Marina Milner-Bolotin

Scarfe 2326


Associate Professor, Science Education

Use of Technology in Science and Mathematics teaching
Using project-based instruction in science and mathematics teaching
Student interest and motivation in science studies
Science outreach


The University of TX at Austin, 2001, PhD, Mathematics and Science Education
The University of TX at Austin , 1999, MA, Mathematics and Science Education
Kharkov National University, Kharkov, Ukraine, 1991, MSc, Theoretical Physics


Dr. Marina Milner-Bolotin is a science educator within the Department of Curriculum and Pedagogy. She specializes in science (physics and mathematics) teaching and studies ways of using technology to promote student interest in STEM (science, technology, engineering and mathematics). For the last 25 years she has been teaching science and mathematics in Israel, US (Texas and New Jersey) and Canada. She has taught physics and mathematics to a wide range of students: from elementary gifted students to university undergraduates in science programs and future teachers. She also has led a number of professional development activities for science in-service and pre-service teachers and university faculty: from LoggerPro training workshops, to clicker and tablet training, and to physics content presentations at conferences and PD days. Since 1994, she has been engaged in science education research. Dr. Milner-Bolotin earned her M.Sc. in theoretical physics at Kharkov National University, Ukraine in 1991 and completed her M.A. and Ph.D. in science education at the University of Texas at Austin in 2001. At UT Austin, she investigated how project-based instruction in science courses for future elementary teachers affected their interest in science and their ability to do and teach science. Before joining UBC, she was an Assistant Professor of Physics at Ryerson University in Toronto. Dr. Milner-Bolotin was a member of the Executive Board of the American Association of Physics Teachers (AAPT, 2008-2013) and was a President and a representative for BC Section of AAPT ( At UBC, she was promoted to an Associate Professor in May of 2015. She is actively recruiting graduate students. To learn more about Dr. Milner-Bolotin, visit her research web site at: .

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Invited Presentations

  1. Milner-Bolotin, M. (2017). Developing deliberate pedagogical thinking with online collaborative tools in STEM teacher education. Jerusalem, Israel: Hebrew University of Jerusalem, Israel; Weizmann Institute of Science, Rehovot, Israel.
  2. Milner-Bolotin, M., (2015, April 11-14), Using PeerWise online collaborative tool to improve physics teacher-candidates’ questioning skills, National Association of Research in Science Teaching (NARST) International Annual Conference, Chicago, IL.
  3. Milner-Bolotin, M. (2015, March 23). Technology transforming STEM education: Are we there yet? Aarhus University, STEM Education Center, Aarhus University, Denmark.
  4. Milner-Bolotin, M. (2015, January 5). Re-imagining best practices in technology-enhanced physics teacher education. Annual Winter Meeting of the American Association of Physics Teachers, San Diego, California.
  5. Milner-Bolotin, M. (2014, November 21-22, 2014). Closing the research-practice gap through innovative technology use in STEM teacher education. Plenary speaker at the Fifth GeoGebra North American Conference(GeoGebra-NA 2014): Explorative Learning with Technology, Ontario Institute for the Studies in Education, Toronto, ON.
  6. Milner-Bolotin, M. (2014, August 7). An invited member of the Women in Science Panel: Dual career families. 5th International Conference on Women in Physics/International Union of Pure and Applied Physics, Waterloo, ON, Canada.
  7. Milner-Bolotin, M. (2014, February 16). Using educational technologies to promote inquiry and the nature of science in physics teacher education. Korean Association for Science Education International Conference, Daegu University at Gyeongsan, Gyeongbuk, Republic of Korea.
  8. Milner-Bolotin, M. (2012). Physics teacher preparation in Canada: Challenges and successes. American Association of Physics Teachers Winter Meeting, Ontario, California.
  9. Milner-Bolotin, M. (2012, March 15). Teachers’ playground: Enhancing science learning through effective technology implementation. Ruppin Academic Center, Israel.
  10. Milner-Bolotin, M. (2012, March 14). Beyond the paradigm: Implications of Kuhn’s “Structure” on educational research and teacher education. Department of Science Education, Hebrew University of Jerusalem. Jerusalem,Israel.
  11. Naslund, J., Levine, S., & Milner-Bolotin, M. (2012). Celebrate science: Bridging science educators, science writers and librarians in order to promote science learning in British Columbia. American Association for the Advancement of Science, Vancouver, BC.
  12. Milner-Bolotin, M. (2011, January 5). American Association of Physics Teachers, Committee on the Women in Physics. Presenter on the Panel: “State of Women in Physics”. Jacksonville, FL.
  13. Milner-Bolotin, M. (2011). Brief Introduction to Video-Based Motion Analysis: Physics Teachers’ Perspective.Invited paper presented at the Annual Meeting of the BC Association of Physics Teachers, Kelowna, BC.
  14. Milner-Bolotin, M. (2011). A science adventure of a girl who wanted to be a physicist. Paper presented at the International Conference for Women in Physics, Cape Town, South Africa, April 5-9, 2011.
  15. Milner-Bolotin, M. (2011). Brief Introduction to Video-Based Motion Analysis: Physics Teachers’ Perspective.Paper presented at the Annual Meeting of the BC Association of Physics Teachers, Kelowna, BC.
  16. Milner-Bolotin, M. (2011). A science adventure of a girl who wanted to be a physicist. Paper presented at the International Conference for Women in Physics, Cape Town, South Africa, April 5-9, 2011.

Selected Publications

Selected Publications during the last 7 years (2011-2017):

  1. Hawkes, Robert, Iqbal, Javed, Mansour, Firas, Milner-Bolotin, Marina, & Williams, Peter. (2018). “Physics for scientists and engineers: An interactive approach”. 2nd Edition. Toronto: Nelson Education.
  2. Milner-Bolotin, M., & Milner, V. (2017). “Family Mathematics and Science Day at UBC Faculty of Education”. Physics in Canada, 73(3), 2.
  3. Liao, T., McKenna, J., & Milner-Bolotin, M. (2017). “Four decades of High School Physics Olympics Competitions at the University of British Columbia”, Physics in Canada, 73(3), 3.
  4. Milner-Bolotin, M. (2017). “Promoting reflective physics teaching through the Use of Collaborative Learning Annotation System”. The Physics Teacher, Accepted, 4.
  5. Milner-Bolotin, M. (2017).  “Nurturing creativity in future mathematics teachers through embracing technology and failure”. In V. Freiman, J. Tassell, & D. Martinovich (Eds.), Creativity and Technology in Math Education (pp. 22). Switzerland: Springer.
  6. Milner-Bolotin, M. (2017). “Technology-supported inquiry in STEM teacher education: Collaboration, challenges and possibilities. In I. Levin & D. Tsybulsky (Eds.), Digital Tools and Solutions for Inquiry-Based STEM Learning (Vol. 1, pp. 252-281). Hershey, PA: IGI Global.
  7. Milner-Bolotin, M. (2016). “Promoting Deliberate Pedagogical Thinking with Technology in physics teacher education: A teacher-educator’s journey”. In K. MacLeod and T. G. Ryan (Eds.), The Physics Educator: Tacit Praxes and Untold Stories.(25 p.), Champagne, IL, USA: Common Ground.
  8. Milner-Bolotin, M. (2016). “Rethinking Technology-Enhanced Physics Teacher Education: From Theory to Practice”Canadian Journal of Science, Mathematics and Technology Education, 16(3), 284-295.
  9. Milner-Bolotin, M. (2015). “STEM teacher-candidates’ engagement with technology: Challenges and possibilities”.In X. Ge, D. Ifenhaler & J. M. Spector (Eds.), Emerging technologies for STEAM Education (pp. 135-53): Springer, Switzerland.
  10. Milner-Bolotin, M. (2015). Visual literacy skills in STEM education. In M. J. Spector (Ed.), the SAGE Encyclopedia of Educational Technology. V. 2, 825-829. ISBN: 9781452258225.
  11. Milner-Bolotin, M. (2015). “Learning physics teaching through collaborative design of conceptual multiple-choice questions”TheCanadian Journal of Action Research16(2)), 22-41.
  12. Milner-Bolotin, M. (2015). “Increasing girls’ participation in physics: Education research implications for practice”.Physics in Canada71(2), 94-97.
  13. Milner-Bolotin, M. (2014). “Making online graduate teacher education courses matter – from theory to successful technology-enhanced practice”.In T. G. Ryan & D. C. Young (Eds.), Teaching Online: Stories from Within (pp. 10-31). Champaign, IL, USA: Common Ground.
  14. Hawkes, Robert, Iqbal, Javed, Mansour, Firas, Milner-Bolotin, Marina, & Williams, Peter. (2014). “Physics for scientists and engineers: An interactive approach”. Toronto: Nelson Education.
  15. Ahmed, N. S., Gerase, M., D’Agostino, S., Stortz, G., Hawkes, R., Iqbal, J., Milner-Bolotin, M, Mansour, F., Williams, P. (2014).Student solutions manual for use with Physics for Scientists and Engineers: An interactive approach”. Toronto: Nelson Education.
  16. Milner-Bolotin, M. (2014). “Using PeerWise to promote student collaboration on design of conceptual multiple-choice questions”.Physics in Canada70(3), 149-150.
  17. Milner-Bolotin, M. (2014). “Promoting research-based physics teacher education in Canada: Building bridges between theory and practice”.Physics in Canada, 70(2), 99-101.
  18. Milner-Bolotin, M., Fisher, Heather, & MacDonald, Alexandra. (2013). “Modeling active engagement pedagogy through classroom response systems in a physics teacher education course”LUMAT: Research and Practice in Mathematics, Science and Technology Education, 1(5), 525-544.
  19. Milner-Bolotin, M. (2012). “Increasing interactivity and authenticity of chemistry instruction through data acquisition systems and other technologies”Journal of Chemical Education,89(4), 477-481.
  20. Milner-Bolotin, M., & Nashon, S. (2012). “The essence of student visual–spatial literacy and higher order thinking skills in undergraduate biology”Protoplasma,249(1), 25-30.
  21. Milner-Bolotin, M. (2012). “Growing water pearls: Exciting physical science activities on a shoestring budget”.The Science Teacher, 79 (Summer), 38-42.
  22. Milner-Bolotin, M. (2011). “Science outreach to elementary schools: What the physics community can do to make a difference”. Physics in Canada, 67(3 (July-Sept.)), 174-176.
  23. Milner-Bolotin, M. (2012). “Water pearls optics challenges for everybody”. The Physics Teacher, 50(1), 144-145.
  24. Milner-Bolotin, M, Antimirova, T., Noack, A., & Petrov, A. (2011).“Attitudes about science and conceptual physics learning in university introductory physics courses”Physical Review Special Topics – Physics Education Research, 7, 020107-020109.

More Publications

Selected earlier publications:

  1. Thompson, R., & Milner-Bolotin, M. (2010). “Interview with Marina Milner-Bolotin”, June 2010. Physics in Canada, 66(3), 207-212, interview.
  2. Milner-Bolotin, M. (2010). Reflections on Teaching an Advanced Graduate Online Course in Educational Technology: Challenges and SuccessesUbiquitous Learning an International Journal, 2 (1), p. 1-16.
  3. Milner-Bolotin, M. (2010). “Trends in Science Education Today: The Canadian Science Education Landscape”In D. A. Cancilla & S. P. Albon (Eds.), Moving the Laboratory Online: Situating the Online Laboratory Learning Experience for Future Success: Alfred P. Sloan Foundation.
  4. Milner-Bolotin, M., Antimirova, T., & Petrov, A. (2010).“Clickers beyond the First Year Science Classroom”Journal of College Science Teaching, 40(2), 18-22.
  5. Milner-Bolotin, M., & Antimirova, T. (2010, July 2010). “Multipurpose Mobile HP Lab for Science and Engineering Students”. Published in the Proceedings of the EDULEARN10, Barcelona, Spain.
  6. Antimirova, T. & Milner-Bolotin. (2010, July 2010). “Video Analysis in Science and Engineering Education”.Published in the Proceedings of the EDULEARN10, Barcelona, Spain.
  7. Kalman, C. S., Milner-Bolotin, M., & Antimirova, T. (2010). “Comparison of the effectiveness of collaborative groups and peer instruction in a large introductory physics course for science majors”.Canadian Journal of Physics, 88(5), 325-332.
  8. Milner-Bolotin, M., (2007), “Reflections on the University of British Columbia Faculty Teaching Certificate Program”, International Journal of the Scholarship of Teaching and Learning, 1, Number 2, July 2007, (H
  9. Milner-Bolotin, M., Kotlicki A., Rieger G, (2007) “Can Students Learn from Lecture Demonstrations? The Role and Place of Interactive Lecture Experiments in Large Introductory Science Courses”, The Journal of College Science Teaching, 37, Jan,-Feb, p.45-49.
  10. Milner-Bolotin, M., (2007) “Building Bridges between the Scientists and the Teachers to Bring the Joy of Science to British Columbia Students”, (30), Number 9, (Summer 2007), The Science Scope, National Science Teachers Association, p. 58-59.
  11. Marina Milner-Bolotin, (2007), “Teachers as Actors: The Implications of Acting on Physics Teaching”, The Physics Teacher, 45, Issue 10, October 2007, p. 58-60.

Research Projects

1.  ” Educational technology as a tool for improving preparation of mathematics and science teachers”. Funded by UBC Centre for Teaching Learning and Technology Curriculum Development Program 2010-2011 & and UBC Teaching and Learning Enhancement Fund (2012-2015). Principal Investigator.

2. Personal epistemologies as barriers and facilitators to learning by Science and Engineering undergraduate students”. 2010-2012. Co-Applicant. SSHRC funded. Collaboration with Concordia University, McGill University, Ryerson University and Langara College.

3. Exploring the use of education technology in Canadian and Korean teacher training contexts”, Principal Investigator, UBC Hampton Fund 2011-2012.

4. “Developing student critical thinking skills and their view of the nature of science via the use of real time data acquisition and analysis software – Logger Pro”: This is an action research project that my graduate students and I perform in my science methods courses.

5. “Exploring the effects of science outreach on BC elementary and secondary teachers and students”. Exploratory study.

Students Supervised

I supervised (including co-supervision) the following graduate students at the Department of Curriculum and Pedagogy:

  1. Anka Lekhi, Ph.D. – in progress.
  2. Davor Egersdorfer, M.Ed. – in progress.
  3. Norah Al-Ghamdi, M.A. – in progress.
  4. Colim Meyer, M.A. – in progress.
  5. Tom Salzmann, M.Ed. – in progress.
  6. Sharon Nijjar, M.Ed. – in progress.
  7. Zaid Salem, M.Ed. – in progress.
  8. Ashley Welsh: Ph.D., Science Education, graduated March 2015.
  9. Murugan Vineyagam, M.Ed., graduated August 2015.
  10. Diane Gillis DeSequera, M.A., graduated August 2015.
  11. Rachael Bates, M.Ed., graduated November, 2015.
  12. Heather Fisher, M.A., graduated August 2014.
  13. Alexandra McDonald, M.A., graduated August 2014.
  14. Christina Mikelsons, M.Ed., graduated August 2014.
  15. Thomas Chrsitopher Jacoby, M.Ed., graduated April 2014.
  16. Xue Qi, M.Ed., graduated August 2014.
  17. David Riendle, M.Ed., graduated August 2014.
  18. Clare Muirhead, M.Ed., graduated August 2013.
  19. Darryl Dietrich, M.Ed., graduated August 2013.
  20. Evan Hall, M.Ed., graduated December 2014.
  21. Romy Friedman: M.A., graduated August 2012.
  22. Lucy How: M.Ed., graduated August 2011.
  23. Ashley Welsh: M.A., graduated August 2011.

Courses Taught

Undergraduate Courses (since 2010 – present):

EDCP 357 – Physics Methods course for secondary physics teachers (completely re-designed a course).

EDCP 349 – Science Education Methods course for Elementary teachers in a Problem-Based cohort (completely re-designed a course).

EDCP 349 – Science Education Methods for Elementary teachers for Middle Years Cohort (completely re-designed a course).

EDUC 451 – Inquiry II course for secondary mathematics and science teachers.

Graduate Courses (since 2010 – present):

EDCP 585A/B – Teaching Science and Mathematics through Technology – special graduate course (designed a new graduate course).

ETEC 533 – Graduate course in the Masters in Educational Technology Program: “Technology in Mathematics and Science Classroom” (redesigned an online graduate course).

EDCP 559 – Research in the teaching and learning of the sciences (designed a new graduate course).