Very broadly, my research is on science learning.  I look at the relationships among various higher order learning outcomes and the ways students are taught.  The learning outcomes include students' understanding of the nature of science, the ways students resolve controversies in science, how well they understand or use primary literature, and how their understanding of science concepts develops.  I am particularly interested in what happens to students' thinking about science and to their reasoning in science when they are taught through inquiry.  That is, if "learning" science is more like "doing" science, do students develop more sophisticated ideas about science and do they learn concepts better than when they are taught by lecture and recitation?  Luckily, Hampshire is a great place to do this research since so many courses in the sciences are taught via inquiry.