Overview

Li Ke is an Assistant Professor of Science Education at the University of Nevada, Reno. His research focuses on promoting meaningful science teaching and learning from elementary through high school classrooms. He is interested in how students negotiate social science issues such as climate change and how problem-based learning experiences support the development of students’ scientific literacy. His research also explores co-design as an effective method of teacher professional development to facilitate teacher agency.

Ke’s current research, funded by the National Science Foundation, examines how middle school students can tailor different kinds of models to learn about the viral pandemic. his work is Journal of Science Education and Research, International Journal of Science EducationWhen science and education.

Prior to attending the University of Nevada, Reno, he was a postdoctoral fellow in the Department of Education at the University of North Carolina at Chapel Hill. He is the editor-in-chief of Journal of Science Education and Research editorial board of Journal of Science Teacher Education When Interdisciplinary and transdisciplinary science education research.

education

• PhD Curriculum, Instruction and Teacher Education, Michigan State University, 2018
• Received Master’s Degree Curriculum and Instruction at University of Wisconsin-Madison, 2012
• BS Chemistry, Fudan University, 2010

Publication

Schwartz, CV, Ke, L., Salgado, M., and Man, E. (2022). Beyond assessing modeling knowledge: transitioning to broad, equitable and meaningful modeling practice. Journal of Science Education and Research, 59(6), 1086-1096.

Elsner, J., Sadler, TD, Zangori, L., Friedrichsen, P., & Ke El(2022). Student interests, concerns, and information-seeking behaviors related to COVID-19. Interdisciplinary and Interdisciplinary Science Education Research, 4(11). https://doi.org/10.1186/s43031-022-00053-2.

Ke, L., & Schwarz, C.V. (2021). Epistemological messages support meaningful student engagement in science modeling: A case study of contrasting educational approaches. Journal of Science Education and Research, 58(3), 335-365.

Ke, L.,Sadler, TD, Zangori, L., & Friedrichsen, P. (2021). Developing and using multiple models to promote scientific literacy in the context of social science issues. science and education, 30(3), 589-607.

Friedrichsen, P. Ke, L., Sadler, T.D., and Zangori, L. (2021). Establishing Curriculum Units Based on Co-designed Social Science Issues: A Case Study of Secondary Science Teacher Learning. Journal of Science Teacher Education, 32(1), 85-106.

Lee, N., Ke, L., Liu, E., Sadler, TD, and Li, X. (2021). A value analysis of social scientific issues in secondary science education in China. Journal of China Examinations, 8, 87-94. (Social sex science is a numerical analysis during junior high school science education in Japan.《Chinese Studies》)

Ke, L.,Sadler, TD, Zangori, L., & Friedrichsen, P. (2020).International Journal of Science Education, 42(8), 1339-1361.

Ke, L., Zangori, L., Sadler, T.D., and Friedrichsen, P. (2020). Integrate scientific modeling and social scientific reasoning to promote scientific literacy. In Powell, W. (Ed.), Social Science Problem-Based Teaching for Science Literacy Development (pp.31-55). IGI Global.

Zangori, L., Ke, L., Sadler, T.D., and Peel, A. (2020). Explores grade school causal reasoning about ecosystems. International Journal of Science Education, 42(11), 1799-1817.

Sadler, TD, Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technology-assisted professional development for collaborative design of COVID-19 teaching materials. journal Technology and Teacher Education, 28(2), 171-177.

Ke, L., & Schwarz, C.V. (2019). Using epistemological considerations in teaching: Facilitating meaningful student engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), Towards a Competence-Based View of Models and Modeling in Science Education (p.181-199). Switzerland: Springer International Publishing.

Alonzo, A., & Ke, L. (2016). Examine: Existing resources for evaluating new visions of science learning. Measurement: interdisciplinary research and perspectives, 14(4), 119-152.

honors and awards

• University of North Carolina at Chapel Hill, Research Excellence Award, 2022
• European Association for Science Education and Research, Early Career Researcher Travel Award 2020