Virginia J. Flood


flood (at) berkeley (dot) edu (now at vflood (at) buffalo (dot) edu)

2018 NAEd/Spencer Dissertation Fellow

Research Interests: I am interested in the interactional methods learners and instructors use to build shared understandings of STEM ideas in technology-rich environments. The approach I take to investigating social interaction is inspired and informed by ethnomethodology and conversation analysis. I also was a member of the Debugging Failure project.

About me: After completing my B.S. in Biochemistry at the University of Southern Maine, I earned a Master of Science in Teaching degree at the University of Maine. My masters thesis explored how undergraduate chemistry students use their bodies to imagine the 3D geometries of molecules.

After graduating, I am excited to be joining the Learning Sciences program in the Department of Learning and Instruction at the University at Buffalo, SUNY. You can find my new profile here.

Selected Publications:

Technology-Enabled Embodied Learning:

Gesture in mathematics and science learning and instruction:

The social organization of learning programming:

Physics learning:

  • Harrer, B. W., Flood, V. J., Wittmann, M. C. (2013). Productive resources in students’ ideas about energy: An alternative analysis of Watts’ original interview transcripts. Physical Review Special Topics – Physics Education Research, 9(2), 023101.

Full list of publications on Google Scholar