CV

CV

Education

Education

PhD (1999-2003)

University of Michigan, Science Education, “Design-Based Science and the Transfer of Science Knowledge and Real-World Problem-Solving Skills”, co-advisors – Joe Krajcik & Ron Marx

Teaching License (1995)

Israel Ministry of Education

MSc (1988-1991)

Technion - Israel, Physics, “The BCS Model of Superconductivity in Thermofield Dynamics”, co-advisors – Ady Mann & Micha Revzen

BSc (1978-1983)

Technion – Israel, Aeronautical Engineering

Employment History

Employment History

2014 – Ongoing

Weizmann Institute of Science – Israel, Associate Professor

2006 until 2014

Weizmann Institute of Science - Israel, Senior Scientist

2003 until 2008

Michigan State University, Assistant Professor in Science Education

1993 until 1999

HEMDA - the Center for Science Education in Tel-Aviv - Israel, High school physics teacher

1991 until 1993

Israel Aircraft Industries, Project manager

1983 until 1988

Israel Air Force, Captain

Other Appointments

Editorial Appointments

Editorial Appointments

2018 – Ongoing

Founding board member of Disciplinary and Interdisciplinary Science Education Research journal

2010 – 2016

Associate editor of the Journal of Research in Science Teaching

2009 – 2014

co-Founder and co-director of Zomer High School, a public Waldorf high school in Ramat-Gan, ISRAEL

 

 

 

 

National Committees

National Committees

2010 – 2016

Steering Committee for 8th Grade Science Meitzav (מיצ"ב)

2009 – 2016

MUTAV (מוט"ב) – Science and Technology for All

Advisory Boards

Advisory Boards

 

 

2012 – 2015

American Association for the Advancement of Science (AAAS): “The Development and Validation of an Assessment Instrument to Study the Progression of Understanding of Ideas about Energy from Elementary School through High School”

Consulting Activities

Consulting Activities

2018-ongoing

2011 – 2013

Alliance for Improving Science Literacy (Beijing Normal University)

American Association for the Advancement of Science (AAAS): “STEM Learning in the Context of Green School Buildings: A Curriculum Planning Project for the Middle Grades”

2012 – 2013

Columbia University: “The Thailand Standards Project”

International Recognition

Awards

Awards

2005

APA (American Psychological Association) Division 15 (Educational Psychology) Paul R. Pintrich Outstanding Dissertation Award

2004

NARST (National Association for Research in Science Teaching) Outstanding Dissertation Award

1999-2003

Spencer Fellowship – University of Michigan

Invited Presentations

Invited Presentations

2016

Why is it important for EVERBODY to learn science? Michigan State University.

2015

The Real Reasons Why it is Important for People to Learn Science. Beijing Normal University.

2014

Motivating Meaningful Learning. Michigan State University

2013

The Fire Extinguisher. Haifa University, Haifa, Israel

2011

Extinguishing a Fire. University of Johannesburg, Johannesburg, South Africa

2010

Adolescents’ Declining Motivation to Learn Science. Hebrew University, Jerusalem, Israel

2010

Education as a Fire Extinguisher. National Institute for Testing and Evaluation, Israel

2009

The interdependency of learning progressions and curriculum. Learning Progressions Assessment Workshop, NSF, Ann Arbor, MI

2009

What can we learn from the experience of “Tomorrow 98?” Education: From Vision and Policy to Implementation, an international conference at the van Leer Institute, Jerusalem, Israel

2008

The Importance of Learning to Make Assumptions. Technion, Israel Institute of Technology, Haifa, Israel

2006

Transfer & Social Interactions in Design-Based Science. Annual Meeting of the American Psychological Association, New Orleans, LA

2006

A Learning-Goals Model for Developing Standards-based Middle School Science Materials. Annual Meeting of the American Association of Physics Teachers, Syracuse, NY

Other Presentations

  1. Fortus, D., Dershimer, R.C., Mamlok, R., Krajcik, J., & Marx, R.W. (2002). Design-Based Science and real-world problem-solving. Paper presented at the Annual Meeting of the American Educational Research Association, New Orleans, LA.
  2. Fortus, D., Dershimer, R.C., Mamlok, R., Marx, R.W., & Krajcik, J. (2002). Design-Based Science and student learning. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  3. Dershimer, R.C., Fortus, D., Mamlok, R., Krajcik, J., & Marx, R.W. (2002). An examination of the discourse patterns used in a Design-Based Science classroom. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  4. Mamlok-Naaman, R., Fortus, D., Dershimer, R.C., Marx, R.W., & Krajcik, J. (2002). Adapting Innovative Curriculum to Local Needs? An International Perspective. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, LA.
  5. Mamlok-Naaman, R., Dershimer, R.C., Fortus, D., Krajcik, J., & Marx, R.W. (2002). "How Do I Design a Cellular Phone that is Safer to Use?" Adaptation of an Innovative Curriculum to Local Needs -An International Perspective. Paper presented at the 2ndInternational IPN – YSEG Symposium, Kiel, Germany.
  6. Fortus, D., Dershimer, R.C., Krajcik, J., & Marx, R.W. (2002). Design-Based Science. Paper presented at the Annual Meeting of the National Science Teachers Association, San Diego, CA.
  7. Mamlok, R., Dershimer, R.C., Fortus, D., Krajcik, J., & Marx, R.W. (2002). Learning Science by Designing Artifacts (LSDA): A case study of the development of a Design-Based Science curriculum. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, St. Louis, MO.
  8. Fortus, D., Dershimer, R.C., Mamlok-Naaman, R., Marx, R.W., & Krajcik, J. (2003). Design-Based Science and the transfer of scientific knowledge and ‘designerly’ skills. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  9. Dershimer, R.C., Fortus, D., Krajcik, J., & Marx, R.W. (2003). A description of the teacher questioning patterns used in the critique sessions of a Design-Based Science Curriculum. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL.
  10. Fortus, D., Krajcik, J., & Marx, R.W. (2003). Well and Ill-Defined Science Problems. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  11. Roseman, J., Gunckel, K., Krajcik, J., Fortus, D., Smith, E. (2004). The importance of high quality curriculum materials: Supporting teachers analyze, select and modify curriculum materials. Presented at the annual meeting of AETS, Nashville TN.
  12. Fortus, D. (2005). Restructuring school physics around real-world problems: A cognitive justification. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
  13. Gunckel, K., Fortus, D. & Smith, E. (2005). An exploration of the role of curriculum materials in teaching science and learning to teach science. Presented at the annual meeting of AETS, Colorado Springs CO.
  14. Fortus, D. & Kanter, D. (2005). Curriculum driven practice-based professional development. Presented at the annual meeting of AETS, Colorado Springs CO.
  15. Fortus, D., Hug, B., Krajcik, J. S., Kuhn, L., McNeill, K. L., Reiser, B., et al. (2006). Sequencing and supporting complex scientific inquiry practices in instructional materials for middle school students. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  16. Fortus, D. (2006). Understanding the big ideas: Preparing for breadth by going into depth. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  17. Nordine, J., Fortus, D., & Krajcik, J. (2006). Development of Middle School Students ’ Conception of Energy during a Qualitative Unit in Which Energy is Not Defined. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
  18. Krajcik, J., Reiser, B.J., Schwarz, C., & Fortus, D. (2007). Supporting a Learning Progression for Scientific Modeling in Project-Based Inquiry Curricula. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
  19. Weizman, A. & Fortus, D. (2007). Using Scientific Models to Learn about Shadows. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.
  20. Weizman, A. & Fortus, D. (2007). The Driving Question Board: A Tool to Support Inquiry-Based Learning. Paper presented at the annual meeting of the National Association of Research in Science Teaching, New Orleans, LA.
  21. Fortus, D. (2008). The Importance of Learning to Make Assumptions. Invited talk given at the Technion, Israel Institute of Technology, Haifa, Israel.
  22. Reiser, B., Schwarz, C., Fortus, D., Kenyon, L., Krajcik, J., & Davis, E. (2008). MoDeLS: Articulating a Learning Progression for Scientific Modeling. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
  23. Schwarz, C., Reiser, B., Fortus, D., Krajcik, J., Roseman, J.E., Willard, T., & Archer, A. (2008). Designing and Testing the MoDeLS Progression. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Baltimore, MD.
  24. Weizman, A., Shwartz, Y., Fortus, D., & Krajcik, J. (2008). Developing the Practice of Scientific Modeling through Classroom Discussions. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Baltimore, MD.
  25. Fortus, D., Weizman, A., Shwartz, Y., Merritt, J., & Schwarz, C. (2008). Towards a Learning Progression for Scientific Modeling: What we’ve learned from 6th Grade Students and Teachers. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Baltimore, MD.
  26. Shwartz, Y., Weizman, A., Fortus, D., Krajcik, J., & Reiser, B. (2008). Middle-School Science Curriculum: Coherence as a Design Principle. Paper presented at the annual meeting of the National Association of Research in Science Teaching, Baltimore, MD.
  27. Fortus, D. (2009). The interdependency of learning progressions and curriculum. Invited presentation, given at the Learning Progressions Assessment Workshop, Ann Arbor, MI.
  28. Schwarz, C., Reiser, B., Fortus, D., Shwartz, Y., Acher, A., David, B., Kenyon, L., & Hug, B. (2009). MoDeLS: Defining a Learning progression for Scientific Modeling. Paper presented at the LEAPS meeting, Iowa City, IA.
  29. Fortus, D. (2009). The Importance of Learning to Make Assumptions. Invited presentation, given at the Arab College, Haifa, Israel.
  30. Reiser, B., Schwarz, C., Kenyon, L., Fortus, D., & Acher, A. (2009). A Learning Progression for Elementary and Middle School Students’ Modeling Practices. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.
  31. Fortus, D., Vedder-Weiss, D., & Shwartz, Y. (2009). Supporting Student and Teacher Learning about Modeling Practices. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orange County, CA.
  32. Chen, J. & Fortus, D (2009). A Study of Three Science Teachers’ Implementation of Inquiry-Based Curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orange County, CA.
  33. Fortus, D. (2010). Adolescents’ Declining Motivation to Lean Science. Invited presentation, given at the Hebrew University, Jerusalem, Israel.
  34. Yayon, M., Mamlok-Naaman, R., & Fortus, D. (2010). Using a knowledge-in-pieces representation to characterize chemical-bonding knowledge: The basis of a diagnostic tool. Paper presented at the Biennial Conference on Chemical Education, Denton, TX.
  35. Fortus, D. (2010). Education as a Fire Extinguisher. Invited presentation, given at the National Institute for Testing and Evaluation, Israel.
  36. Krajcik, J., Fortus, D., Reiser, B., Sutherland, L., & Smith, S. (2010). Comparing student achievement across time in contexts using a coherent inquiry curriculum versus those using traditional curricula. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  37. Fortus, D., Shwartz, Y., & Rosenfeld, S. (2010). High school students’ modeling knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
  38. Fortus, D. & Vedder Weiss, D. (2011). Adolescents’ declining motivation to learn science: Inevitable or not? Paper presented at the annual meeting of the National Association for Research in Science Teaching, Orlando, FL.
  39. Fortus, D. & Vedder Weiss, D. (2011). Adolescents’ declining motivation to learn science: What do they say? Paper to be presented at the Biennial meeting of the European Science Education Research Association (ESERA), Lyon, France.
  40. Fortus, D. & Vedder Weiss, D. (2012). Measuring Students' Continuing Motivation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.
  41. Fortus D. & Krajcik, J. (2012). Integrating Energy into a Middle School Science Curriculum. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Indianapolis, IN.
  42. Vedder Weiss, D. & Fortus, D. (2012). Developing Constructs to Distinguish Between Schools. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.
  43. Fortus, D. & Vedder Weiss, D. (2013). The Antecedents of Adolescents’ Continuing Motivation for Science Learning. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Puerto Rico.
  44. Fortus, D., Sutherland, L., Reiser, B., & Krajcik, J. (2013). Assessing the Role of Curriculum Coherence in Student Learning about Energy. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Puerto Rico.
  45. Vedder Weiss, D. & Fortus, D. (2014). Why Study? Emphasizing Mastery Goals in the Science Classroom. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.
  46. Fortus, D. & Vedder Weiss, D. (2014). Using a Self-Report Survey to Study the Effect of Teaching Practices on Students' Motivation. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Pittsburgh, PA.
  47. Roseman, J.E., Fortus, D., Krajcik, J., & Reiser, B. (2015). Curriculum Materials for Next Generation Science Standards: What the Science Education Research Community Can Do. Symposium to be presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  48. Harms, U., Opitz, S., Neumann, K., & Fortus, D. (2015). Building an integrated understanding of energy through K-12 teaching. Symposium to be presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  49. Dorfman, B. & Fortus, D. (2015). The Relations between Teachers and Parents' Messages and Adolescents’ Self-Efficacy for Science Learning. Paper to be presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  50. Touitou, I. & Fortus, D. (2015). Predicting changes to students' motivation to engage with science in and out of schools that serve low SES communities. Paper to be presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.
  51. Peleg, R., Hofstein, A., Katchevich, D., Yayon, M., Mamlok-Naaman, R., & Fortus, D. (2015). Introducing chemistry teachers to mystery inquiry-type skills. Paper presented at the bi-annual meeting of the European Science Education Research Association, Helsinki.
  52. Peleg, R., Hofstein, A., Yayon, M., Katchevich, D., Mamlok-Naaman, R., & Fortus, D. (2015). Teaching Enquiry with Mysteries Incorporated: experiences in implementing a professional development project. Paper presented at the bi-annual meeting of the European Science Education Research Association, Helsinki.
  53. Lavonen, J., Krajcik, J., Neumann, K., & Fortus, D. (2015). Studying Student and Teacher Engagement in Finnish & U.S. Classrooms. Paper presented at the bi-annual meeting of the European Science Education Research Association, Helsinki.
  54. Fortus, D., Elran, Y., Saig, A. (2016). Not just kittens: Design Guidelines for YouTube science videos for the general public. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MD.
  55. Touitou, I. & Fortus, D. (2017). Modeling changes to students' motivation for science in schools that serve low SES communities. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Antonio, TX.
  56. Neumann, K., Kubsch, M., Fortus, D., Krajcik, J. S., & Nordine, J. C. (2017). Assessing Three-Dimensional Learning. Paper presented at the Annual International Meeting of NARST, San Antonio, TX.
  57. Krajcik, J., Bielik, T., Nordine, J., Fortus, D., & Neumann, K. (2017). The Centrality of Phenomena in 3-Dimensional Learning. Paper presented at the Annual International Meeting of NARST, San Antonio, TX.
  58. Fortus, D., Touitou, I., Neumann, K., Krajcik, J., & Nordine, J. (2017). Supporting Student Engagement in Three-Dimensional Learning and Instruction. Paper presented at the Annual International Meeting of NARST, San Antonio, TX.
  59. Nordine, J., Opitz, S., Fortus, D., Krajcik, J., & Neumann, K. (2017). Instructional Coherence as a Support for Three-Dimensional Science Learning. Paper presented at the Annual International Meeting of NARST, San Antonio, TX.
  60. Kubsch, M., Nordine, J., Fortus, D., Krajcik, J., & Neumann, K. (2017). A Cognitive Scaffold for Teaching Energy Transfer between Systems in Middle School. Paper presented at the Annual International Meeting of NARST, San Antonio, TX.
  61. Nordine, J., Carswell, K., Krajcik, J., Fortus, D., & Neumann, K. (2017). Beyond Naming Forms: Teaching Energy in Middle School by Modeling Energy Transfers Between Systems. Presented at the National Science Teachers Association National Conference, Los Angeles, CA.
  62. Nordine, J. C., Kubsch, M., Fortus, D., Krajcik, J. S., & Neumann, K. (2017). Supporting three-dimensional energy learning in a project-based approach that emphasizes modeling energy transfers between systems. Paper presented at the Annual Meeting of the American Educational Research Association, San Antonio, TX.
  63. Nordine, J., Kubsch, M., Neumann, K., Fortus, D., Krajcik, J., (2017). Teaching Energy from a “Three-Dimensional” Perspective. Kolloquium Didaktik der Naturwissenschaften [Science Teaching Colloquium], Leibniz-University of Hannover.  Hannover, Germany.
  64. David Fortus, Marcus Kubsch, Yaron Lehavi, Sebastian Opitz, Jeffrey Nordine (2017). Assessing the Preparation for Future Learning of Energy. Paper presented at the bi-annual meeting of the European Science Education Research Association, Dublin, Ireland.
  65. Bat-Shahar Dorfman & David Fortus (2017). The influence of different educational environments on gender differences in science self-efficacy. Paper presented at the bi-annual meeting of the European Science Education Research Association, Dublin, Ireland.
  66. Bat-Shahar Dorfman & David Fortus (2017). The influence of different educational environments on students' science self-efficacy. Poster presented at the bi-annual meeting of the European Science Education Research Association, Dublin, Ireland.
  67. Fortus, D., Shwartz, Y., & Rosenfeld, S. (2017). High School Students’ Meta-Modeling Knowledge. Paper presented at the bi-annual meeting of the European Science Education Research Association, Dublin, Ireland.
  68. Kubsch, M., Nordine, J., Fortus, D., Krajcik, J., & Neumann, K. (2017). Lerntrajektorien im Energiekonzept. Paper presented at the annual meeting of the German Society for the Didactics of Physics and Chemistry.
  69. Abramovitch, S. & Fortus, D. (2018). Energy for Future Scientists. Paper presented at the annual meeting of NARST, Atlanta, GA.
  70. Touitou, I., Carswell, K., Neumann, K., Fortus, D., Krajcik, J., & Nordine, J. (2018). A teacher's perspective on teaching energy differently: Transitioning from a forms and transformation approach to a transfer approach. Paper presented at the annual meeting of NARST, Atlanta, GA.
  71. Neumann, K., Kubsch, M., Fortus, D., Nordine, J., & Krajcik, J. (2018). Assessing students’ progression in developing a deeper understanding of energy. Paper presented at the annual meeting of NARST, Atlanta, GA.
  72. Nordine, J., Lehavi, Y., Krajcik, J., Neumann, K., & Fortus, D. (2018). Assessing Middle School Students’ Preparation for Future Learning about Energy. Paper presented at the annual meeting of NARST, Atlanta, GA.
  73. Fortus, D., Nordine, J., Krajcik, J., & Neumann, K. (2018). Students' Sense of Self-Efficacy in Using the Energy Concept. Paper presented at the annual meeting of NARST, Atlanta, GA.
  74. Kubsch, M., Nordine, J., Fortus, D., Neumann, K., & Krajcik, J. (2018). Measuring Integrated Knowledge – A Network Analytical Approach. Paper presented at the bi-annual meeting of ICLS, London, Great Britain.
  75. Neumann, K., Fortus, D., Krajcik, J., & Nordine, J. (2018). Assessing students’ progression in developing knowledge-in-use about energy. Paper presented at the bi-annual meeting of ICLS, London, Great Britain.
  76. Fiedler, K., Kubsch, M., Krajcik, J., Fortus, D., Neumann, K., & Nordine, J. (2018). Teaching energy focusing on transfers and fields. Workshop presented at the annual meeting of GIREP, San Sebastian, Spain.
  77. Nordine, J., Fortus, D., Krajcik, J., & Neumann, K. (2018). Assessing Preparation for Future Learning about Energy. Gordon Research Conference, Bryant University, RI.
  78. Kubsch, M., Nordine, J., Fortus, D., Neumann, K., & Krajcik, J. (2019). Systems and transfers vs. forms and transformation: investigating approaches to teaching energy in middle school. Paper presented at the annual meeting of NARST, Baltimore, MA.
  79. Abramovitch, S. & Fortus, D. (2019). Conceptions of Energy in the Printed Media for the General Public. Paper presented at the annual meeting of NARST, Baltimore, MA.
  80. Kubsch, M., Nordine, J., Neumann, K., Krajcik, J., & Fortus, D. (2019). Investigating a Systems Transfer Approach to Teaching Energy in Middle School. Paper presented at the annual meeting of ESERA, Bologna, Italy.
  81. Fortus, D., Kubsch, M., Bielik, T., Krajcik, J., Lehavi, Y., Neumann, K., Nordine, J., Opitz, S., & Touitou, I. (2019). Systems, Transfer, and Fields: Evaluating a new Approach to Energy Instruction. Paper presented at the annual meeting of ESERA, Bologna, Italy.
  82. Fortus, D. (2019). Is STEM literacy for All a tenable goal? Paper presented at the inaugural AISL conference, Beijing China.
  83. Fortus, D. & Ofek-Geva, E. (accepted). The relationships between hormones and the motivation of adolescents to learn science. Paper to be presented at the annual meeting of NARST, Portland, OR.
  84. Kubsch, M., Nordine, J., Neumann, K., Fortus, D., & Krajcik, J (accepted). Developing energy, systems, and fields in middle school – in praise of modest goals. Paper to be presented at the annual meeting of NARST, Portland, OR.
  85. Kubsch, M., Neumann, K., Nordine, J., Fortus, D., & Krajcik, J. (submitted). What energy ideas matter for future learning? ICLS 2020.
  86.  

Scientific Productivity

Grants

Grants

2004-2010

IQWST (Investigating and Questioning the World through Science and Technology), NSF, sub-contract to the University of Michigan, 1.25M$/yr

2006-2010

MoDeLS (Modeling Designs for Learning Science), NSF, subcontract to Northwestern University, 150k$/yr

2008-2009

Reform in Israeli Middle School Science, Rothschild Foundation, $80k$

2010-2011

Supplement to IQWST (described below), NSF, sub-contract to the University of Michigan, 160k$

2011-2014

Characterizing environmental factors that are associated with students' motivation to learn science in and out of school, ISF, 129k$

2012-2015

Not Just Kittens – YouTube Videos as a Tool for Conveying Knowledge to the General Public, Israel Society of Computing (ISOC), 134k₪

2012-2013

Minerva – Hosting a research group from IPN at Kiel University in Germany on a Learning Progression for Energy

2012-2016

Teaching Enquiry with Mysteries Incorporated, ERC-FP7, 224k€

2014-2020

Exploring Potential Learning Trajectories for the Energy Concept in Middle School, NSF, sub-contract to Michigan State University, 1.5M$

Collaborators (alphabetically)

  • Robert Chen, Professor, University of Massachusetts, Boston
  • Betsy Davis, Associate Professor, University of Michigan
  • Arthur Eisenkraft, Professor, University of Massachusetts, Boston
  • Ravit Golan-Duncan, Associate Professor, Rutgers University
  • Yael Kali, Associate Professor, Haifa University, Israel
  • Lisa Kenyon, Associate Professor, Wright State University
  • Joe Krajcik, Professor, University of Michigan
  • Kate McNeill-Lynch, Associate Professor, Boston College
  • Knut Neumann, Professor, IPN, University of Kiel, Germany
  • Jeffrey Nordine, Assistant Professor, Trinity University
  • Julia Plummer, Associate Professor, Penn State University
  • Brian Reiser, Professor, Northwestern University
  • Jo Ellen Roseman, Director, Project 2061, AAAS
  • Christina Shwartz, Associate Professor, Michigan State University
  • LeeAnn Sutherland, Research Scientist, University of Michigan

Curricula

  1. Krajcik, J., Reiser, B., Sutherland, L, & Fortus, D. (2012). Investigating and Questioning Our World through Science and Technology (IQWST). Activate Learning.