Post Doctoral Fellow
Tammie Visintainer has a doctorate in Education, Mathematics, Science and Technology from the University of California, Berkeley. Her research focuses on intersections of race, identity and learning in science at the secondary and undergraduate levels. She seeks to create more expansive and equitable learning opportunities in science for students, especially those who have been historically marginalized. Central to this endeavor is exploring the types of instructional and pedagogical resources that engage students in authentic science experiences and empower them as learners, doers, and change agents in their communities. Tammie has presented her research at numerous education conferences including the American Educational Research Association, the National Association for Research in Science Teaching, and the International Conference of the Learning Sciences and published in journals including the Journal of Science Education and Technology.
Selected Publications & Presentations
Visintainer, T. (2016, June 20-24). “I Think We Were Pretty Powerful This Summer as Scientists”: Generating New Possibilities for Youth of Color in Science. Paper to be presented at the International Conference of the Learning Sciences, Singapore.
Visintainer, T. (2016, April 14-17). Empowering Youth of Color as Change Agents: The Importance of a Science Instructor’s “Pedagogical Vision”. Paper presented at the National Association for Research in Science Teaching Conference, Baltimore, MD.
Visintainer, T. (2016, April 8-12). “Scientists Do What We Do”: Supporting Youth of Colors’ Identities as Learners and Doers of Scientific Research. Paper presented at the American Educational Research Association Conference, Washington, DC.
Visintainer, T., Elby, A., Little, A., Quan, G., & Aceves, A. (2015, July 25-29). Supporting Community Development and Identity Construction for Underrepresented Physics Undergraduates. American Association of Physics Teachers, College Park, MD.
Visintainer, T. (2015, April 11-14). Reorganizing Contexts of Practice for Equitable Science Learning. Paper presented at the National Association for Research in Science Teaching Conference, Chicago, IL.
Visintainer, T. (2014, June 23-27). What Is and Who Can Do Science?: Supporting Practice- Linked Identities in Science for Racially/Ethnically Underrepresented Youth. The International Conference of the Learning Sciences (ICLS), 2014, Volume 3 (pp. 1773-1675). Boulder, CO: International Society of the Learning Sciences.
Visintainer, T. (2014, April 3 – 7, 2014). Learning Scientific Practices from Scientist Mentors: Supporting Practice-Linked Identities in Science for Underrepresented Youth. Paper presented at the American Educational Research Association Conference, Philadelphia, PA.
Visintainer, T., Chi, B. (2012, April 13-19). Exploring Underrepresentation in Science from the Perspective of Latino and African American High School Students. Paper presented at the American Educational Research Association Conference, Vancouver, B.C.
Visintainer, T. (2012, April 13-19). Scaffolding the Iterative Process of Scientific Research: Shaping High School Students Views of Authentic Science Practice. Paper presented at the American Educational Research Association Conference, Vancouver, B.C.
Visintainer, T., Svihla, V., Linn, M. (2011, June 2-4). Exploring Students’ Conceptions of Global Climate Change: Reasoning about Mechanisms and Everyday Human Actions. Paper presented at the 41st Annual Meeting of the Piaget Society, Berkeley, CA.
Visintainer, T., Abrahamson, D., Little, A. (2011, May 23-26). Pedagogical Heuristics for Teacher Preparation: Reflections from CalTeach. Paper presented at the UTeach Conference, Austin, TX.