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About the Authors About the Authors W. Richards Adrion is a Professor Emeritus in the College of Information and Computer Sciences at the University of Massachusetts Amherst. His research is on teaching, learning and broadening participation in the STEM disciplines. [email protected] John Airey is a Reader in Physics Education at the Department of Physics and Astronomy, Uppsala University, Sweden. He is also a Senior Lecturer in English for Specific Purposes at the Department of Languages, Linnæus University, Sweden. John’s research interests focus on disciplinary learning and its relationship to language and other semiotic resources. [email protected] http://www.physics.uu.se/research/physics-education-research/ Carl Angell is professor of physics education at the Department of Physics, University of Oslo, Norway. He taught physics and mathematics for many years in upper secondary school before his doctorate in physics education. He works with science teacher education and in-service and continued education for teachers. His research interests are teaching and learning physics, students’ understanding of, and attitudes to, physics and physics learning and recruitment to science and physics education. [email protected] http://www.mn.uio.no/fysikk/english/people/aca/carla/index.html Youngkwan Cha is a graduate student at the University of Massachusetts Amherst. His research interests include metaphor theory in cognitive linguistics and how con- ceptual metaphor applies to second language teaching. [email protected] © Springer International Publishing AG 2017 311 D.F. Treagust et al. (eds.), Multiple Representations in Physics Education, Models and Modeling in Science Education 10, DOI 10.1007/978-3-319-58914-5 312 About the Authors Mei-Hung Chiu is Professor of Science Education at the Graduate Institute of Science Education of the National Taiwan Normal University, Taipei, Taiwan. She taught secondary chemistry for 3 year in schools in Taiwan before her doctorate at Harvard Graduate School of Education, USA. Her research interests include ­chemistry education, students’ conceptions construction and conceptual change in science, nature of models and modelling processes, augmented reality in science learning, and alternative assessment and evaluation of science education programs. [email protected] http://science.gise.ntnu.edu.tw/chiu/index.html Hye-Eun Chu is a lecturer in science education at Macquarie University in Sydney, Australia. Before joining Macquarie University she was an assistant professor in science education for 6 years at Nanyang Technological University, Singapore. Her research interests include the investigation of students’ conceptual development in science learning with a current focus on students’ explanatory models, the influence of learner belief on science learning, and formative assessment in the context of inquiry based teaching. [email protected] Reinders Duit is Prof. Emeritus for Physics Education at the national centre for science education research at the IPN (Institute for Science and Mathematics Education) in Kiel/Germany. He studied physics and mathematics at the University of Kiel. His Masters thesis (1968) investigated the role of students’ conceptions of the simple electric circuit, his PhD (1973) dealt with long term retention of physics taught in a spiral physics curriculum. His Habilitation (second doctorate in Germany) investigated the long-term development of the energy concept (1985). His major still lasting research fields include conceptual change (in close cooperation with David Treagust), studies on the long-term development of the energy concept, and the design of the “Model of Educational Reconstruction” (in close cooperation with Ulrich Kattmann and his colleagues). [email protected] Noah Finkelstein is a Professor of Physics at the University of Colorado Boulder. He is a PI in the Physics Education Research (PER) group, a do-director of CU’s Center for STEM Learning, and co-director of the network of STEM education Centers in the United States. His research in physics education focuses on studying the conditions that support students’ interests and abilities in physics – developing models of context; he also conducts research on institutional change in higher education. [email protected] http://spot.colorado.edu/~finkelsn Hans E. Fischer is Professor Emeritus at the University Duisburg-Essen in Essen, Germany. He taught secondary physics and mathematics for 10 years in schools in Germany before his doctorate and his habilitation at the University of Bremen, Germany. Following this, he worked as Professor in Dortmund and accepted the About the Authors 313 offer of a research professorship of the German Research Foundation (DFG) in Essen. His research interests include students’ concept building and the organisa- tion of learning processes in lesson settings at schools and universities. [email protected] https://www.uni-due.de/fischer John K. Gilbert is Emeritus Professor of The University of Reading, UK, and an Adjunct Professor of the Australian National University. After 9 years of teaching sci- ence in secondary (high schools) he has devoted the rest of his career to research and development in schools and universities. His research interests now focus on the role of models in the learning and teaching of science in both formal and informal contexts and in particular on the creation and interpretation of scientific explanations. [email protected] Brian E. Gravel is an Assistant Professor of Education at Tufts University, where he also received his Ph.D. in science education. Brian serves as the Director of Elementary STEM Education within the Department of Education at Tufts. His research focuses on students’ representational practices while engaging with educa- tional technologies and in technology-rich learning environments like Makerspaces. [email protected] http://ase.tufts.edu/education/people/gravel.htm Øystein Guttersrud is Associate Professor at the University of Oslo, Norway. He has years of experience with assessments and is currently employed in the Norwegian Centre for Science Education. His research interests include assessments in physics, science and health. [email protected] Dave Hart directs the Enterprise Systems & Development group in Information Technology at the University of Massachusetts, Amherst. He has a long-standing research interest in the uses of instructional technology in education. [email protected] Rosa Hettmannsperger is research associate in the department of Educational Science at the University of Frankfurt. She received her PhD in psychology from the University of Koblenz-Landau and has been employed at the University of Geneva, the University of Education in Ludwigsburg and the University of Heidelberg. Her research interests and publications are in the field of educational psychology and science education with a focus on learning with multiple representations and con- ceptual change. [email protected] Christopher N. Hill is a Principal Research Engineer in the Earth, Atmospheric and Planetary Sciences program at Massachusetts Institute of Technology. He is interested in the application of large-scale computation to all aspects of understand- ing Earth and planetary systems. [email protected] 314 About the Authors Peter Hubber is Associate Professor in Science Education at Deakin University, Australia. He taught secondary physics, science and mathematics for 22 years in schools in rural Victoria, Australia before entering Deakin University. His research interests are in the role of representations in teaching and learning science and ICT in science education. [email protected] https://www.deakin.edu.au/about-deakin/people/peter-hubber Per Morten Kind is Senior Lecturer at Durham University in the UK. He has pre- viously worked as a science teacher in secondary schools and as a teacher educator and researcher in two higher education institutions in Norway. His main research interest is in teaching and learning of scientific inquiry and reasoning. Currently he is engaged in research to improve the pedagogy of physics teaching in developing nations. [email protected] https://www.dur.ac.uk/education/staff/profile/?id=2416 Patrick B. Kohl is a Teaching Professor at the Colorado School of Mines with a background in physics education research (PER). His primary expertise lies in the adaptation of the canonical Studio Physics model to the specific conditions associ- ated with any local implementation. More recently, Dr. Kohl has begun work on revitalizing upper-division courses, including the adaptation of the flipped class- room to upper division Electricity and Magnetism and the creation of an elective course on the fostering of creativity during physics problem solving. [email protected] Yen-Ruey Kuo is a postdoctoral researcher at the Graduate Institute of Science Education, National Changhua University of Education in Taiwan. He obtained his PhD degree in science education at Curtin University in Australia. His research interests include multiple representations, inquiry-based instruction, and students’ affective learning outcome. [email protected] Sangchil Lee is a doctoral student in Teacher Education and Curriculum Studies at the University of Massachusetts, Amherst. His research interests include investigation of the meaning potentials of multiple representations and how teacher talk mediates them. [email protected] Jing-Wen Lin is Professor
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