Philip Bell

(Here is a full list of cultural and cognitive studies of learning and development conducted by my research group.) 

Tzou, C., Rother, D., Braun, A., Starks, E., Meixi, Suárez, E., Rambayon, A., Bell, P., LaBonte, D., Twito, A., Peterson, S., Marie Ortiz, S. & Bang, M. (2020). Trust the Process: Developing STEM Mindsets Through Family Storytelling. Connected Science Learning, 2(1). 

Bell, P. (2019). Infrastructuring Teacher Learning about Equitable Science Instruction. Journal of Science Teacher Education, 30(7), 681-690. DOI: 10.1080/1046560X.2019.1668218

Tzou, C., Meixi, Suárez, E., Bell, P., LaBonte, D., Starks, E. & Bang, M. (2019). Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence. Cognition & Instruction, DOI: 10.1080/07370008.2019.1624547

Bell, P., Van Horne, K., & Cheng, B. H. (2017). Designing Learning Environments for Equitable Disciplinary Identification. Journal of the Learning Sciences, 26(3), 367-375. doi:10.1080/10508406.2017.1336021 

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.

Presentations, videos & webinars

• Making Science Instruction Compelling for All Students: Using Cultural Formative Assessment to Build on Learner Interest and Experience (as part of the Michigan Formative Assessment Academy)
• 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)