Kathryn Lanouette's research explores the ways in which children’s science learning develops across multiple contexts and representational forms, with a focus on the intersections of data, place, and mapping. She draws on socio-cultural theories of learning and development, using design-based research methodologies to understand how children learn about complex socio-ecological systems, including ecological relationships and climate change. Through her work, she seeks to advance not only theoretical understandings of children’s learning, but also practical instantiations that directly inform the design of classroom curricula, museum exhibits and community partnerships.
Prior to beginning at William & Mary, Kathryn was a postdoctoral researcher at the University of California Berkeley, working on the NSF-funded Writing Data Stories: Integrating Computational Data Investigations into the Middle School Science Classroom (PIs: Michelle Wilkerson, Kris D. Gutiérrez, William Finzer, Hollylynne Lee). Kathryn's scholarly interests build from her experiences teaching science in elementary classroom and informal science settings for nearly a decade in New York City.
Ph.D. in Learning Sciences and Human Development, University of California Berkeley
M.S.Ed. in Museum and Childhood Education, Bank Street Graduate School of Education
B.A. in Politics, Oberlin College
Activities and Honors
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)
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: 10.1080/10508406.2019.1693378
Lanouette, K (2019). The Potential of Place: Leveraging Children's Local Knowledge and Participatory GIS Mapping to Conceptualize Ecological Systems in Elementary Science. [Doctoral dissertation, University of California Berkeley]. ProQuest Dissertations Publishing.
Lanouette, K. & Van Wart, S. (2019). Moving Between Experience, Data and Explanation: The Role of Interactive GIS Maps in Elementary Science Sensemaking. In Lund, K., Niccolai, G. P., Lavoué, E., Hmelo-Silver, C., Gweon, G., & Baker, M. (Eds.), A Wide Lens: Combining Embodied, Enactive, Extended, and Embedded Learning in Collaborative Settings, 13th International Conference on Computer Supported Collaborative Learning (CSCL) 2019, Volume 2 (pp. 553-556). Lyon, France: International Society of the Learning Sciences.
Wilkerson, M., Lanouette, K., Shareff, R., St. Clair M St. Clair St. Clair, N., Bulalacao, N., Erickson, T., Heller, J. I., Finzer, W., & Reichsman, F. (2018). Data Moves: Restructuring Data for Inquiry in a Simulation and Data Analysis Environment. In Kay, J. and Luckin, R. (Eds.) Rethinking Learning in the Digital Age: Making the Learning Sciences Count, 13th International Conference of the Learning Sciences (ICLS) 2018, Volume 3. London, UK: International Society of the Learning Sciences.
Lanouette, K. (2018). Children’s reasoning about animal lifecycles: Tradeoffs across four designs. In A. Baker, Design research in education: A practical guide for early career researchers (pp. 207-223). London, UK: Routledge.
Murata, A., Siker, J., Kang, B, Baldinger, E., Kim, H-J., Scott, M. & Lanouette,K. (2017). Math Talk and Student Strategy Trajectories: The Case of Two First Grade Classrooms, Cognition and Instruction, 35:4, 290-316, DOI: 10.1080/07370008.2017.1362408
Lanouette, K. A., Van Wart, S., & Parikh, T. S. (2016). Supporting Elementary Students’ Science Learning Through Data Modeling and Interactive Mapping in Local Spaces. In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 1. Singapore: International Society of the Learning Sciences.