Amanda Berry is a Professor of STEM Education and Deputy Dean (Research & Innovation) in the School of Education at RMIT University, Australia. Her research focuses on science education, teacher education, and methodologies for capturing classroom practices. She leads initiatives to develop tools for representing teachers' pedagogical expertise and has contributed to frameworks like the refined consensus model of pedagogical content knowledge (PCK). Her work emphasizes teacher professional development, particularly for highly accomplished educators, and explores adaptive expertise in interdisciplinary teaching. She actively supervises postgraduate research students and collaborates internationally on projects like the Sharing Knowledge Project in inquiry-based teaching. Key research themes include STEM integration, teacher educator professionalism, and the role of student voice in assessment reform. Her interdisciplinary approaches bridge theory and practice, influencing both policy and classroom strategies in science and mathematics education.
Norwegian University of Science and TechnologyNorway
Festo Kayima is an Associate Professor in Chemistry Didactics at the Department of Teacher Education, Faculty of Social and Educational Sciences, Norwegian University of Science and Technology (NTNU). His research focuses on science teacher education, classroom knowledge, and pedagogical strategies in chemistry. Doctorate in Chemistry Education (2018, University of Bergen) Master’s in Science Education (2020, NTNU) Kayima’s research projects include developing science teacher trainees’ professional knowledge through reflective practice, enhancing scientific literacy, and integrating sustainability into chemistry education. He leads the Erasmus+ project STEMkey (2020–2023), emphasizing graduate attributes and key skills for educators. His recent publications (2025) with Springer explore pedagogical themes like chemical knowledge, outdoor teaching, and technology integration. These works align with broad keywords such as Science Education, Curriculum Development, and Experiential Learning, with subfields spanning digital tools, sustainability, and misconceptions in chemistry. Co-supervised Kristine Fjelldal Sunde’s thesis on teacher questioning in labs He contributes to research groups Naturfaglig Literacy i Skole og Lærerutdanning and ScienceHumanities , bridging interdisciplinary approaches in education. His teaching includes courses like Science as a School Subject (MGLU4211) and Teacher Education: Teaching Chemistry (PPU4626).
Diane Ebert-May is a University Distinguished Professor in the Department of Plant Biology at Michigan State University, affiliated with the College of Natural Science. She leads research in biology education, focusing on learner-centered pedagogy, faculty professional development, and curriculum transformation. Education: Ph.D. from the University of Colorado Her research examines how professional development programs like FIRST IV sustain learner-centered teaching in early-career faculty, impacts of reformed introductory biology curricula on student performance, and model-based pedagogy for complex biological systems. She also investigates pedagogical content knowledge (PCK) in instructors and graduate teaching assistant (TA) professional development models. Recent publications track longitudinal impacts of teaching reforms, climate change effects on alpine ecosystems, and assessment protocols for three-dimensional STEM learning. Her work emphasizes institutional alignment with faculty values and organizational structures supporting educational innovation. She teaches a seminar for postdoctoral fellows and graduate students titled Pathways to Scientific Teaching , and her lab collaborates on NSF-funded projects, including DUE 1623834 and CCLI Phase III (DUE 0817224). Current studies analyze teaching practices across diverse institution types and their effects on student learning outcomes.
Deborah Loewenberg Ball is the Jessie Jean Storey-Fry Distinguished University Professor of Education at the Marsal Family School of Education, an Arthur F. Thurnau Professor, and a Research Professor at the Survey Research Center within the Institute for Social Research at the University of Michigan. She also directs TeachingWorks , a program focused on defining and supporting effective teaching practices for educators. Ball began her career as an elementary school teacher, teaching for over 15 years, and continues to engage in summer teaching at the Elementary Mathematics Laboratory (EML), a space for observing and analyzing teaching dynamics. Her educational background includes a doctoral degree in mathematics education from Michigan State University (1988), where her work emphasized the interplay between teacher knowledge and classroom practice. She has held significant leadership roles, including serving as dean of the University of Michigan School of Education (2005–2016), president of the American Educational Research Association (2017–2018), and currently as a member of the National Science Board and the Mathematical Sciences Research Institute Board of Trustees. Ball’s research interests center on the practice of teaching , particularly in elementary mathematics, and its role in fostering student agency, equity, and collective learning. She explores how teachers’ decisions in 'discretionary spaces'—moments where they choose instructional approaches—impact educational justice and student outcomes. Key themes include leveraging curricula to support marginalized students, measuring teacher knowledge (e.g., Mathematical Knowledge for Teaching), and redesigning teacher education to prioritize practice-based learning. Her recent articles and projects highlight the importance of formative assessments for teacher candidates, equitable discussion practices, and the influence of discretionary spaces in instruction. Ball has also contributed to state-level initiatives, such as the New York State Education Department’s numeracy briefs, which synthesize research for educators. Her scientific awards include prestigious recognitions like her election to the American Academy of Arts and Sciences (2014) and National Academy of Education (2007), along with fellowships from the American Mathematical Society and the American Educational Research Association. Ball’s advising and grant work emphasize practical, scalable solutions for teacher education. Major grants include projects to support multilingual early mathematics learners, pandemic-era teacher professional development, and strategies for implementing practice-based education. She emphasizes collaboration across disciplines and institutions to address systemic inequities in education. The Elementary Mathematics Laboratory (EML) serves as a central hub for her work, blending research and practice to model effective teaching and engage stakeholders in dialogue about educational justice.
Janet Carlson is an Associate Professor (Research) of Education at Stanford University's Graduate School of Education, with her office located in Room 530 of the CERAS building. Her research focuses on science education, teacher professional development, and curriculum materials design. Dr. Carlson earned her BA in Environmental Biology from Carleton College, an MS in Curriculum and Instruction from Kansas State University, and a PhD in Instruction and Curriculum (science education) from the University of Colorado. With over 20 years of experience beginning as a middle and high school science teacher, she brings extensive practical knowledge to her academic work. Her research examines how educative curriculum materials and transformative professional development impact science teaching and learning, with recent expansion into mathematics education and equity issues. She investigates teacher noticing, pedagogical content knowledge, and responsive teaching practices through innovative methods like video annotation and teaching rehearsals. Dr. Carlson's publication record (2017-2023) reveals consistent contributions to science and mathematics teacher education, particularly in refining pedagogical content knowledge models and developing video-based professional development approaches. Her work demonstrates strong collaboration with researchers like Hilda Borko and spans practical applications in K-12 classrooms. No scientific awards are mentioned in the provided text. While no specific advisees are listed, Dr. Carlson leads multiple research projects that likely involve mentoring graduate students. Her grant-funded initiatives include the AP Success Project, Letovo School collaboration, Middle School Science Coaching, PLATO protocol development, and the TELOS project focused on equity in learning opportunities. She actively collaborates with Stanford's Center to Support Excellence in Teaching (CSET) and maintains research partnerships across institutions, contributing to national efforts in improving STEM teacher preparation and classroom practices through evidence-based approaches.
Shippensburg University of PennsylvaniaUnited States
Dr. Joseph Shane is a Professor of Chemistry and Science Education at Shippensburg University, located within the College of Arts & Sciences and the Department of Chemistry and Biochemistry. He specializes in enhancing teaching strategies in chemistry instruction and science teacher preparation through qualitative research methods, including focus groups and classroom observations. He coordinates the STEM Master of Arts in Teaching (MAT) program, which uses action research to accelerate teacher candidates' professional growth. His research interests span science education, teacher preparation, and the intersection of science and religion. He has taught an honors seminar exploring historical and philosophical interactions between science and religion, reflecting his commitment to interdisciplinary education. Dr. Shane's office is located in Franklin Science Center 309, and he can be reached at jwshan@ship.edu. Notable professional contributions include co-authoring textbooks on science-religion pedagogy and developing energy education curricula. He has advised numerous students, including Thomas Frielle, Jeb Kegerreis, and others. While no specific awards are listed, his extensive publication record (over 20 articles/books since 2005) demonstrates sustained scholarly impact in education research. Dr. Shane actively contributes to program accreditation initiatives, collaborating on science teacher preparation standards for NCATE and state approvals. His work emphasizes practical applications of pedagogical theory, such as integrating scientific journalism and poster sessions into non-majors chemistry courses.
Dr. Friederike Wolf serves as an Academic Employee and Deputy Head of the Department of Technology at the University of Education Schwäbisch Gmünd since September 2024, working part-time. Holding a PhD in Technology Education (magna cum laude, 2020), she actively contributes to teacher training and research while maintaining secondary school teaching duties at Realschule Schenkensee since 2021. Her academic qualifications include: First state exam in Geography, Technology, and Ethics (2016) from Pädagogische Hochschule Ludwigsburg First state exam in Physics (2017) from Pädagogische Hochschule Ludwigsburg PhD in Technology Education (2020, magna cum laude) from Pädagogische Hochschule Heidelberg and Ludwigsburg Wolf's research centers on technology education with specialized focus on student conceptions in electrical engineering and building technology, teacher competence assessment, and situated learning approaches. She investigates pre-instructional conceptions and develops methodological frameworks for technology teaching, particularly through out-of-school learning environments. Her work emphasizes diagnostic tools for identifying learner misconceptions and enhancing pedagogical content knowledge. Analysis of her 14 publications (2016-2025) reveals consistent empirical research on technology teacher education, featuring longitudinal assessment of teacher competencies using vignette-based instruments. Key thematic clusters include diagnostic methodology for electrical engineering concepts (batteries, thermal insulation), contextual learning strategies, and competence development during school practicums. Her work demonstrates strong interdisciplinary connections between educational psychology, subject didactics, and practical teacher training. No scientific awards are documented in the provided information. While actively supervising teacher trainees during school practicums, no formal PhD/Master's student advisement is indicated. Her research has been supported through the FuN-Kollegs EKoL initiative, though specific grant details aren't provided. Wolf maintains significant involvement with the FuN-Kollegs EKoL (Effective Competence Diagnosis in Teacher Education), a multi-university research consortium across Baden-Württemberg focusing on longitudinal assessment of teacher competencies through innovative vignette methodologies.
Leibniz Institute for Science and Mathematics Education at the University of KielGermany
Felix Weißenrieder is a Research Assistant at the Leibniz Institute for Science and Mathematics Education (IPN) within the Computer Science Education department at Christian-Albrechts-Universität zu Kiel. He joined IPN in 2023 and also serves as a Member of the Scientific Committee representing PhD students since 2024. His academic background includes a Master of Education (2022) and a Bachelor of Science (2020) in Mathematics and Computer Science from CAU Kiel. Education: Master of Education (2022), Bachelor of Science (2020) at CAU Kiel His research focuses on the usability of programming languages and tools , human-computer interaction (HCI) , and CS-PCK (Computing Pedagogical Content Knowledge) instruments . He develops educational programming tools and evaluates their effectiveness in teaching contexts. Earlier, he contributed to the RuneS project on Runic writing in Germanic languages (2022–2024) and taught courses like Introduction to Algorithmics and Analysis III at CAU Kiel. Recent publications include comprehensive and interim reports on integrating computer science as a mandatory subject in schools, emphasizing teacher competence and curriculum design. These works align with his interests in educational technology and domain-specific learning strategies. Felix’s extracurricular collaborations include student assistant roles during 2018–2019, where he supported foundational courses in computer science and mathematics. His work spans both theoretical research and practical application in educational settings, including contributions to the RuneS project and development of instructional frameworks for modern curricula.
Dr. Claire Konkes is a Senior Lecturer in Media and Communication at the University of Tasmania's School of Creative Arts and Media. She is affiliated with the Institute for the Study of Social Change and the Centre for Marine Socioecology, focusing on environmental and science communication, journalism studies, and media's role in policy debates. PhD, University of Tasmania (2015) Her research examines how media facilitates deliberation on environmental governance, law, and climate change communication. She has published extensively on topics including: Environmental conflict and litigation Science-policy-media intersections Media framing of climate justice Regional journalism sustainability Communication during ecological crises Her recent projects include grants like: Flags and Fibre : Investigating regional digital connectivity (2025-2026) AAD-UTAS collaboration : Public engagement with Antarctic research (2022-2024) PCK for Higher Education : Pedagogical content knowledge (2018-2019) Science vs. Scientism : Understanding public perceptions of climate science (2018) Claire supervises research on topics such as: Environmental communication strategies Media's role in marine resource debates Climate change narratives Science communication during conflict Environmental policy translation She actively engages in public discourse through media appearances and leadership roles in professional associations.
JORDI ANTONI SOLBES MATARREDONA is a Professor in the Department of Experimental Sciences at the Faculty of Teacher Training, University of Valencia. His work is deeply rooted in science education, with a focus on pedagogical innovation, teacher training, and curriculum development. His research interests center on Science Education , particularly inquiry-based learning, socioscientific issues, critical thinking, and the teaching of quantum physics and atomic structure. He emphasizes evidence-based education and the integration of modern scientific concepts into school curricula. His work often explores how science fiction cinema, embodiment, and real-world contexts can enhance student engagement and understanding. The recent publications highlight a sustained research agenda in science didactics, with a strong focus on teacher education, curriculum analysis, and innovative teaching strategies. Themes include the use of socioscientific issues to foster critical thinking, modeling in science education, and the challenges of teaching modern physics in schools. He is actively involved in teacher training and curriculum reform, particularly through projects like Proyecto ACORD , which aims to integrate the UN Sustainable Development Goals (SDGs) into local educational contexts. His work supports both pre-service and in-service teachers in improving science instruction at primary and secondary levels. His academic leadership is evident in long-term contributions to the field, including over 40 years of research in science teaching. He supervises theses and collaborates on educational projects, though specific student names and awards are not listed in the provided text.
Thomas Hiscox is a Senior Lecturer at Monash University's School of Biological Sciences , focusing on education-centric research and teaching. He coordinates first-year biology units (BIO1011, BIO1022, BIO1042) and teaches second-year molecular biology and human genetics. Current research: teaching innovations for large cohorts, employability skills in science education, Work Integrated Learning Contributions to UN Sustainable Development Goals: Quality Education and Decent Work Teaching awards: Dean's Excellence in Teaching Award (2021) His recent publications analyze 3D printing applications in laboratory education, pedagogical content knowledge frameworks, and social identity dynamics in STEM. Key collaborators include T. Ng, A. Sarkar, and D. Ilic. Scientific awards Dean's Excellence in Teaching Award (2021) Students: No formal advisees listed Grants: Not explicitly mentioned
Dr John Bostock serves as a Senior Lecturer in Higher Education Practice at Bath Spa University's School of Education, where he joined in September 2022. He leads modules for the PGCHE and MA PPHE programs, leveraging over 35 years of experience across Further and Higher Education sectors since 1987, including prior roles as Head of Department and Senior Lecturer in Teaching and Learning Development. His academic credentials include: BA (Combined Honours) in German and French Studies from University of Portsmouth Graduate Certificate in Education (FE) with Distinction from Garnett College MA in Post-Compulsory Education and Training from University of Greenwich Doctorate in Education (EdD) from Manchester Metropolitan University focusing on Conceptualising Teacher Education in Professional Training Dr Bostock's research centers on social interaction dynamics in online learning environments, conceptual frameworks for teacher education, development of pedagogical content knowledge (PCK) in higher education contexts, and technology-enhanced teaching methodologies. His work bridges theoretical pedagogy with practical curriculum design, emphasizing technology's role in transforming assessment quality and educational impact across diverse learning settings. His distinguished contributions are recognized through: National Teaching Fellowship (NTF) HEA Principal Fellowship (D4) Senior Fellowship of Staff and Educational Development Association (SFSEDA) As an active educational developer, Dr Bostock serves as Executive Member of SEDA and contributor to the Educational Developments (EdDevs) committee. He provides national leadership through external examiner roles and critical friendship for multiple UKPSF CPD Schemes, shaping professional development frameworks across UK higher education institutions while advancing pedagogical innovation through institutional partnerships.
Dr. Duru Bayram is an Assistant Professor at the Eindhoven School of Education (ESoE), Eindhoven University of Technology (TU/e). She holds a bachelor's degree in Physics Teaching from Middle East Technical University (METU), Turkey, and a Ph.D. in Curriculum and Instruction focusing on physics teacher professional development. Previously, she worked as a secondary school physics teacher in Turkey and held academic positions at Radboud University and TU Delft. Her research focuses on socio-scientific issues (SSI), science education for citizenship, and pedagogical content knowledge of teachers. She has led multiple EU and local projects, served as Chair of NARST’s EPRC Committee, and contributed to over 80 research outputs. Education Background: Bachelor’s in Physics Teaching – METU, Turkey Ph.D. in Curriculum and Instruction – Specializing in Physics Teacher Development Research Interests: Socio-scientific Issues (SSI) in Education Education for Sustainable Development Pedagogy of Physics Teacher Professional Development Recent Articles Highlight Trends in: STEM Education Gender Gaps Challenge-Based Learning in Engineering Pre-service Teacher Training for Sustainable Development Awards: Top 10% Most Downloaded JRST Paper (2018-2019) Bèta-docenten Formatieve Evaluatie Tools Grant Erasmus+ Internship Grant Advising & Grants: Supervised 8 research works, actively involved in curriculum design and teacher training initiatives. Engaged in editorial roles and international conferences. Labs/Teams: Member of the Group Van der Veen, collaborating on interdisciplinary education projects.
Henk J. Pol is a Lecturer in the ELAN Teacher Development program at the University of Twente, Faculty of Science and Technology. He is actively involved in physics education research, with a strong focus on quantum physics and quantum technology education at the secondary school level. His work emphasizes teacher professional development, curriculum design, and pedagogical content knowledge (PCK) in STEM disciplines. Institution: University of Twente Department: ELAN Teacher Development Role: Lecturer Research Focus: Physics Education, Quantum Technology Pedagogy His research interests lie at the intersection of physics education and educational innovation. He investigates how quantum physics can be effectively taught at the secondary level, develops tools like the Quantum Concept Inventory, and supports teachers through structured professional development programs. His work often involves multi-stakeholder collaboration and is aligned with European initiatives such as the Quantum Flagship. The recent trend in his publications (2020–2024) shows a deepening focus on quantum technology education, including the development of pedagogical frameworks, teacher training materials, and assessment tools. His articles frequently appear in journals and conference proceedings related to physics education and STEM teaching, emphasizing conceptual understanding, curriculum innovation, and teacher support in emerging scientific fields. Scientific Awards: No awards mentioned in the provided text. Henk J. Pol has been involved in supervising academic work, with at least one supervised research output noted. He has also contributed to editorial work, peer review, and served on committees such as the College voor Toetsen en Examens. His activities include organizing conferences and delivering expert commentary in media, highlighting his role in educational policy and public discourse on science teaching. He is part of collaborative networks focused on physics education, particularly in the development of quantum education initiatives. His work is community-driven and often involves international partnerships aimed at improving science teaching practices and student understanding in quantum physics.
Paul White is a Professor and Deputy Dean (Education) at the Faculty of Pharmacy and Pharmaceutical Sciences, Monash University. He has held roles including Associate Dean Education and led transformative active learning initiatives, earning teaching awards from Monash students, faculty, and national bodies like the Australian Government Office for Learning and Teaching (2015). His research spans cardiovascular pharmacology and drug discovery, focusing on GPCR cardioprotection and biased adenosine receptor agonists for heart disease. He co-leads the GPCR Cardioprotection Lab under the Monash Institute of Pharmaceutical Sciences, with funding for novel cardioprotective agents post-myocardial infarction. White is also involved in pedagogical projects addressing teaching strategies like PCK and tolerance of ambiguity in higher education. His collaborations span international research networks in pharmacology and medical education. Research Interests: His dual focus includes (1) cardiovascular pharmacology, specifically adenosine receptor pharmacology and GPCR signaling, and (2) educational innovations in active learning and pedagogical content knowledge. Notable projects include developing biased agonists to mitigate heart failure and advancing concept-based curriculum frameworks in STEM education. Recent Article Trends: His 2024-2025 publications emphasize core concept identification in pharmacology, metacognitive scaffolding in chemistry education, and GPCR-driven therapies for heart failure. Themes include bridging basic science and clinical application through drug discovery and refining pedagogical strategies to enhance student engagement and critical thinking. Awards: American Association of Colleges of Pharmacy (AACP) Innovation in Teaching Award (2022) Education Excellence: Teaching Excellence (2022) Grants/Projects: Key projects include 'Adenosine Receptor Context-Specific Biased Agonism to Treat Ischaemic Heart Disease' (2018-2020) and pedagogical initiatives like exploring PCK in health professions education (2021-2023). He has contributed to over 109 research outputs and 12 funded projects. Labs/Teams: Co-leads the GPCR Cardioprotection Laboratory within the Monash Institute of Pharmaceutical Sciences, collaborating with Professors Arthur Christopoulos and Patrick Sexton. Active in educational teams advancing active learning frameworks across disciplines.
