning, Design, and Technology. Her research focus is at the intersection of science education, technology, and equity. Shima is interested in examining how scientific competency could be promoted in students, and how technology and socioemotional factors could either hinder or foster this process. In her previous works, she has examined the effect of computational modeling on students’ scientific competency. She has also studied the variations in educational technology use across genders and racial groups. Shima has also studied methods for optimally integrating interactive simulations into instructional practices.
We also collaborate extensively with the AAA Lab in the Graduate School of Education at Stanford University (PI: Prof. Dan Schwartz).
Engin is a graduate student in the Graduate School of Education at Stanford University. See his research page here.
Richard is a graduate student in the Graduate School of Education at Stanford University. See his research page here.