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Sasha Palmquist sap9@pitt.edu LRDC, 1st floor |
Graduate Student Researcher, Learning Research & Development Center
University of Pittsburgh, candidate for Ph.D. in Cognitive Psychology
University of Pittsburgh, MS in Cognitive Psychology, 2005
University of Pennsylvania, BA in Psychology, 2001
PENNlincs, Science Curriculum Development and Research, 2000-2002
Identifying mechanisms through which children achieve domain specific expertise in interest driven science topics like dinosaurs, prior to significant experience in formal education settings.
Investigating the ways that children’s scientific thinking develops in the context of the cognitive ecology of childhood and determining the role that collaborative family learning opportunities in informal education settings might play in this process.
Enriching informal learning resources, museum exhibits, museum programs and curriculum components of classroom instruction to facilitate powerful learning conversations.
Conducting formative and summative evaluation of exhibits featured in the expansion and redesign of the Carnegie Museum of Natural History's Dinosaur exhibition: Dinosaurs in Their Time. Working closely with the project team of exhibit designers, educators, and paleontologists to design museum experiences that are responsive to visitor interests, expectations, and current understanding.
Palmquist, S. (2008). From dinosaurs to disciplinary understanding: Designing Natural History exhibits to support engagement with scientific practice. In K. Crowley (Chair) Thinking through the disciplines in informal and everyday settings: Ecology, Art, Robotics, and Paleontology. Session to be presented at American Educational Research Association, New York, NY.
Palmquist, S. (2007). Fossils in focus: Designing labels to support interpretation in Dinosaur Hall. In C. Sanford (Chair) Are We Hearing Each Other? How Researchers and Museum Practitioners Talk About Visitor Data. Session conducted at the annual meeting of the Visitors Studies Conference, Ottawa, ON, Canada.
Palmquist, S. & Eberbach, C. (April, 2007). Families learning through observation: Implementing quasi-experimental methods in informal learning environments. In P. Bell (Chair) Methodological Challenges and Innovations in Studying Learning in Informal Contexts. Structured poster session presented at the annual meeting of the American Education Research Association, Chicago, IL.
Palmquist, S. & Crowley, K. (2007). From teachers to testers: How parents talk to novice and expert children in a natural history museum. Science Education, 91(5), 783-804.
Palmquist, S. D. & Crowley, K. (2007). Studying dinosaur learning on an island of expertise. In R. Goldman, R. Pea, B. Barron, & S. Derry (Eds.), Video Research in the Learning Sciences (pp. 271-286). Mahwah, NJ: Erlbaum.
Palmquist, S. (October, 2006) Dinosaurs in Their World Partnership. In M. Phillips (Chair) Building Bridges: A discussion of practitioner/ research relationships in informal science institutions. Session conducted at the annual meeting of the Association of Science-Technology Centers, Louisville, KY.
Palmquist, S. D. (July, 2006) Child expertise and the construction of disciplinary knowledge: Dinosaur learning during family museum visits. Informal Learning Conference, Tokyo, Japan
Palmquist, S., Kaune, R., Godley, A., and Crowley, K. (April, 2006) Gendering the Natural World through Family Talk in Dinosaur Hall. Poster session presented at the annual meeting of the American Education Research Association, San Francisco, CA
Palmquist, S. D. (September, 2005) Islands of expertise: Describing and investigating the impact of knowledge on parent child talk. Pitt-CMU Psychology Student Symposium, Pittsburgh, PA
Palmquist, S. (May, 2005) The impact of Islands of Expertise on family learning conversations in Dinosaur Hall. Poster session presented at Talk and Dialogue, Pittsburgh PA
Palmquist, S. (April, 2005) Mapping the conceptual landmarks in the cognitive ecology of childhood In D. Shaffer (Chair) Islands of expertise and ARTS: Developing alternative routes to scientific understanding through informal and out-of-school learning experiences. Session conducted at the annual meeting of the National Association for Research in Science Teaching, Dallas, TX.
