Eugenia Etkina

Eugenia Etkina

Associate Professor, Rutgers University

Graduate School of Education
10 Seminary Place, Room 223
New Brunswick, NJ
(732) 932-7496 x8339
eugenia.etkina@gse.rutgers.edu

Dr. Eugenia Etkina has 13 years of teaching experience in physics and astronomy instruction at middle school, high school and university levels. She earned her Ph.D. in physics education from Moscow State Pedagogical University. In 1995-1997 she taught physics courses for students at risk at Rutgers University, for which she together with Dr. Horton developed a highly successful approach. In 1997, she was appointed an assistant professor at the GSE and became an associate professor in 2003. She created a unique program of physics teacher preparation in which prospective teachers enroll in five teaching methods courses mastering the art and science of teaching physics. She also created an Investigative Science Learning Environment (with A. Van Heuvelen) - a comprehensive inquiry-based physics learning system that engages students in experiences similar to that of practicing physicists who construct and apply knowledge. She also developed a new approach to helping students acquire scientific abilities. Eugenia teaches all physics teaching methods courses in the physics teacher preparation program and EdM program, and conducts professional development program for in-service science teachers. She codirects the Rutgers Astrophysics Institute that started in 1997. Other methods developed by Dr. Etkina and used by university and high school physics instructors include teaching mechanics on rollerblades and reflective Weekly Reports. Her main research interest is in the cognitive and epistemological aspects of learning physics, acquisition and transfer of scientific abilities and the process of constructing physics teacher PCK. Her doctoral students earn Ed.D.'s in Science Education in the GSE and in Physics Education Research in the Department of Physics and Astronomy.


(From Rutgers GSE Web site)

Backgrounder:

Implications of Learning Research for Teaching Science to Non-Science Majors