جست‌وجوی استاد و پژوهشگر

Michael Robert Matthewsمشاهده پروفایل

دانشیار

• Science Education
• History and Philosophy of Science
• Science Curriculum Development
• +۳ مورد دیگر

Associate Professor Michael Robert Matthews is an Honorary Associate Professor in the School of Humanities and Languages at the University of New South Wales (UNSW), within the Faculty of Arts, Design & Architecture. His expertise lies in science education, with a focus on integrating history, philosophy, and cultural studies into science curricula. He holds degrees in Science from the University of Sydney. Matthews has authored numerous books and edited volumes, including *Science Teaching: The Contribution of History and Philosophy of Science* and *Feng Shui: Teaching about Science and Pseudoscience*. His research explores the pedagogical value of historical case studies (e.g., the pendulum’s role in physics) and critical analysis of pseudoscientific concepts like Feng Shui. His work emphasizes the importance of teaching the nature of science, addressing constructivist theories, and fostering scientific literacy through interdisciplinary approaches. He has contributed to international debates on science education, including the role of philosophy in teacher training and the cultural dimensions of scientific inquiry. Matthews has also edited key handbooks and journals, such as the *International Handbook of Research in History, Philosophy and Science Teaching*, and served as an editorial leader in the field. Matthews’ publications span books, peer-reviewed articles, and edited collections, reflecting his commitment to bridging theoretical and practical aspects of science education. His research has influenced global science curricula and continues to shape discussions on how historical, philosophical, and cultural contexts can enhance science learning.

• Philosophy of Education
• Curriculum and Pedagogy
• Education Policy
• +۶ مورد دیگر

Jan Derry is a Professor of the Philosophy of Education at the Institute of Education , University College London. Her work bridges philosophy, education, and cognitive psychology, with a focus on inferentialism, social epistemology, and the legacy of thinkers like Vygotsky and Dewey. Research Highlights: Curriculum theory, educational epistemology, technology-enhanced learning, and statistical education. Collaborative Networks: Engages with international scholars in Denmark, Finland, USA, and Iran, emphasizing socio-historical and socio-cultural research frameworks. Her publications explore abstract rationality, powerful knowledge, and the integration of philosophical principles into pedagogical practices. Derry’s scholarship critiques contemporary educational theories and advocates for knowledge-centric approaches in curricula. Key Articles: Cognitive Load Theory (2020) Inferentialism in Mathematics Education (2017) Abstract Rationality in Education (2014) She contributes to debates on technology’s role in education and the epistemological foundations of learning technologies. Email: j.derry@ucl.ac.uk

Tamar Kushnirمشاهده پروفایل

استاد

• Cognitive development
• causal learning
• social cognition
• +۸ مورد دیگر

Tamar Kushnir is a Professor of Psychology and Neuroscience and Professor of Philosophy at Duke University's Trinity College of Arts & Sciences. She serves as Associate Chair of Psychology and Neuroscience and is a Faculty Network Member of the Duke Institute for Brain Sciences. Her academic journey includes professorship at Cornell University (2020-2021) and Assistant/Associate Professor positions there from 2008-2020. She earned her Ph.D. and M.A. from the University of California, Berkeley (2005 and 2004 respectively) and her B.A. from Barnard College (1996). Professor Kushnir's research focuses on cognitive development, particularly in the areas of causal learning, social cognition, moral cognition, theory of mind, cultural psychology, free will, counterfactual thinking, imagination, and self-control. Her work employs rational constructivist approaches to understanding how children learn and develop. Recent publications explore children's moral reasoning, interactions with technology, and cultural influences on cognitive development. Her research demonstrates how children extract patterns from social choices, evaluate moral dilemmas with humility, and develop sophisticated understandings of agency and free will. Her current research is supported by several significant grants including 'Humilities Across Cultures: Do Children in China and the U.S. Value Intellectual Humility for Moral and Epistemic Beliefs?' (2024-2026), 'The Impact of Gossip on Children's Feelings of Belongingness' (2023-2026), 'Religion, Normativity, and Self-regulation' (2020-2025), and 'Collaborative Research: The role of trust when learning from robots' (2021-2024). She teaches courses including Psychology of Imagination, Research Practicum, and Developmental Psychology, emphasizing hands-on research experiences for students through independent study opportunities.

• Cognitive Development
• Piagetian Theory
• Theory of Mind
• +۵ مورد دیگر

Gary Kose is a Professor of Psychology at Long Island University's College of Liberal Arts and Sciences. He serves as Director of the M.A. Program in Psychology and has held leadership roles including Department Chair (1988-1997) and NIMH-funded Career Opportunities in Research program director (2002-2007). His academic career spans over three decades since joining LIU in 1984. Education: B.A., Temple University; Ph.D., City University of New York (1982) Research focuses on cognitive development , Piagetian theory , theory of mind , and psychology of the arts , with emphasis on semiotics, problem-solving, and philosophical psychology. His work bridges developmental psychology with theoretical frameworks through empirical studies and philosophical critiques. Key publication trends include interdisciplinary investigations into cognitive development (1982-2013), psychotherapy integration , perceptual psychology , and philosophical interpretations of psychological concepts. Collaborations with Fireman and Kosegarten highlight his team-based approach to studying self-awareness and reasoning in children. Professional affiliations include membership in the American Psychological Association (Divisions 7, 24), American Educational Research Association, Jean Piaget Society, and American Society for Aesthetics, reflecting his broad theoretical and applied interests.

• Cognitive Science
• Psychology
• Computational Modeling
• +۵ مورد دیگر

Andrew Perfors is a Professor of Psychology at the University of Melbourne, leading the Complex Human Data Hub and the Computational Cognitive Science Lab within the Melbourne School of Psychological Sciences . His research focuses on applying quantitative methods to understand higher-order cognition, including concepts, language, decision-making, and misinformation dynamics. He employs computational models and experimental approaches to investigate how cognitive constraints and social environments shape human behavior at individual and group levels. Education: PhD in Brain & Cognitive Sciences (MIT, 2008), MA in Linguistics (Stanford, 2000), BSc in Symbolic Systems (Stanford, 1999). Research Themes: Cognitive modeling of decision-making, cultural evolution, language acquisition, and misinformation spread. His work bridges computational methods with psychological experimentation, exploring topics like sampling assumptions in reasoning, trust in information sources, and the cognitive basis of gender categorization. Key Projects: Active grants include Understanding Information and Trust (2018–2025), Bridging the Meaning Gap (2023–2027), and Anti-trans Disinformation Campaigns analysis. Recent work addresses misinformation mitigation strategies and the cognitive naturalness of trans-inclusive gender categories. Grants & Collaborations: Funded by ARC and NHMRC. Collaborations include work on contact-tracing technologies during the pandemic and cross-cultural studies on privacy calculus. Labs & Teams: Directs the Complex Human Data Hub, focusing on societal challenges like misinformation and cultural dynamics. Leads interdisciplinary teams in the Computational Cognitive Science Lab, integrating psychology, computer science, and linguistics.