Office for the Promotion of Women in Science, Engineering, and Mathematics
Faculty Profile
Etkina, Eugenia
Eugenia's Profile
Eugenia's Story
Etkina, Eugenia
Associate Professor

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Phone: 732-932-7496, ext. 8339

Ph.D., Moscow State Pedagogical University, 1997

Professional Summary/CV [.PDF]

Learning and Teaching, Graduate School of Education, New Brunswick; Rutgers
Areas of Interest
A process approach to learning physics, the role of experiments and modeling in physics instruction, development and transfer of scientific abilities, astrophysics research by high school students, studying students’ questions and epistemological self-reflection, the cognitive and epistemological aspects of learning physics, physics teacher preparation
Teaching Areas
Physics Teacher Preparation and Introductory physics
Memberships and Professional Service
Member of the Journal of Research in Science Education, Awards Committee, 2006-2007; Reviewer for the National Science Foundation, 2003-2007; Member of the Committee on Physics Teacher Preparation, American Association of Physics Teachers; Member of the Physics Teacher Education Coalition Advisory Committee; Reviewer for the Journal of Research in Science Teaching; Reviewer for the Physical Review ST Physics Education Research section; Reviewer of Science Education; Reviewer of The Physics Teacher; Member of AAPT; NARST; AERA; PTEC; NJAAPT
Grants, Honors, and Awards
National Science Foundation: “Transfer of Scientific abilities”; National Science Foundation: “Using Formative Assessment to Develop Introductory Physics Skills,” National Science Foundation: “Investigative Science Learning Environment: Science and Cognition Combined,” New Jersey Commission on Higher Education (co-PI): Teacher Effectiveness Grant, “Urban Science Education Collaborative for Teacher Effectiveness”; US Department of Education (co-PI); "Preparing Tomorrow's Teachers to Use Technology"; Educational foundation of America: “Astrophysics Research by high school students”
Academic Interests and Plans
I developed an inquiry-based approach to teaching physics where students construct their understanding using processes similar to those used by scientists in real world research. This approach together with effective cognitive strategies (A. Van Heuvelen) is called ISLE – investigative Science Learning Environment. It is being implemented in many high schools, community colleges, in undergraduate physics courses at Rutgers University, Ohio State University, University of California and others. Other methods developed and used by university and high school physics instructors include teaching mechanics on rollerblades, reflective Weekly Reports and videos of physics experiments. My main research interests are in the cognitive and epistemological aspects of learning physics, student acquisition and transfer of scientific abilities, formative assessment, physics teacher content and pedagogical content knowledge, and physics teacher preparation and teacher professional development.