Geda and Phil Condit Professor of Science and Mathematics Education
Associate Professor of Learning Sciences,
312F Miller Hall - Phone 221-3642
Philip 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 is an associate professor of the Learning Sciences at the University of Washington and the Geda and Phil Condit Professor of Science and Mathematics Education, and he directs the ethnographic and design-based research of the Everyday Science and Technology Group (http://everydaycognition.org). He also directs the University of Washington Institute for Science and Mathematics Education focused on coordinating P-20 education efforts across the university. Bell has studied everyday expertise and cognition in science and health, the design and use of novel learning technologies in science classrooms, children's argumentation, culturally responsive science instruction, the use of emerging digital technologies within youth culture, and new approaches to inquiry instruction in science. He is a Co-Lead of the Learning in Informal and Formal Environments (LIFE) Center (http://life-slc.org/) and is a Co-PI of COSEE-Ocean Learning Communities (http://coseeolc.org/). Bell serves as a member of the Board on Science Education with the National Academy of Sciences and co-chaired the National Research Council consensus report effort on Learning Science in Informal Environments. He has a background in human cognition and development, science education, computer science, and electrical engineering.
Ph.D., University of California, Berkeley, 1998
On the theoretical breadth of design-based research in education, Educational Psychologist, 2004.
Internet environments for science education (May 2004) which includes chapters on "Promoting students' argument construction and collaborative debate in the science classroom" and "The educational opportunities of contemporary controversies in science" among others.
Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, Jan/Feb 2003.
Fostering multi-partisan interactions online around a socially polarized science-based controversy (or, "How to get stakeholders in a current science controversy to start making their positions and arguments visible
over email lists ").
Introduction to Inquiry in Education: an in-depth introduction for incoming doctoral to the research traditions in education
Exploring the Gap between Science Education and the Nature of Science: an exploration of the evolving gulfs and continuities between the practice of science education and our understanding of how science works
Technology and Child Development: has a dual focus on understanding the technological fluencies that kids develop (how they 'become technological') as well as how digital technologies, electronic gadgets, and interactive media influence children's development
Emerging Genres of Learning Technology: an overview of current research exploring the affordances of novel computer technologies for learning
Design-based Research Methods in Education: a two-quarter, project-focused methods sequence on design-based research that takes students through a cycle of design, enactment, analysis, and reporting
Dilemmas in Teaching and Learning: a course in the UW Teacher Education Program that introduces preservice teachers to the learning sciences and problematizes aspects of teaching and learning
Cognition in the Context of the School Curriculum: a survey of cognitive theories and research that can inform instruction in history, literature, science, and mathematics
The Works of Jerome Bruner: a chronological reading of books and articles of Bruner related to education
Discourse in the Disciplines: an exploration of the form and function of talk, social interaction, and epistemic practices in various academic disciplines -- fields in the natural sciences, history, mathematics, and literature
Instructional Theory: an overview of contemporary theories and frameworks for instruction
College of Education, University of Washington
Box 353600 Seattle, WA 98195-3600