Kathleen Lesniak, Ph.D.
Associate Professor, Science Education
Coordinator of Science Education Programs
Office: TH E234 Phone: (716)673-4804
Dr. Kathleen Lesniak is an Assistant Professor of Science Education. Since 2006, she
has served as the Program coordinator for the Undergraduate Science Education programs.
She brings her experiences in secondary science teaching and science research to inform
her teaching and program development. While teaching at the undergraduate and graduate
level, she focuses on helping beginning teachers make science accessible for all students,
and study their own teaching practices.
- Development of teachers' professional knowledge, particularly pedagogical content
- How chemistry concepts are understood by school age and college students
- Positive classroom environments for science teaching
- Collaboration with Science faculty in teaching innovations
- Lesniak, K. (2007) Positive Classroom and Laboratory Environments for Science Learning.
In Xiufeng Liu ( Ed.), Great ideas in Science Education: Case Studies of Noted Science
Educators. Sense Publishers
- Liu, X. & Lesniak, K.(2006) Progression in Children's Understanding of the Matter
Concept from Elementary to High School Journal of Research in Science Teaching 43(3)
320-347. This cross-grade qualitative study describes how students from grades 1-10 understand
matter science concepts and refines the model for matter concept understanding proposed
in the previous study.
- Liu, X. & Lesniak, K.(2004) Students' Progression of Understanding of the Matter Concept
from Elementary to High School Science Education, 89 (3), 433-450. This multi-age study analyzes the performance of students on matter test items from
The Third International Math and Science Study, and proposes a model for student understanding
of matter concepts.
- Lesniak , K. (2006) Sequences of teaching and learning matter in science curriculum
standard in the US. Presentation as part of international symposium at American Educational
Research Association (AERA) : Sequences of teaching and learning matter in science
curriculum standards: An international perspective(Australia, Canada, Singapore, UK,
and US) April 6, 2006, San Francisco.
- Lesniak , K. & Jabot, M. (2006) Examining the potential of reflective, misconceptions-
based approaches on developing PCK for planning in elementary and secondary science
methods courses. Presentation as part of International symposium at National Association
for Research on Teaching (NARST) Conference: Understanding and developing preservice
and practicing teachers' science PCK: multiple international perspectives (Argentina,
Australia, Mexico, New Zealand and the US) April 8, 2006, San Francisco
- Lesniak K. & Guarino, L. The Professional Knowledge of Teachers: Purposeful Planning
for Science Learning (in progress, The Science Teacher)
- Ph.D Learning and Instruction, Science Education, State University of New York at
- Ed. M. Learning and Instruction, Science Education, State University of New York at
- B.A. Biology and Psychology, State University of New York at Buffalo
Copyright (c) 2007 SUNY Fredonia College of Education