Li Ke | Elementary Education and learning | College of Education and Human Growth

Summary

Li Ke is an Assistant Professor of Science Training at the College of Nevada, Reno. His study centers all over fostering significant science instructing and understanding from elementary by means of large faculty classrooms. He is fascinated in how college students negotiate socio-scientific difficulties such as local climate alter and how difficulty-centered learning ordeals guidance students’ enhancement in scientific literacy. His function also explores co-structure as an efficient way of trainer specialist enhancement to advertise trainer agency. 

Ke’s latest study, funded by the Countrywide Science Basis, examines how center university pupils coordinate unique sorts of styles to understand about viral pandemics. His perform has been posted in peer-reviewed journals, which includes the Journal of Study in Science EducatingGlobal Journal of Science Instruction, and Science & Training

Prior to joining the College of Nevada, Reno, Ke was a Postdoctoral Study Affiliate at the School of Education at the College of North Carolina at Chapel Hill. He serves as the Taking care of Editor of the Journal of Analysis in Science Educating and on the Editorial Board of the Journal of Science Trainer Education and Disciplinary and Interdisciplinary Science Education and learning Analysis

Education 

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  • Ph.D. Curriculum, Instruction, and Instructor Training, Michigan State College, 2018 
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  • M.S. Curriculum and Instruction, College 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., & Person, E. (2022). Outside of assessing modeling expertise: Going to expansive, equitable, and significant modeling apply. Journal of Analysis in Science Teaching59(6), 1086-1096. 

Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). Scholar interest, worries, and details-searching for behaviors associated to COVID-19. Disciplinary and Interdisciplinary Science Instruction 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 case research of contrasting educating approaches. Journal of Study in Science Teaching58(3), 335-365. 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Acquiring and employing many designs to boost scientific literacy in the context of socio-scientific difficulties. Science & Training30(3), 589-607. 

Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-made socio-scientific situation-based mostly curriculum models: A situation analyze of secondary science trainer understanding. Journal of Science Teacher Schooling32(1), 85-106. 

Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Price assessment of socio-scientific difficulties in Chinese secondary science training. Journal of China Exams8, 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 concern-based mostly discovering and their appropriation of epistemic resources for methods imagining. Worldwide 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 promote scientific literacy. In Powell, W. (Ed.), Socio-scientific situation-based instruction for scientific literacy development (pp. 31-55). IGI World-wide. 

Zangori, L., Ke, L., Sadler, T. D., & Peel, A. (2020). Discovering most important students causal reasoning about ecosystems. Intercontinental Journal of Science Education and learning42(11), 1799-1817. 

Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Know-how-supported qualified advancement for collaborative style and design of COVID-19 educational products. Journal of Technological know-how and Trainer Education, 28(2), 171-177. 

Ke, L., & Schwarz, C.V. (2019). Applying epistemic factors in training: Fostering students’ meaningful engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), In the direction of a competence-based see on models and modeling in science education (pp. 181-199)Switzerland: Springer International Publishing. 

Alonzo, A., & Ke, L. (2016). Using inventory: Existing methods for examining a new vision of science mastering. Measurement: Interdisciplinary Research and Perspectives14(4), 119-152. 

Honors and Awards 

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  •  College of North Carolina at Chapel Hill, Postdoc Award for Investigation Excellence, 2022 
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  •  European Science Schooling Analysis Association, Early-Vocation Scholar Vacation Award, 2020 
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