Aaron Rogat

Position: Research Associate, Department of Educational Studies

Research InterestsI am interested in using advances from the learning sciences to develop tools that support the teaching and learning of science. Over the past several years my research and development efforts have focused on the development and use of learning progressions and innovative assessments for teachers and students, many of which are computer-based.  I also have specific interests in supporting the learning of biology and the ability to develop and use scientific models.

Emailarogat@purdue.edu

Education:

Postdoc  

University of Michigan

2006

  Science Education

Ph.D.

Washinton University

2002

   Molecular Cell Biology

B.A.

University of Oregon

1995

   Biology

Selected Publications:

Liu, L, Rogat, A. & Bertling, M. (2013).  A CBAL Science Model of Cognition: Developing a Competency Model and Learning Progressions to Support Assessment Development. Research Report., ETS RR-13-29. Educational Testing Service

Rogat, A., Anderson, C., Foster, J., Goldberg, F., Hicks, J., Kanter, D., Krajcik, J. , Lehrer, R. , Reiser. B., and Wiser, M. (2011). Developing Learning Progressions in Support of the New Science Standards: A RAPID Workshop Series. CPRE: University of Pennsylvania. (http://www.cpre.org/developing-learning-progressions-support-new-science-standards-rapid-workshop-series.)

Alozia, N., Eklund, J., Rogat, A., & Krajcik, J. (2010). Genetics in the 21st century: The benefits and challenges of incorporating a project-based genetics unit in biology classrooms. American Biology Teacher, 72(4), 225-230.

Corcoran, T, Mosher, F., & Rogat, A.  (2009). Learning progressions in science: An evidence-based approach to reform.  Report #RR-63.  Consortium for Policy Research in Education, Philadelphia, PA.

Duncan, R.D, Rogat, A.D., & Yarden, A. (2009). A learning progression for deepening students’ understandings of  modern genetics across the 5th-12thgrades. Journal of Research in Science Teaching, 46(6), 655-674.

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