My research sits at the intersection of science education, embodied cognition, and technology, with a key emphasis on how embodied experiences shape scientific understanding.

In a nutshell

My signature style of doing research is collaborative, across disciplinary boundaries, and in close partnership with practitioners.

Theoretical Perspectives

Embodied cognition (in particular, the four-senses-of-embodiment typology) serves as my theoretical lens, informing how I approach questions of teaching, learning, and understanding in science education.

Methodological Approach

My methodological expertise combines design-based research with qualitative video analysis methods, engaging practitioners as co-designers while conducting studies of teaching and learning interactions.

Disciplinary Focus

Focusing mainly on physics and science education, my research also extends into broader STEM disciplines and educational technologies such as artificial intelligence and virtual reality.

Research interests

Can immersive virtual reality enable a deeper engagement with scientific concepts? How might artificial intelligence act as collaborator and co-creator in learning processes, reshaping our understanding of scientific literacy? Embodied cognition perspectives provide a productive lens for diving into these questions, and I am excited about the potential of technologies to transform science education.
How do abstract concepts in modern physics become tangible in a classroom setting? Can the way we teach quantum physics and relativity improve attitudes and inspire a new generation of curious learners? In my research, I draw upon my background as a mathematical physicist to probe these questions, and I am passionate about teaching students the fundamental principles of our current scientific worldview.
What characterises good science teaching? How do different instructional approaches impact student learning? And how can insights from embodied cognition enhance teacher education and professional learning? Driven by these questions, my research aims to better prepare and empower science teachers in training and practice. Currently, I work with STEM teachers to translate embodied cognition perspectives into practical classroom strategies.

Future horizons

My research is evolving in exciting new directions:

Building bridges between embodied cognition theory and teacher education
Exploring (productive) tensions between embodied human learning and disembodied AI systems
Investigating enactive approaches to quantum physics education

I welcome collaborations in these emerging areas 🙂