Keisha Varma

My research program explores the cognitive processes that underlie science learning.  In my work, I investigate students’ understanding of complex science concepts and how technology can facilitate science learning.  I work at the intersection of educational psychology, cognitive science, and the learning sciences, examining learning and cognition in technology-enhanced classroom settings.   A theme throughout my research is examining K-12 students’ representations of complex systems.  My work shows that technology can enhance students’ learning behaviors and improve their representations for complex systems.  My current interests focus on using multiple methodologies to measure students’ representations of complex scientific systems as I analyze the relationship between students’ interactions with scientific visualizations and their learning outcomes.  Additionally, I am interested in studying teacher knowledge development.  I am currently looking at ways to leverage psychological methodologies to understand changes in teachers’ pedagogical content knowledge and their representations of effective teaching practice.

Publications

1. Varma, K. & Linn, M.C. (2011). Using interactive technology to support students' understanding of the greenhouse effect and global warming. To appear in Journal of Science Education and Technology.

2. Gerard, L., Varma, K., Corliss, S.B., & Linn, M.C. (2011). Professional development for technology-enhanced science. Review of Educational Research, 81(3), 408 – 448.

3. Lee, H., Linn, M.C., Varma, K., & Liu, L. (2010) How Do Technology-Enhanced Inquiry Projects with Visualizations Impact Classroom Learning? Journal of Research in Science Teaching, 47(1), 71-90.

4. Clark, D. B., Varma, K., McElhaney, K., & Chiu, J. (2008). Structure and design rationale within TELS projects to support knowledge integration. In D. Robinson and G. Schraw (Eds.), Recent Innovations in Educational Technology that Facilitate Student Learning: Perspectives on Cognition, Learning, and Instruction. Information Age Publishing; Charlotte, NC.

5. Varma, K., Husic, F., & Linn, M. (2008). Targeted support for using technology –enhanced science inquiry modules. Journal of Science Education and Technology, 17(4), 341-356.