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Philip Bell is an associate professor of cognition and technology who focuses most of his research on issues of science education. He directs the efforts of this research group and is one of the Co-Leads on the LIFE Center. For more information, see his web site. |
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Leah Bricker is a doctoral student in the Cognitive Studies in Education program. Her research interests include what, where, how, and why young people learn about science; argumentation in science, science classrooms, and everyday contexts; and young people's and scientists' philosophies of science. Before coming to the University of Washington, Bricker taught middle school science, served as the Science Curriculum Program Coordinator at the Indiana Department of Education, and was a Senior Program Associate at AAAS/Project 2061. |
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Tiffany Lee is a doctoral student interested in how people learn and process new information, with an emphasis on science education and the use of technology. She would like to explore the ways to best support students' acquisition of knowledge and their ability to apply their knowledge across various settings. Lee's undergraduate background is in child development and psychology. |
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Maisy McGaughey is a doctoral student in the Cognitive Studies in Education program. Her research interests include how young people come to understand the nature of science and how students identify themselves with science (or not) based on their understanding of the nature of scientific work. Before coming to the University of Washington, Maisy worked in neuroscience, researching neural plasticity in response to injury. |
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Suzanne Reeve is a doctoral student in the Cognitive Studies in Education program. Her main interests concern the teaching and learning of biology. Before her doctoral studies, she earned a bachelor's degree in zoology and a master's in biological science education at Brigham Young University. |
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Carrie Tzou is a postdoctoral researcher with the LIFE Center and the COSEE-Ocean Learning Communities Center. Her research interests include how to make scientific practices accessible to all students through the design of inquiry-based science curricula. Before coming to the University of Washington, Tzou earned her PhD from Northwestern University, her Masters from Vanderbilt University, and was a middle school science and health teacher. |
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Heather Toomey Zimmerman is a doctoral student in the Cognitive Studies in Education. In her research, she analyzes how people think, know, and interact across social settings. By studying science and technology activities, she documents social interaction and thinking processes as they are situated and distributed within specific contexts. Heather's research focuses on the role of language and semiotic systems associated with learning science and using technology as well as gender issues around children's participation and identification with scientific and technological disciplines and activities. |
