- Institute for Science + Math Education: web site - twitter - facebook
- Research+Practice Collaboratory: web site - twitter - facebook - youtube
- STEM Teaching Tools (for Educators): web site - twitter - facebook - newsletter
- District & School Implementation of NGSS Through Curriculum Adaptation & Development (on MSPNet)
- How to design 3D formative assessments for NGSS (on MSPNet)
- Sustaining Research-Practice Partnerships (a session in the RPP Forum Series offered by the Research+Practice Collaboratory)
- Overview of the Research-Practice Partnership with Seattle & Renton school districts (part of the Research+Practice Collaboratory)
- Interest and Identity in STEM Education: Research Overview (for Afterschool Alliance, dicussing this research synthesis)
- Next Generation Science Standards (NGSS) for Today's Students and Tomorrow's Workforce
- A Deep Dive Into A Framework for K-12 Science Education with Heidi Schweingruber (for The National Academies)
- Design-Research Partnerships: Operating Principles & Strategies (for American Youth Policy Forum)
- Design-Based Research Presentation on Co-Design, Collaboration & Partnerships with Megan Bang (for MacArthur Foundation Digital Medial & Learning Network)
- Critiques and Future of Design-Based Research with Megan Bang (for MacArthur Foundation Digital Medial & Learning Network)
- Promoting Learning Pathways to Broaden Participation in the Geosciences with Carrie Tzou (for Center for Ocean Science Education Excellence)
- Partnering for STEM education
- Growing Together: STEM Mentoring Program
- Bringing Authentic Practices To Curriculum Redesign
- Science Curriculum Adaptation Effort Enters New Phase
- How To Negotiate The Collaborative Focus Of A Research-Practice Partnership
- Working in the Near and Long Term: Operating Principles for Building Sustainable Research-Practice Partnerships
- More stories can be found on the web site for the Institute for Science+Math Education
- Learning Across Diverse Settings and Pursuits (EDPSY 527)
- Advanced Methods Seminar: The Ethnography of Human Development and Learning (EDPSY 582)
- Introduction to Learning Sciences & Human Development: graduate seminar for incoming graduate students (EDPSY 581)
- Introduction to Research & Inquiry in Education Part 1 & Part 2: an in-depth introduction for incoming doctoral to the research traditions in education (EDLPS 525 & 526)
- Contemporary Perspectives on the Teaching and Learning of K-12 Science Education (EDPSY 510)
- Design-based Research Methods in Education Part 1 & Part 2: a two-quarter, project-focused methods sequence on design-based research that takes students through a cycle of design, enactment, analysis, and reporting (EDCI 581 & 582)
- Kristen Bergsman
- Jeanne Ting Chowning
- Elaine Klein
- Don LaBonte
- Heena Lakhani
- Veronica McGowan
- Deb Morrison (post-doctoral scholar)
- Gina Tesoriero
- Shelley Stromholt (post-doctoral scholar, currently on a Fulbright scholarship at the University of Oslo)
- Enrique Suarez (post-doctoral scholar)
- Leah Bricker - faculty, University of Michigan
- Mark Chen - adjunct faculty, Pepperdine University
- Aaron Chia-Yuan Hung - faculty, Adelphi University
- Kalyn Shea Owens - faculty, North Seattle College
- Duncan Parks - faculty, Mount Angel Seminary
- Andy Shouse - chief program officer, Washington STEM
- Blakely Tsurusaki - faculty, University of Washington Bothell
- Carrie Tzou - faculty, University of Washington Bothell
- AnnMarie Darrow Baines (co-advised with Cap Peck) - program officer, George Lucas Educational Foundation
- Leah Bricker - assistant professor, University of Michigan
- Ryan Campbell (co-advised with Denise Wilson) - post-doctoral scholar, Texas Tech University
- Mark Chen - Director, Gameful Design Lab, Pepperdine University
- Denice Fischer-Fortier - consultant, Seattle area
- Bruce Havelock (co-advised with Steve Kerr) - manager, Tata Consultancy Services
- Cheng-Fang Huang
- Tiffany Clark (formerly Lee) (co-advised with John Bransford) - research scientist, CU-Boulder
- Louise Ann Lyon - senior research associate, ETR
- Hiroki Oura (co-advised with Steve Kerr) - project researcher, University of Tokyo
- Suzanne Perin - post-doctoral scholar; University of Alaska, Fairbanks
- Suzanne Reeve - high school teacher, Bellevue School District
- Giovanna Scalone - post-doctoral scholar, Engineering, University of Washington
- Déana Scipio - post-doctoral scholar, UC Davis
- Shelley Stromholt - post-doctoral scholar, University of Washington
- Katie Van Horne - research assistant professor, University of Colorado Boulder
- Elizabeth ("Elly") Walsh - assistant professor, San Jose State University
- Lia Wetzstein - research scientist, University of Washington
- Ben Wiggins - Manager of Program Operations, Department of Biology, University of Washington
- Kerri Wingert - Professional Learning Coordinator at 4H Youth Development, University of Nebraska Lincoln
- Heather Toomey Zimmerman - associate professor, Penn State University
Philip Bell is a professor of the Learning Sciences & Human Development and holds the Shauna C. Larson Chair in Learning Sciences. He is executive director of the UW Institute for Science & Math Education focused on equity-focused innovation in K-12 STEM education, and he is co-director of the Learning in Informal and Formal Environments (LIFE) Science of Learning Center. Bell pursues a cognitive and cultural program of research across diverse environments focused on how people learn in ways that are personally consequential to them. He has studied everyday expertise and cognition in science and health, the design and use of novel learning technologies in science classrooms, youth argumentation, culturally expansive science instruction, and scaled implementation of educational improvement. Bell served as a member of the Board on Science Education with the National Academy of Sciences for eight years, co-chaired the National Research Council consensus report effort on Learning Science in Informal Environments and served on the committee of the NRC Framework for K-12 Science Education that was used to guide development of Next Generation Science Standards. He has a background in human cognition and development, science education, computer science, and electrical engineering.
Bell is also currently editing a series of research- and practice-based tools for science education called STEM Teaching Tools. The effort is providing resources for equity-focused improvements in science education.
SHORT-CUTS: Google Scholar Profile - Education - Online Presentations - Select Publications - Recent Project-Related Stories - Courses - Current PhD Students - Prior Research Scientists & Post-Doctoral Scholars - Completed PhD Students - Completed MEd Students
Ph.D.; University of California, Berkeley; Human Development & Cognition; Education in Math, Science & Technology; 1998
M.Ed.; University of California, Berkeley; Human Development & Cognition; Education in Math, Science & Technology; 1996
B.S.; University of Colorado, Boulder; Electrical Engineering & Computer Science; 1989
(Here is a full list of cultural and cognitive studies of learning and development conducted by my research group.)
Barron, B., & Bell, P. (2015). Learning environments in and out of school. In L. Corno & E. Anderman (Eds.), Handbook of Educational Psychology (Third Edition) (pp. 323-336). New York: Routledge, Taylor & Francis.
Bricker, L. A., & Bell, P. (2014). “What Comes to Mind When You Think of Science? The Perfumery!”: Documenting Science-Related Cultural Learning Pathways Across Contexts and Timescales. Journal of Research in Science Teaching, 51(3), 260-285.
Zimmerman, H. T., & Bell, P. (2014). Where Young People See Science: Everyday activities connected to science. International Journal of Science Education, Part B: Communication and Public Engagement, 4(1), 25-53.
Quinn, H., & Bell, P. (2013). How designing, making, and playing relate to the learning goals of K-12 science education. In M. Honey (Ed.), Design, Make, Play: Growing the next generation of STEM innovators. New York, NY: Taylor & Francis / Routledge.
National Research Council. (2012). A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Board on Science Education, National Academy of Scienes. Washington, DC: The National Academies Press. (I served on the 18-member committee that authored this conceptual framework for Next Generation Science Standards for K-12 education.)
Bell, P., Tzou, C., Bricker, L. A., & Baines, A. D. (2012). Learning in diversities of structures of social practice: Accounting for how, why and where people learn science. Human Development, 55, 269-284.
Bell, P., Bricker, L. A., Tzou, C., Lee, T., & Van Horne, K. (2012). Engaging learners in scientific practices related to obtaining, evaluating, and communicating information. The Science Teacher, 79(8), 31-36, Science Scope, 36(3), 17-22, Science & Children, 50(3), 11-16.
Bevan, B., Bell, P., Stevens, R., & Razfar, A. (2012). Learning about Out of School Time (LOST) Learning Opportunities. London: Springer.
Bell, P., Lewenstein, B., Shouse, A.W. & Feder, M.A. (Eds.). National Research Council. (2009). Learning science in informal environments: People, places, and pursuits. Board on Science Education, National Academy of Sciences. Washington, DC: The National Academies Press. (I co-chaired this consensus study with Bruce Lewenstein.)
Bricker, L.A. & Bell, P. (2008). Conceptualizations of argumentation from science studies and the learning sciences and their implications for the practices of science education. Science Education, 92(3), 473-498.
Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243-253.
Linn, M. C., Davis, E. A., & Bell, P. (2004). Internet environments for science education. Mahwah, NJ: Erlbaum.
Baumgartner, E., Bell, P., Brophy, S., Hoadley, C., Hsi, S., Joseph, D., Orrill, C., Puntambekar, S., Sandoval, W., & Tabak, I. (Design-based Research Collective). (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
Bell, P. (2002). Using argument map representations to make thinking visible for individuals and groups. In T. Koschmann & R. Hall & N. Miyake (Eds.), CSCL 2: Carrying Forward the Conversation (pp. 449-485). Mahwah, NJ: Lawrence Erlbaum Associates.
Bell, P., & Linn, M. C. (2000). Scientific arguments as learning artifacts: Designing for learning from the web with KIE. International Journal of Science Education, 22(8), 797-817.