Pamela Burnley, geoscience education researcher. Her focus includes high-pressure experimental rock deformation, mantle phase transformation, and computer modeling of these processes. She is an Assistant Professor of Geology at Georgia State University. Burnley is also interested in improving the effectiveness of teaching methods and promoting outreach strategies for geosciences.

Judy Dori, science educator and assessment expert. Prof. Yehudit Judy Dori is a tenured faculty at the Department of Education in Technology and Science, Technion - Israel Institute of Technology, Haifa, Israel. She is also a Research Scholar at the Center for Educational Computing Initiatives, Massachusetts Institute of Technology, Cambridge, MA. Her research interests are related to teaching and learning chemistry and environmental studies, and focus on models and computerized molecular modeling, education through technology, and assessment. She has been Principal Investigator of several Israeli national science education projects.

Danny Edelson, education technology researcher. Danny Edelson is an Associate Professor of Learning Sciences and Computer Science at Northwestern University. He conducts research on the use of computers to reform education. His primary research focus is the design of computer programs to support active, open-ended learning. In addition to research on the design of learning technologies, he is also engaged in research on the design of inquiry-based science curriculum and professional development for teachers that will lead to the widespread, effective use of learning technologies in schools.
Janice Gobert, science education researcher. Gobert is principal investigator in 'Making Thinking Visible', a large-scale design study involving middle and high school students who collaborated on-line about plate tectonic activity in widely separated geographic locations.
Michelle Hall-Wallace, geoscience educator and geophysicist. Assistant professor of geology at the University of Arizona, Hall-Wallace is also director of the SAGUARO Project (formerly SAGE). SAGUARO utilizes Geographic Information System (GIS) software to conduct investigations of earth and environmental systems. She is also engaged in learning assessment associated with the visualization modules built through SAGUARO.
Loretta Jones, science educator and author. Her interests include the optimization of learning environments for chemistry, focusing primarily on active involvement of students in their own learning. She also studies the application of advanced technologies to the teaching of chemistry and visual representations of complex phenomena. She has written several widely-used chemistry textbooks.
Kim Kastens, geoscience education researcher. Kastens' research in Earth & Environmental Science at Columbia University is focused on improving the public's understanding of Earth systems. Her work includes training journalists and teachers, utilizing information technology to change the way we learn, and investigating the processes by which we understand and communicate using maps (through the Where are We? project).
Dr. Helen King is the manager of the UK-wide Subject Centre for Geography, Earth and Environmental Sciences (part of the new Higher Education Academy). Before taking up this post in May 2000 she was the manager of an FDTL project on Earth Science Staff Development which involved running workshops, disseminating good practice and building up a national network of Earth Science educators. Her main role is in project management but she also has a particular interest in supporting staff CPD and developing student employability skills.

Julie C. Libarkin, geoscience education researcher. Libarkin is an Assistant Professor of Geoscience Education at Michigan State University. Her research and teaching interests include geocognition, tectonics, cosmogenic isotopes, and paleomagnetism.
Marcia Linn, cognitive psychologist. Marcia Linn specializes in education in mathematics, science, and technology. A fellow of the American Association for the Advancement of Science, she investigates science teaching and learning, gender equity, and design of learning environments. She is a Professor of Cognition and Development at UC Berkeley's Graduate School of Education.
Cathy Manduca, geoscience education researcher. As director of the Science Education Resource Center at Carleton College, Manduca is involved in a variety of projects that support improvements in geoscience and science education. Her work includes serving as a community leader, organizing workshops and other activities for faculty and educators of all types, and developing web-resources that link teaching resources, pedagogy and discussion. Much of her work contributes to programs of the National Association of Geoscience Teachers (NAGT), the Digital Library for Earth System Education (DLESE) and the National SMETE Digital Library (NSDL).
Joel Michael, education researcher. Professor Michael is working on several projects involving the learning and teaching of physiology and molecular biophysics. His research includes development of a computer tutor with natural language capability and studying the use of physiology laboratories in order to promote learning-friendly environments.
Dave Mogk, geoscience education researcher. Professor Mogk has worked on several projects with the Science Education Resource Center (SERC) and Digital Library for Earth System Education (DLESE). His recent work has included teaching with visualizations; integrating geology with public health issues; and investigating challenges in creating a national library for undergraduate science education.
Michael Piburn, science education researcher. Piburn is Professor Emeritus at Arizona State University. He receivedhis Ph.D. in geology from Princeton University, and has held positions in geology and science education at a number of universities. His research interests include visualization, evaluation of instruction at the college level, constructivist teaching practices, and attitudes and values. He is co-editor, with Dr. Dale Baker, of the Journal of Research in Science Teaching.
E. F. (Joe) Redish is a theoretical nuclear physicist who has spent the past dozen years building a research effort in physics education bridging the physics department and the education college at the University of Maryland. Their research covers a wide range of topics, from how to help elementary school teachers recognize and encourage scientific enquiry to how to help upper division engineers make sense of quantum mechanics.
Steve Reynolds, geoscience educator. (more info) Reynolds is a geology professor at Arizona State University, and his personal interests displayed on his website include numerous color photographs, 3D perspectives, and information about the Geology of Arizona, Landscapes of the Southwest, structural geology, science-education reform, and using Bryce5 to illustrate geology.
Steven Semken , geoscience-education researcher Steve is an assistant professor of geological sciences at Arizona State University and a former tribal-college educator. His research and teaching interests are centered in the desert Southwest and include place-based and culturally-responsive teaching, American Indian ethnogeology, EarthScope education and outreach, diversity in geoscience, and Southwest regional geology.
William Slattery, geoscience education researcher. Slattery is an Associate Professor of Geological Sciences and Teacher Education at Wright State University in Dayton, Ohio.

Neil Stillings, cognitive scientist. Stillings is a professor of cognitive science at Hampshire College, and a member of the graduate faculty at the University of Massachusetts, Amherst. His research interests include epistemological development, college science learning, scientific visualization, and cognitive science education. He is first author of Cognitive Science: An Introduction, 2nd edition, published by the MIT Press. Recently he has taught courses on cognitive science, cognition and education, cognition and culture, and music perception.
David Uttal, cognitive psychologist. Professor Uttal studies cognitive development, particularly the development of symbolic and spatial reasoning in toddlers and preschoolers, cultural differences in mathematics cognition and achievement. He is interested in how young children come to understand that one thing (i.e., a symbol) can stand for another. He is also interested in how young children remember the locations of objects in space. He has found that studying children's use of maps and symbol models can shed light on both issues.
Richard Yuretich, geoscience education researcher. Yuretich has multiple interests in lake sediments, clay minerals, environmental geochemistry, sedimentology, and education research. He is also involved in educational research in the teaching of undergraduate courses and improving the science preparation of prospective K12 teachers. These efforts have been carried out with the support of the National Science Foundation (STEMTEC, STEM Connections) and NASA (Planet Earth).

For a listing of researchers who are interested specifically in researching educational use of visualizations, check this list from the recent workshop Teaching Geoscience with Visualizations.