Samia Khan is an associate professor in science 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. Dr. Khan pursued graduate study, teaching, and research at the University of Massachusetts-Amherst, US. Since at UBC, 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, the UBC Research Award, and the Canadian Society for the Study of Education’s New Scholar Award for her research. 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).
Dr. Khan is actively researching the following research questions with graduate students:
How should we teach STEM, including to people who have learning needs?
What are the impacts of teacher education on science teachers?
How can digital technologies contribute to profound changes in learning and teaching?
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, the learning sciences, cognition, visualization, computer simulations, science teacher education, k-16 science education, online education, learning issues, sustainability, case study methodologies or knowledge mobilization. Please contact Dr. Khan directly if you are interested in pursuing a graduate degree.
-note, this list is not up to date-
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.