Samia Khan

Scarfe 2221


Associate Professor, Science Education, Department of Curriculum and Pedagogy, Faculty of Education
Faculty Associate, Institute for Resources, Environment, and Sustainability (IRES), Faculty of Science
Director, Master of Educational Technology (MET) Program, Faculty of Education (2021 – present)


University of Massachusetts-Amherst, US


Samia Khan is an associate professor in science education with leadership experience in higher education. Prior to joining the faculty, she worked in the field of science as a scientist. Dr. Khan is a Canadian public school science teacher with a permanent teaching certificate and experience as a Department Head. With questions from practice, Dr. Khan pursued graduate education. Since at UBC, she has published in major international peer-reviewed journals, such as: Science Education; Science Teacher Education; Educational Technology Research and Development; Computers and Education, and Technology, Instruction, Cognition and Learning. She has also garnered substantial, continuous funding and been awarded the prestigious Prime Minister’s Award of Canada for Teaching Excellence in Science, Mathematics and Technology, the Association for Supervision and Curriculum Development Award, a UBC Research Award, and the Canadian Society for the Study of Education’s New Scholar Award for her research. Dr. Khan has served on the editorial review boards of major journals in education and science education: the Curriculum Journal, the Journal of Science Teacher Education, and the Journal of Research in Science Teaching. Dr. Khan recently delivered a keynote presentation at the International Science Educators and Teachers Conference (ISET, 2021). Dr. Khan’s work was recently cited in Tech Trends as top research that has shaped the field of educational technology and teacher education (Bakir, 2016). She is the current Director of the Master of Educational Technology (MET) program at UBC with over 430 graduate students enrolled.

Dr. Khan works internationally. Dr. Khan currently leads international research projects in Rwanda, Vietnam, Indonesia,  Thailand, and Scotland and has vibrant partnerships in Germany. Dr. Khan has also been an Associate Dean of Research and a Chair of Education of a School of Education and Social Work in the UK. She has consulted with governments in the UK on teacher education and STEM education policy, including the Academic Reference Committee at the Scottish Parliament (2017-2020) and the UK All Party Parliamentary Group on Diversity and Inclusion in STEM.

Dr. Khan is actively researching the following research questions with graduate students:

  • How should we teach STEM, including to people from diverse backgrounds or those who have learning needs?
  • What are the impacts of innovative teacher education and professional development on science teachers?
  • How can digital technologies contribute to profound changes in learning and teaching at all stages?
  • How can education support sustainability?

Dr. Khan has consistently achieved national funding and welcomes future collaborations with graduate students who wish to do R and D on modeling, cognition, computer simulations, science teacher education, k-16 science education, online education, learning issues, sustainability, case study methodologies or knowledge mobilization.





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Selected Publications

-note, this list is not up to date-

Krell, M., Khan, S., & van Driel, J. (2021). Analyzing cognitive demands of a scientific reasoning test using the linear logistic test model (LLTM). Education Sciences11(9), 472.

Khan, S., & Krell, M. (2019). Scientific reasoning competencies: A case of preservice teacher education. Canadian Journal of Science, Mathematics and Technology Education19(4), 446-464.

Maddison, J. A., Kržić, M., Simard, S., Adderly, C., & Khan, S. (2018). Shroomroot: An action-based digital game to enhance postsecondary teaching and learning about Mycorrhizae. The American Biology Teacher, 80(1), 11-20.

Khan, S., Meyers, E., Gowen, E., & Bergman, K. (2015). I learned that online: A study of science teachers and new forms of professional development. In M.S. Khine (Ed.), New directions in Technological and Pedagogical Content Knowledge Research Multiple Perspectives. Charlotte, NC: Information Age Publishing.

Baran, E. & Khan, S. (2014). Going mobile in science teacher education. In C. Miller & A. Doering (Eds.), The New Landscape of Mobile Learning: Redesigning Education in an App-based world, Minnesota: Routledge.

Khan, S (2013). Keynote Address. Simulations for advancement in science and education. SLACTIONS Conference-Learning with Simulations. Portugal.

Khan, S. (2013). The future of computer simulations designed for classroom instruction. In the Pedagogic Roles of Animations and Simulations in Chemistry Courses, Eds. Jerry Suits and Michael Sanger. Oxford University Press.

Khan, S. (2012). A Hidden GEM: A pedagogical approach to using technology to teach global warming. The Science Teacher, Winter Issue.

Khan, S. (2011). What’s missing in model-based teaching? Journal of Science Teacher Education, 22(6), 535-560.

Khan, S. & Chan, V. (2011). An exploration of digital representations in chemistry education. Journal of the Research Center for Educational Technology, Fall Issue.

Khan, S. (2010). New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology, 20(3), 215-232.

Khan, S. (2009, September). Foresee: An Internet technology for mobile researchers in education. Keynote Address. TAMoCo 2009 Techniques and Applications for Mobile Commerce, Centro Universitario de Mérida, Merida, Spain.

Khan, S. (2009). What if scenarios for testing student models. In J. K. Gilbert, (Series Ed.), Models and Modeling in Science Education, Volume 2. Netherlands: Springer Publishing, 141-152.

Khan, S. (2009). Co-construction and model evolution in chemistry. In J. K. Gilbert, (Series Ed.), Models and Modeling in Science Education, Volume 2. Netherlands: Springer Publishing, 61-80.

Khan, S. (2008). Model-based teaching as a source of insight for the design of a viable science simulation. Technology, Instruction, Cognition, and Learning, 6(2), 63-78.

Trey, L. & Khan, S. (2008). How science students can learn about unobservable phenomena using computer-based analogies. Computers and Education, 51(2), 519-529.

Khan, S. & VanWynsberghe, R. (2008). Cultivating the under-mined: Knowledge mobilization through cross-case analysis. Forum: Qualitative Social Research, 9(1,34), 1-21.

Khan, S. (2008). The case in case-based design of educational software: A methodological interrogation. Educational Technology Research and Development, 56(4), 423-447.

Khan, S. (2007). Model-based inquiries in chemistry. Science Education, 91(6), 877-905.

VanWynsberghe, R. & Khan, S. (2007). Redefining case study. International Journal of Qualitative Methods, 6(2), 1-10.