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 knowledge (PCK)
- 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 Buffalo
- Ed. M. Learning and Instruction, Science Education, State University of New York at Buffalo
- B.A. Biology and Psychology, State University of New York at Buffalo
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