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Anton Puvirajah

Assistant Professor    
Ph.D., Wayne State University, Detroit, Michigan
PBCE, University of Manitoba, Winnipeg, Manitoba
B.Ed., University of Manitoba, Winnipeg, Manitoba
B.Sc., University of Manitoba, Winnipeg, Manitoba
Students’ scientific reasoning
Science teacher and learner identity development
Teacher embodiment and embodied practices

Puvirajah is a former high school science teacher in Winnipeg, Manitoba and in Detroit, Michigan. His research interests include examining students’ scientific reasoning and the nature of the learning environment that facilitates students’ meaningful science talk and reasoning. Within this paradigm he is currently studying how teachers and students examine and make sense of their personal epistemological stances related to science ideas. In addition to conducting research, he teaches both undergraduate and graduate courses in Science Teacher Education, works closely with his graduate students to support their research and conducts professional development workshops for area science teachers. Puvirajah is the co-PI of the NSF funded Robert Noyce Grant, Impacting Metro Atlanta Science Teaching that seeks to recruit, prepare and support highly qualified secondary science teachers. He has also been a co-PI for several state level grants that focused on providing after-school and summer programs to metro Atlanta area middle school students. For these programs, he and his graduate students develop science-based PBL curricula and train teachers on the implementation of the curricula.


• Verma, G., Puvirajah, A., & Martin-Hansen, L. (2013). Recruiting Minority Students into STEM through Experiences in being a Teacher. In Nagarjuna G., Jamakhandi, A. & Sam, E.M., (Eds.). Proceedings of epiSTEME 5– International Conference to review research on Science, Technology and Mathematics Education, (pp. 343-350). India: Cinnamon Teal Publishing.
• Puvirajah, A., Martin-Hansen, L., & Verma, G. (2012). Creating a pipeline to STEM careers through service learning: The AFT program. In R. E. Yager (Ed.), Exemplary Science Program: Careers in Science and Technology. Arlington, Virginia: National Science Teachers Association.
• Puvirajah, A. (2012). The Wave Phenomenon. In C. Wilson (Ed.), Passing the State Science Proficiency Tests: Essential Content for Elementary and Middle School Teachers. Lanham, MD: University Press of America.
• Puvirajah, A. & Calandra, B. (2012). Why use designed experiences in MUVEs in teacher education? A rationale and example. In P. Resta (Ed.). Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 2604-2608). Chesapeake, VA: AACE.
• Puvirajah, A., Verma, G., & Webb, H. (2012). Examining context and language to reveal the mediation of power in high school robotics club. Cultural Studies of Science Education. 7(2), 375-408.
• Webb, H., Puvirajah, A., & Verma, G. (2011). Examining Discourse in a High School Robotic Club. In S. Chunawala & M. Kharatmal (Eds.). Proceedings of epiSTEME 4 — International Conference to Review Research on Science, Technology and Mathematics Education, (pp. 309 – 313). India: Macmillan.
• Calandra, B., & Puvirajah, A. (2011). Using digital video to promote teachers’ transformative learning. Educational Technology, 51(2), 33-36.

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