Kamran Shaikh

My teaching and research is inspired through explorations of effective pedagogy from a systems design, cognitive science and technology integration perspective. Focusing on the design, development and evaluation of educational projects and programs, I have defined and continue to expand upon a pedagogical framework—“Socio-Critical Science, Technology and Inquiry” (SCSTI)—whose aims are to deconstruct and frame Science and Technology within contemporary Science, Technology and Mathematics education. Past projects (or “SCSTI-in-Action”) have taken the form of a math-management simulation aimed at teaching high school mathematics foundations, explorations in community science, technology and meteorology through instructional deception and problem finding and the use of participatory theatre as a vehicle for dialogue in science and technology education.