My research is grounded in the learning and cognitive sciences and it is organized into three intersecting strands—the nature of STEM interests and interest-driven participation, learning out of schools, and foundations of cognition and learning in STEM disciplines. Broadly, the construct of interests refers to the diverse ways people engage any given activity, so that pedagogies for interest development can be powerful pedagogies of inclusion. My three research strands are thus conceived to shed light on interest-driven learning across timescales and settings of STEM practice, in- and out-of-schools, as well as the socio-cultural and political contexts of such practices, as means to broadening participation in STEM and to intervening on mechanisms that (re)produce educational and social inequities. This work has appeared in publications such as the Journal of the Learning Sciences, Cognition and Instruction, Science Education, and the Journal of Mathematical Behavior.
Ph.D.
in Science and Mathematics Education, University of California at Berkeley, 2005
Investigates the nature of STEM interests and interest-driven participation and learning, foundations of cognition in STEM disciplines, and learning out of schools.
Chair,
Special Interest Group (SIG) - Learning Sciences, American Educational Research Association (2017 - 2018)
Member,
Communications Committee, International Society of the Learning Sciences (ISLS) (2016 - 2020)
Azevedo, F. & Mann, M. (2018). Seeing in the dark: Embodied cognition in amateur astronomy practice. Journal of the Learning Sciences, 27, 89-136. doi:http://www.tandfonline.com/eprint/gkJDQsfDZMUEvcI5STst/full.
Azevedo, F. (2018). An inquiry into the structure of situational interests. Science Education, 102(1), 108-127.
Philip, T. & Azevedo, F. (2017). Everyday science learning and equity: Mapping the contested terrain. Science Education, 101(4), 526-532.
Azevedo, F., Martalock, P. & Keser, T. (2015). The discourse of design-based science classroom activities. Cultural Studies of Science Education.
Azevedo, F. (2013). Knowing the stability of model rockets: An investigation of learning in interest-based practices. Cognition and Instruction, 31(3), 345-374.
Azevedo, F. (2013). The tailored practice of hobbies and its implication for the design of interest-based learning environments. The Journal of Learning Sciences, 22(3), 462-510.
Azevedo, F., diSessa, A. & Sherin, B. (2012). An evolving framework for describing student engagement in classroom activities. Journal of Mathematical Behavior, 31(2), 270-289.
Azevedo, F. (2011). Lines of practice: A practice-centered theory of interest relationships. Cognition and Instruction, 29(2), 147-184.
Dean's Fellowship
- College of Education, The University of Texas at Austin (2016 - 2017)