Golan Duncan, Ravit
Phone: 732-932-7496, ext. 8355
Ph.D., Northwestern University, 2005
Professional Summary/CV [.PDF]
Learning and Teaching, Graduate School of Education, New Brunswick; Department of Ecology, Evolution, and Natural Resources, School of Environmental and Biological Sciences, New Brunswick; Rutgers
Areas of Interest
Thinking and Learning in Science.
Biology, Teaching Life Science, and Approaches in Science Teaching.
Memberships and Professional Service
Member: American Educational Research Association and the National Association for Research in Science Teaching; Reviewer: Journal of Research In Science Teaching, Journal of the Learning Sciences, Annual Conference of the National Association for Research in Science Teaching, and the Annual Conference of the American Educational Research Association; Portfolio Evaluator, NU-TEACH Alternative Certification Program, Northwestern University, 2001-2003.
Grants, Honors, and Awards
Postdoctoral Fellowship, ,National Academy of Education/Spencer Foundation, "A Learning Progression for Developing Understandings of Genetics," 2007-2009; Young Scholar Fellowship, Knowles Science Teaching Foundation, "A Learning Progression for Pedagogical Content Knowledge in Secondary Science Teaching," 2007-2009; Co-Principal Investigator, National Science Foundation, "Centers for Ocean Science Education Excellence- Networked Ocean World (COSEE-NOW)," 2007-2012; Janet H. and C. Harry Knowles Scholar, 2007; Early Career/Junior Researcher Consortium. 2006.
Academic Interests and Plans
My research interests focus on thinking and learning in science. I am specifically interested in the role of domain-specific knowledge in the development of scientific literacy. In my dissertation work I studied student cognition in genetics, and the ways in which our understanding of students' reasoning can inform the design of more effective learning environments.
During my doctoral studies I have also done extensive work on the role of technology in science learning and the development of design guidelines for software scaffolds.
Currently I am studying pre-service teachers' understandings of the nature of science, and the development of these understandings during the course of their preparation program. In particular, I examine the ways in which teachers' knowledge of biology informs their understandings of the nature of science more generally.