Simmons School Postdoctoral Fellows
Pratyusha Kiran
Education
Ph.D. in Science, Technology, and Society, Virginia Tech University, 2024
Research Interests
Dr. Kiran’s interdisciplinary research lies at the nexus of science, technology, and society (STS), with a particular emphasis on sustainability, public health, and community-driven innovation. She brings extensive methodological expertise in ethnography, participatory design, and mixed methods research, enabling her to study complex issues from multiple perspectives.
Her scholarship includes ethnographic fieldwork in India on global fast-fashion supply chains, where she examined structural and cultural barriers to sustainable industry transitions. Building on this work, her current research investigates the health consequences of chemical exposure from textiles and clothing. At 无码专区, she contributes to collaborative, community-based engineering initiatives in Tanzania, focusing on the design and integration of sustainable systems for water, sanitation, and housing. In this context, she also studies how engineers learn and adapt in community settings, with particular attention to co-design, local knowledge, and long-term sustainability.
Representative Publications
Kiran, P. (2025). Barriers to sustainable transition in the fashion industry: insights from India. Sustainability: Science, Practice and Policy, 21(1). https://doi.org/10.1080/15487733.2025.2466286
Kiran, P. (2024, November 28). Underneath it all: Unveiling the toxic reality of fast fashion underwear and the social dimension of health. CASTAC Blog. Retrieved from https://blog.castac.org/2024/11/underneath-it-all-unveiling-the-toxic-reality-of-fast-fashion-underwear-and-the-social-dimension-of-health/
Kiran, P. (2023). Frictionless design: Unintended discrimination in the Airbnb platform. Tech for Humanities. Center for Humanities, Virginia Tech.
Froio, Z., Kiran, P., Mir, H., & Volpe, L. (2018, May 2). At what cost? Incorporating the social cost of carbon into state-level policies in New Jersey. Edward J. Bloustein School for Planning and Public Policy, Rutgers University.
Supplementary
Professional Experience
Dr. Pratyusha Kiran is a Postdoctoral Fellow jointly appointed at the Lyle School of Engineering and the Simmons School of Education & Human Development at 无码专区. She is supported by the 无码专区–Bush Institute Postdoctoral Program, which fosters interdisciplinary research addressing global challenges in sustainability and community development.
Muhammad Guntur Purwanto
Education
Ph.D. in Curriculum and Instruction with specialization in STEM Education, University of Minnesota-Twin Cities, 2026
M.A. in Science Education, University of Minnesota-Twin Cities, 2023
M.Ed. in Physics Education, Universitas Pendidikan Indonesia, 2021
B.Ed. In Physics Education, Universitas Pendidikan Indonesia, 2017
Research Interests
My research focuses on integrated STEM education in K–12 contexts, with particular attention to the integration of engineering into science classrooms. I am interested in how students engage in STEM practices, how integrated STEM curricula are designed and implemented, and how teachers can be supported in facilitating meaningful STEM learning experiences. My dissertation was grounded in these areas. It examined middle school students’ engagement with engineering practices within integrated STEM learning environments. It also explored teachers’ discursive moves in supporting students’ engagement with engineering practices, as well as how different integrated STEM curricula afford opportunities for such engagement. Methodologically, my primary specialization is in qualitative research, including case study and discourse analysis. I have also been trained in quantitative analysis and mixed methods research during my Ph.D. and M.A. programs. Currently, I bring these experiences to the Teacher Corp Project, where I support K-12 teachers in integrating engineering education into their classroom instruction while also conducting research on teacher professional learning, curriculum development and implementation, as well as students’ engagement in integrated STEM learning.
Representative Publications
Purwanto, M. G., Roehrig, G., Wieselmann, J., & Stretch, E. (2025, June). Exploring a Teacher’s Discursive Moves in Facilitating Middle School Students’ Epistemic Practices of Engineering. In 2025 ASEE Annual Conference & Exposition.
Suhandi, A., Samsudin, A., Fratiwi, N. J., Nurdini, N., Feranie, S., Purwanto, M. G., Linuwih, S., Costu, B. (2025). Altering misconceptions: How e-rebuttal texts on Newton's laws reconstructs students' mental models. Frontiers Education, 10. Doi:10.3389/feduc.2025.1472385
Suminar, I., Nurdini, N., Fratiwi, N. J., Abdurrahman, D., Purwanto, M. G. (2025). Inquiry-driven essay assessment (IDEA) as a framework for evaluating students’ argumentation in static fluids. Indonesian Journal of Science and Mathematics Education, 8(1), 26-40.
Purwanto, M. G., Suhandi, A., Co艧tu, B., Samsudin, A., & Nurtanto, M. (2020). Static fluid concept inventory (SFCI): A gender gap analysis using Rasch model to promote a diagnostic test instrument on students’ conception. International Journal of Advanced Science and Technology, 29(6), 3798-3812.
Purwanto, M. G., Nurliani, R., Kaniawati, I., & Samsudin, A. (2018, May). Promoting the hydrostatic conceptual change test (HCCT) with four-tier diagnostic test item. In Journal of Physics: Conference Series (Vol. 1013, No. 1, p. 012035). IOP Publishing.
Supplementary
Before joining 无码专区, I worked as a graduate instructor at the University of Minnesota-Twin Cities from 2023 to 2026, where I taught Physics by Inquiry to undergraduate students. The course was designed to engage future elementary teachers in the practices of science through inquiry-based learning. In this role, I guided students in exploring how scientific knowledge is generated across disciplines and modeled how inquiry-based approaches can be translated into elementary classroom instruction.
I also worked as a graduate research assistant on multiple projects in integrated STEM, climate change, and engineering education, supported by organizations including 3M and the National Science Foundation. For example, I contributed to the "Transforming Science Education at Parkview Elementary School" project, collaborating with the PI, the school’s science coordinator, and fellow researchers to review and adapt Amplify curriculum materials to meet district needs. I also helped design and facilitate teacher professional learning programs focused on integrating engineering education into classroom practice and provided in-person support to teachers during preparation and implementation.
Beyond teaching and research, I serve as a reviewer for NARST, ESERA, and ASTE conference proposals and am a member of the NARST Graduate Student Committee. I also mentor students through the Our Future Is Science program, which promotes STEM career pathways through youth-led capstone projects.
Gozde Sirganci, Ph.D.
Education
Ph.D. focused on Educational Measurement and Evaluation, Ankara University, 2019
M.S., Educational Measurement and Evaluation, Izzet Baysal University
Bachelor's in Mathematic Education, Dokuz Eylul University
Research Interests
My research focuses on advanced psychometric models, including mixture IRT and SEM, and their applications in educational and behavioral sciences, with a particular emphasis on differential item functioning (DIF) analysis and measurement invariance in both large- and small-scale assessments. My dissertation examined an extended mixture item response model incorporating a covariate variable. More recently, my work integrates psychometrics with artificial intelligence (AI), including automated item generation (AIG), AI-driven assessment validation, and large language model (LLM) applications in educational testing, with an overarching aim of developing adaptive assessments, detecting item bias, and enhancing fairness and efficiency across diverse learner populations.
Representative Publications
Sirganci, G., Kara, Y., Fong, M., Kamata, A. (2025). Modeling Variational DIF for Different Ability Levels with Moderated Mediation Approach. Paper accepted at the NCME Annual Meeting, Denver, Colorado, April 2025.
Kara Y., Sirganci G., Qiao, X., Kamata A., Sumsong, S. Fong, M. (2025). Exploring Fairness of Next-Generation Items: Differential Item Action Analysis on Process Data. Paper accepted at the NCME Annual Meeting, Denver, Colorado, April 2025.
Sirganci, G., Pan, Y. Mese, C. (2025). Equity in STEM Pathways: Machine Learning for Predicting Underrepresented Students' STEM Major Choices. Paper accepted at the AERA Annual Meeting, Denver, Colorado, April 2025.
S谋rganc谋 G., Sarunya S. & Kamata A. (2024). Artificial Intelligence Approach to Classifying Oral Reading Fluency Performances. Paper presented at the NCME Annual Meeting, Philadelphia, Pennsylvania, April 2024.
Çimke, S., Gürkan, D. Y., & S谋rganc谋, G. (2023). Determination of the psychometric properties of the digital addiction scale for children. Journal of Pediatric Nursing, 71, 1-5.
S谋rganc谋, G. (2023). Comparison of GPCMlasso and Alignment Methods in Detecting Differential Item Functioning, International Journal of Eurasian Education and Culture, 8(23), 2270-2299.
Sirganci, G., Uyumaz, G. & Yandi, A. (2020). Measurement Invariance Testing with Alignment Method: Many Groups Comparison. International Journal of Assessment Tools in Education, 7(4), 657-673.
Supplementary
Professional Experience
Served as a research assistant in the Educational Measurement and Evaluation department at Ankara University during PhD. program. Served thereafter as an assistant professor in Educational Measurement and Evaluation at Bozok University.
Additional Information
Enjoys creating music and painting.
Terhi Vessonen
Education
Ph.D., Education, University of Helsinki, to be granted Oct 2025
M.A., Education (Special Education), University of Helsinki, 2020
B.A., Education (Special Education), University of Helsinki, 2018
Research Interests
My research focuses on the learning and development of mathematical skills, with a particular emphasis on word problem-solving, fractions, and early mathematical skills. Together with colleagues, I examine how learner characteristics, task features, and educational interventions shape mathematical skill development. In addition, I investigate the design and validation of assessment tools. Methodologically, I specialize in quantitative research, including structural equation modeling, meta-analysis, and psychometric validation, using R, Mplus, and SPSS. My overarching goal is to advance evidence-based practices that support students' learning of mathematics.
Currently, I work at the Scalability, Capacity, and Learning Engagement for Fraction Face-Off (SCALE; PI: Dr. Leanne Ketterlin Geller) project funded by the U.S. Department of Education.
Representative Publications
Vessonen, T., Hellstrand, H., Kurkela, M., Aunio, P. & Laine, A. (2025). The effectiveness of mathematical word problem-solving interventions among elementary schoolers: A systematic review and meta-analysis. International Journal of Educational Research, 132, 102642. https://doi.org/10.1016/j.ijer.2025.102642
Vessonen, T., Dahlberg, M., Hellstrand, H., Widlund, A., Söderberg, P., Korhonen, J., Aunio, P. & Laine, A. (2025). Individual characteristics associated with elementary school children’s mathematical word problem-solving skills: A systematic review and meta-analysis. Review of Education, 13(1), 1–39. https://doi.org/10.1002/rev3.70045
Vessonen, T., Dahlberg, M., Hellstrand, H., Widlund, A., Korhonen, J., Aunio, P. & Laine, A. (2024). Task characteristics associated with mathematical word problem-solving performance among elementary school-aged children: A systematic review and meta-analysis. Educational Psychology Review, 36, 117. https://doi.org/10.1007/s10648-024-09954-2
Vessonen, T., Hellstrand, H., Aunio, P. & Laine, A. (2023). Individual differences in mathematical problem-solving skills among 3- to 5-year-old preschoolers. International Journal of Early Childhood. https://doi.org/10.1007/s13158-023-00361-2
Vessonen, T., Widlund, A., Hakkarainen, A. & Aunio, P. (2023). Validating the early numeracy teacher rating scale for preschoolers (TRS–EN). European Early Childhood Education Research Journal, 1–20. https://doi.org/10.1080/1350293X.2022.2081350
Vessonen, T., Hakkarainen, A., Väisänen, E., Laine, A., Aunio, P., & Gagnon, J. C. (2021). Differential effects of virtual and concrete manipulatives in a fraction intervention on fourth and fifth grade students’ fraction skills. Investigations in Mathematics Learning, 13(4), 323–337. https://doi.org/10.1080/19477503.2021.1982586
Supplementary
Professional Experience
I have worked as a research assistant on multiple projects, investigating the development of mathematical problem-solving skills, the effectiveness of fraction interventions, the impact of physical activity and motor skills on early mathematical skills, and the validity and reliability of mathematical skills assessment tools. In these projects, I designed interventions, developed assessments, collected, coded, and analyzed experimental and observational data. Together with colleagues, I have developed and published open-access guides, teaching material, and assessment tools for teachers. My teaching experience covers undergraduate and graduate-level courses on quantitative research methods (descriptive statistics, linear modeling, systematic reviews, and meta-analyses), mathematical learning difficulties, and assessment tools and interventions. I am an Associate Editor for Review of Education and serve as junior coordinator for The European Association for Research on Learning and Instruction (EARLI) SIG 15 (Special Educational Needs).
Fangli Xia, Ph.D.
Education
Ph.D., Educational Psychology (Learning Sciences), University of Wisconsin – Madison, 2025
M.S., Learning and Developmental Sciences (Learning Sciences), Indiana University Bloomington
B.A., Political Science, East China Normal University, China
Research Interests
My research interest lies at the intersection of embodied cognition, technology-enhanced learning, and mathematics education. I focus on two main areas: (1) investigating how bodily movements shape thinking and learning to better understand the mechanisms of embodied learning; (2) applying these insights to design immersive, technology-supported environments (e.g., motion capture, AR, and VR) that foster meaningful learning in real educational settings. To pursue this work, I use a mixed-methods approach that integrates speech, movement, cognitive performance, and demographic data to examine the multimodal nature of learning. My goal is to advance both theories of learning and practical innovations in education. Currently, I am involved in the VR-based De-escalation Training for Law Enforcement project (PI: Dr. Eric G. Bing) and the NSF Generative AI in STEM Education Project (PI: Dr. Candace Walkington).
Representative Publications
Xia, F., Nathan, M. J., Schenck, K. E., & Swart, M. I. (2025). Action Predictions Facilitate Embodied Geometric Reasoning. Cognitive Science, 49(3), e70055. https://doi.org/10.1111/cogs.70055
Xia, F., Kim, C., Beier, J. P., Swart, M. I., Schenck, K. E., & Nathan, M. J. (2025). Embodied Transfer of Mathematical Ideas Through Gestural Replay. In Proceedings of the 19th International Conference of the Learning Sciences-ICLS 2025, pp. 917-925. International Society of the Learning Sciences.
Kim, C., Swart, M. I., Beier, J. P., Xia, F., Grondin, M. M., Kim, D., & Nathan, M. J. (2025). Doctoral Colloquium—A Comparison of Teachers and Students in Categorizing and Representing Geometric Conjectures Using AR Simulations. Immersive Learning Research-Academic, 168-175. [Best Doctoral Colloquium Paper Award]
Xia, F. & Nathan, M.J. (2024). Imagination and Action in Mathematical Reasoning and Transfer. In Proceedings of the 18th International Society of the Learning Sciences-ISLS 2024, pp. 162-163. International Society of the Learning Sciences.
Xia, F., Schenck, K. E., Swart, M. I., Grondin, M., Kim, D., Kwon, O. H., ... & Nathan, M. J. (2024). How Pedagogical Hints Impact Embodied Geometric Reasoning. In Proceedings of the 18th International Conference of the Learning Sciences-ICLS 2024, pp. 123-130. International Society of the Learning Sciences.
Supplementary
Professional Experience
Before joining 无码专区 as a Postdoctoral Fellow, I worked as a graduate project assistant in the Department of Educational Psychology at the University of Wisconsin–Madison during my PhD program. In this role, I contributed to two Institute of Education Sciences (IES)–funded grants that explored how gestures and actions support mathematical reasoning about geometry through embodied technologies such as 3D motion capture and virtual reality. As part of my doctoral training, I also served for three years as an instructor for a large undergraduate-level course, How People Learn, at UW-Madison.