Our research agenda is motivated driven by a desire to explore the development of students’ conceptual understanding in science, technology, engineering, and math (STEM) courses. Specifically, our research team focuses on self-regulated and co-regulated learning in STEM contexts. Learning from a self-regulated perspective views students as active agents in constructing knowledge both individually and in collaborative contexts. From this perspective, our research examines how learning environments, pedagogical practices, and learning technologies affect student learning and student interactions with content and the learning environment. 

To explore self-regulated and co-regulated learning in STEM, our research team applies principles of learning derived from cognitive science to design and evaluate learning environments and technologies to enhance learning, self-regulation, and engagement. We conduct both foundational and applied research examining student learning inside the classroom, online, and in informal settings. Our expertise in integrating cognitive science, learning sciences, and discipline-based education lead our research to be highly interdisciplinary and collaborative. Within self-regulated and co-regulated learning, our research focuses on the intersection of educational technology, cognitive science, and pedagogy.