Leema Berland

Associate Professor

lberland@wisc.edu

(608) 263-2707

226-A Teacher Education Building

225 N. Mills Street

Madison, WI 53706

Berland, Leema

Leema K. Berland earned her PhD in the Learning Sciences from Northwestern University in 2008. Prior to joining the WI faculty, Dr. Berland was an assistant professor in STEM education at the University of Texas at Austin. Dr. Berland is currently a Principal Investigator on the National Science Foundation funded project “Fostering Pedagogical Argumentation: Reasoning With and About Student Ideas” and Co-Principal Investigator on the NSF funded project “Supporting scientific practices in elementary and middle school classrooms.” Dr. Berland’s work focuses on supporting and understanding student engagement in the scientific practices and on helping teachers do the same.

Education

  • Ph D Learning Sciences, Northwestern University, 2008
  • BA Computer Science, Carleton College, 1999

Select Publications

  • Russ, R., & Berland, L. K. (2019) Invented Science Journal of the Learning Sciences, 28(3), 279-301.
  • Miller, E., Manz, E., Russ, R., Stroupe, D., & Berland, L. K. (2018) Addressing the epistemic elephant in the room: Epistemic agency and the Next Generation Science Standards Journal of Research in Science Teaching, 55(7), 1053-1075. Online Publication/Abstract.
  • McNeill, K., & Berland, L. K. (2017) What is (or should be) scientific evidence use in K-12 classrooms? Journal of Research in Science Teaching, 54(5), 672-289.
  • Berland, L. K., Schwarz, C., Kenyon, L., Lo, A., Krist, C., & Reiser, B. (2016) Epistemologies in Practice: making scientific practices meaningful for students Journal of Research in Science Teaching, 53(7), 1082-1112.
  • Berland, L. K., & Crucet, K. C. (2015) Epistemological Tradeoffs: accounting for context when evaluating epistemological sophistication of student engagement in scientific practices Science Education, 100(1), 5-29.
  • Hammer, D., & Berland, L. K. (2013) Confusing claims for data: A critique of common practices for presenting qualitative research on learning Journal of the Learning Sciences, 23(1), 37-46.
  • Berland, L. K., & Hammer, D. (2012) Framing for scientific argumentation Journal of Research in Science Teaching, 49(1), 68-94.
  • Berland, L. K., & Reiser, B. J. (2011) Classroom communities’ adaptations of the practice of scientific argumentation Science Education, 95(2), 191-216.
  • Berland, L. K. (2011) Explaining variation in how classroom communities adapt the practice of scientific argumentation Journal of the Learning Sciences, 20(4), 625-664.
  • Berland, L. K., & McNeill, K. L. (2010) A learning progression for scientific argumentation: understanding student work and designing supportive instructional contexts Science Education, 94(1), 765-793.

Select Presentations

  • Berland, L. K., Russ, R., & Feinstein, N. W., Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), "Curiosity Practice: A powerful new lever for fostering scientific engagement. In J. Kay and R. Luckin (Eds.), Rethinking learning in the digital age: making the Learning Sciences count." (2018), London, UK
  • Berland, L. K., & McNeill, K. L., Proceedings of the 13th International Conference of the Learning Sciences (ICLS 2018), "How can personal experiences be leveraged as “scientific evidence” in k-12 classrooms?" (2018), London, UK
  • Russ, R., & Berland, L. K., National Association of Research in Science Teaching, "Inquiry Science vs Invented Science" (2018), Atlanta, GA
  • Berland, L. K., Russ, R., & West, C., National Association of Research in Science Teaching, "Pre-service teachers reframing pedagogy to support scientific sensemaking practices" (2018), Atlanta, GA
  • Berland, L. K., 17th Biennial EARLI Conference for Research on Learning and Instruction, "How context influences pre-service teachers attending and responding to student ideas" (2017), Tampere, Finland
  • Russ, R., & Berland, L. K., American Educational Research Association Annual Conference, "How can students have epistemic agency when they have not identified what to learn?" (2017), San Antonio, TX
  • Berland, L. K., & Russ, R., Annual Conference, "Using responsive teaching to turn teacher attention to student epistemic agency (Poster)" (2017), San Antonio, TX
  • Berland, L. K., & Russ, R., EARLI Conference for Research on Learning and Instruction, "Learning Through Argumentation: A Process of Dynamic Refinement" (2016), Ghent, Belgium
  • Berland, L. K., Allen, D., Crawford, R., Farmer, C., & Guerra, L., American Society for Engineering Education annual meeting, "Learning Sciences guided high school engineering curriculum development" (2012), San Antonio, TX
  • Berland, L. K., & McKenna, W., American Society for Engineering Education annual meeting, "Student responses to challenge-based curricula" (2012), San Antonio, TX