Rate My Professor Philip Bell

Bell conducts a cognitive and cultural program of research examining how people learn in personally consequential ways across diverse settings. His work encompasses everyday expertise in science and health, design of learning technologies for science classrooms, youth argumentation, culturally expansive science instruction, and large-scale educational improvements. He has significantly influenced the field through service on the National Academy of Sciences Board on Science Education for eight years, co-chairing the National Research Council report "Learning Science in Informal Environments: People, Places, and Pursuits" (2009), and contributing to the NRC Framework for K-12 Science Education (2012), which informed the Next Generation Science Standards. Currently, he edits the STEM Teaching Tools series to support equity-focused science education. Notable publications include "Infrastructuring Teacher Learning about Equitable Science Instruction" (Journal of Science Teacher Education, 2019), "Storywork in STEM-Art: Making, Materiality and Robotics within Everyday Acts of Indigenous Presence and Resurgence" (Cognition & Instruction, 2019), "Designing Learning Environments for Equitable Disciplinary Identification" (Journal of the Learning Sciences, 2017), "Internet Environments for Science Education" (2004, co-author), and "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, 2014). Bell's contributions bridge research and practice in STEM education.