Kathryn Lanouette

Profile

Kathryn Lanouette is an Assistant Professor of Learning Sciences and Science Education at William & Mary’s School of Education, with faculty affiliate appointments in the College of Arts & Sciences (ENSP, IIC). In collaboration with schools, museums and other youth-serving community organizations, Lanouette’s research and teaching explore how place-based pedagogies and emerging technologies can be central to young people’s learning about science and data science, in ways that build towards more joyful and ethical futures.

Through her scholarship, Lanouette seeks to advance not only theoretical understandings of young peoples’ learning processes, but also practical instantiations that directly inform the design of K-8 science and data science curricula inside and outdoors. Dr. Lanouette’s research has been published in peer-reviewed journals including Science Education, Journal of Learning Sciences, Educational Researcher, Cognition & Instruction, Journal of Science Education and Technology, and Connected Science, as well as in Routledge edited book collections. Lanouette has recently co-edited a special issue of Occasional Paper Series (No. 48).

Dr. Lanouette teaches a variety of courses on topics such as education research methodologies, elementary science teaching and learning, foundations of U.S. education, and applied mentored research in interdisciplinary conservation sciences.

Prior to her current appointment at William & Mary, Dr. Lanouette was a postdoctoral researcher at University of California, Berkeley, working with middle school students and teachers on the NSF-funded “Writing Data Stories” (PI: Dr. Michelle Hoda Wilkerson). She holds a Ph.D. in Learning Sciences and Human Development from University of California, Berkeley, an M.A. in Childhood & Museum Education from Bank Street Graduate School of Education, and B.A. in Politics from Oberlin College. Her scholarship is shaped by her teaching and environmental advocacy work in Washington, D.C., and New York City.

Education

Ph.D. in Learning Sciences and Human Development, University of California, Berkeley
M.A. in Museum and Childhood Education, Bank Street Graduate School of Education
B.A. in Politics, Oberlin College

Activities and Honors

Outstanding Short Paper Award – International Society of the Learning Sciences (2025)
AERA Division C New Faculty Mentoring Program (2022)
National Academy of Education/ Spencer Foundation, Dissertation Fellowship (2017)
Research + Practice Collaboratory Fellow (2016)
National Oceanic and Atmospheric Administration (NOAA) Teacher at Sea Fellow (2009)

Selected Publications

Lanouette, K. (2025, online early view). Elevating configurations of emotion and data: Dynamics of coproduction, collaboration and competition. Science Education. doi.org/10.1002/sce.21931

Lanouette, K., Kim, E., & Krause, G. (2025). Transcending disciplines to unpack place: A collaborative STEM+ and social studies experience in teacher education. Connected Science Learning, 7(1), 10-18. doi.org/10.1080/24758779.2024.2436861 (shared 1st authorship)

Lanouette, K., Van Wart, S., & Parikh, T.S. (2025). Participatory digital mapping, dynamic data, and children’s science argumentation about local socio-ecological systems. Journal of Science Education and Technology, 34, 215-235. doi.org/10.1007/s10956-024-10152-6

Lanouette, K., Cortes, K. L., Lopez, L., Bakal, M., & Wilkerson, M. H. (2024). Exploring climate change through students’ place connections and public data sets. Science Scope, 47(3), 18-25. doi.org/10.1080/08872376.2024.2340444

Lanouette, K., & Taylor, K. H. (Eds.). (2022). Learning within socio-political landscapes: (Re)imagining children’s geographies [Special issue]. Occasional Paper Series,(48,3-12). [ARCGIS story map version] doi.org/10.3102/0013189X211048810

Lanouette, K. (2022). Emotion, place, and practice: Exploring the interplay in children’s engagement in ecologists’ sampling practices. Science Education, 106, 610-644. doi.org/10.1002/sce.21702

Lee, V. R., Wilkerson, M. H., & Lanouette, K. (2021). A call for a humanistic stance toward K-12 data science education. Educational Researcher, 50(9), 664-672. doi.org/10.3102/0013189X211048810

Van Wart, S., Lanouette, K. & Parikh, T.S. (2020). Scripts and counterscripts in community-based data science: Participatory digital mapping and the pursuit of a third space, Journal of the Learning Sciences, 29:1, 127-153, doi.org/10.1080/10508406.2019.1693378

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