Stephanie Berg
The Berg Chemistry Education Research Group investigates ways to support chemistry students as they prepare to enter and become engaged participants in different scientific communities. Our research specifically examines how different sources of feedback (e.g., automated feedback, other students, etc.) can be utilized to support chemistry students’ engagement in different science practices, such as analyzing data or communicating science. Additionally, our research explores the ways in which disabled doctoral students in the natural sciences develop their identities as scientists and navigate their doctoral training. The chemistry education research in our group largely relies on qualitative methods and different theories within science education, educational psychology, and psychology. Our goal for this research is to offer concrete ways that chemistry instructors and faculty can support and empower students in the chemistry classroom and programs.
Research Interests
Science practices in chemistry, feedback, disability in the natural sciences, science identity of doctoral students
Selected Publications
- Berg, S. A.; Moon, A. A Characterization of Chemistry Learners’ Engagement in Data Analysis and Interpretation. Educ. Res. Pract. 2023, 24 (1), 36–49..
- Berg, S. A.; Moon, A. Prompting Hypothetical Social Comparisons to Support Chemistry Students’ Data Analysis and Interpretations. Educ. Res. Pract. 2022, 23 (1), 124–136.
Stephanie Berg
Assistant Professor
LaTourette Hall 323
sberg@niu.edu
Education
Ph.D., University of Nebraska – Lincoln, 2025
