Li Ke | Elementary Education | School of Education and Human Growth


Li Ke is an assistant professor of science schooling at the University. His investigate facilities close to fostering significant science training and understanding from elementary by way of superior college classrooms. He is fascinated in how pupils negotiate socio-scientific challenges these types of as local weather change and how concern-dependent finding out ordeals support students’ advancement in scientific literacy. His get the job done also explores co-structure as an effective way of instructor experienced growth to boost teacher agency. 

Ke’s current investigate, funded by the Nationwide Science Foundation, examines how center school learners coordinate different styles of models to study about viral pandemics. His function has been published in peer-reviewed journals, which include the Journal of Research in Science TeachingWorldwide Journal of Science Instruction and Science & Training

Prior to joining the College, Ke was a postdoctoral research associate for the School of Schooling at the College of North Carolina, Chapel Hill. He serves as the managing Editor of the Journal of Investigation in Science Teaching and on the Editorial Board of the Journal of Science Trainer Education and Disciplinary and Interdisciplinary Science Training Exploration

Regions of expertise


  • Science training
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  • Scientific modeling and design-based mostly instruction
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  • Socio-scientific difficulties and difficulty-dependent training
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  • Science trainer training
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  • Epistemology
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If you are a doctoral scholar or potential doctoral university student and interested in any of these spots, make sure you attain out. 


Schwarz, C. V., Ke, L., Salgado, M., & Guy, E. (2022). Beyond assessing modeling information: Going in the direction of expansive, equitable, and significant modeling apply. Journal of Investigation in Science Educating59(6), 1086-1096. 

Elsner, J., Sadler, T. D., Zangori, L., Friedrichsen, P., & Ke, L. (2022). University student desire, worries, and information and facts-trying to find behaviors relevant to COVID-19Disciplinary and Interdisciplinary Science Education and learning Investigation, 4(11)

Ke, L., & Schwarz, C. V. (2021). Supporting students’ meaningful engagement in scientific modeling by way of epistemological messages: A case study of contrasting educating techniques. Journal of Analysis in Science Teaching58(3), 335-365. 

Ke, L.,Sadler, T. D., Zangori, L., & Friedrichsen, P. (2021). Acquiring and using a number of products to market scientific literacy in the context of socio-scientific problems. Science & Instruction30(3), 589-607. 

Friedrichsen, P., Ke, L., Sadler, T. D., & Zangori, L. (2021). Enacting co-created socio-scientific difficulty-based curriculum models: A situation review of secondary science instructor understanding. Journal of Science Instructor Training32(1), 85-106. 

Li, N., Ke, L., Liu, E., Sadler, T. D., & Li, X. (2021). Price evaluation of socio-scientific troubles in Chinese secondary science schooling. 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 situation-centered finding out and their appropriation of epistemic instruments for systems pondering. Global Journal of Science Training42(8), 1339-1361. 

Ke, L., Zangori, L., Sadler, T.D., & Friedrichsen, P. (2020). Integrating scientific modeling and socio-scientific reasoning to market scientific literacy. In Powell, W. (Ed.), Socio-scientific challenge-dependent instruction for scientific literacy development (pp. 31-55). IGI World. 

Zangori, L., Ke, L., Sadler, T. D., & Peel, A. (2020). Checking out principal learners causal reasoning about ecosystems. Global Journal of Science Education42(11), 1799-1817. 

Sadler, T. D., Friedrichsen, P., Zangori, L. & Ke, L. (2020). Technologies-supported experienced enhancement for collaborative structure of COVID-19 tutorial materials. Journal of Technological innovation and Teacher Schooling, 28(2), 171-177. 

Ke, L., & Schwarz, C.V. (2019). Utilizing epistemic things to consider in teaching: Fostering students’ meaningful engagement in scientific modeling. In Upmeier zu Belzen, A., Krüger, D. & Van Driel, J. (Eds.), To a competence-primarily based view on versions and modeling in science education (pp. 181-199)Switzerland: Springer Worldwide Publishing. 

Alonzo, A., & Ke, L. (2016). Getting stock: Current means for assessing a new vision of science learning. Measurement: Interdisciplinary Investigation and Views14(4), 119-152. 



  • Ph.D. Curriculum, Instruction and Instructor Training, Michigan Condition University, 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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Honors and awards 


  •  University of North Carolina at Chapel Hill, Postdoc Award for Research Excellence, 2022 
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  •  European Science Education and learning Exploration Affiliation, Early-Job Scholar Vacation Award, 2020 
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