Tiffany-Rose Sikorski

Tiffany-Rose Sikorski
Assistant Professor, Curriculum & Pedagogy; Science

Dr. Sikorski’s research explores how learners of all ages think, reason, and talk science. She specializes in analyzing “coherence seeking,” that is, learners’ collaborative efforts to build relationships between ideas and identify and reconcile inconsistencies.

Her current work continues to expand the coherence seeking framework so that it can inform the design of assessments, curriculum, and learning progressions aimed at supporting scientific inquiry and disciplinary practices of science.

Dr. Sikorski's recently funded projects include the STEM Integration Project (Charles E. Smith Jewish Day School), the HARK Proof of Concept project (Honda Motor Company & Honda Research Institute Japan), Building Capacity for Disciplinary Experts in Math and Science Teaching (National Science Foundation), and The GW Learning Assistant Program (GW Columbian College of Arts and Sciences).

Dr. Sikorski's science teaching experience includes public and charter high schools, after school programs, and museum settings. Her pedagogy courses aim to empower future teachers to create meaningful science learning experiences for their students, experiences that build on students’ vast capabilities for making sense of the natural world and that sustain student interest and participation over time.

Ph.D., Curriculum and Instruction (Science Education), University of Maryland, College Park
M.A.T., Secondary Education (Physics), Boston University
B.A., Physics and Astronomy, Boston University


Lau, M., & Sikorski, T. (2018). Dimensions of science promoted in museum experiences for teachers. Journal of Science Teacher Education, 1-22.

Sikorski, T., White, G., & Landay, J. (2018). Uptake of solution checks by undergraduate physics students. In L. Ding, A. Traxler, & Y. Cao (Eds.), Proceedings of the Physics Education Research Conference 2017, Cincinnati, OH. American Association of Physics Teachers.

Sikorski, T. R., & Hammer, D. (2017). Looking for coherence in science curriculum. Science Education, 101(6), 929-943.

Sikorski, T. (2017, Spring). Doing science in science education courses. American Physical Society Forum on Education Spring 2017 Newsletter, 14-16.

Sikorski, T. (2015). Understanding responsive curriculum from the students’ perspective. In A. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive teaching in mathematics and science (pp. 85-104). New York, NY: Routledge.

Hammer, D., & Sikorski, T. (2015). Implications of complexity for research on learning progressions. Science Education, 99 (3), 424-431.

Sikorski, T. (2012). Developing an alternative perspective on coherence seeking in science classrooms. Unpublished doctoral dissertation. University of Maryland, College Park.

Sikorski, T., & Hammer, D. (2010). A critique of how learning progressions research conceptualizes sophistication and progress. In K. Gomez, L. Lyons, & J. Radinsky (Eds.), Learning in the disciplines: Proceedings of the 9th International Conference of the learning sciences (ICLS 2010)-Volume 1, Full Papers. Chicago, IL: International Society of the Learning Sciences.


Pak, A., & Sikorski, T. (2017, April). An analysis of discussion quality in LA-supported group physics problem solving. Paper presented at the 2017 Annual International Conference of the National Association for Research in Science Teaching, San Antonio, TX.

Ryu, M., & Sikorski, T. (2015). Characterizing shifts in Selena’s talk: A study of students’ discursive participation in afterschool Science Club. Paper presented at the 2015 Annual International Conference of the National Association for Research in Science Teaching, Chicago, IL.

Sikorski, T., & Doebel, H. (2015). A disciplinary practices-oriented rationale for science and science education faculty collaboration in pre-service methods courses. Paper presented at the 2015 Annual Meeting of the National Association for Research in Science Teaching, Chicago, IL.

Sawtelle, V., Sikorski, T., Turpen, C., & Redish, E. F. (2012, August). Examining the positioning of ideas in the disciplines. In S. Rebello, P. Engelhardt, & A. D. Churukian (Eds.), Proceedings of the Physics Education Research Conference, Philadelphia, PA.

Sikorski, T., Winters, V., & Hammer, D. (2009). Defining a learning progression for scientific inquiry. In A. Alonzo & A. W. Gotwals (Eds.), Proceedings of the learning progressions in science conference, Iowa City, IA.

In the News

Dr. Tiffany Sikorski and GSEHD doctoral student Beth Short (Curriculum and Instruction) presented a paper entitled "Analyzing coordination between scientific practices and crosscutting concepts in the NGSS" at the National Association for Research in Science Teaching 2019 National Meeting.

Alexandra Straus, a GW undergraduate Learning Assistant, just received a $500 GW Sigelman Undergraduate Research Enhancement (SURE) Award for a paper she will present with Dr. Tiffany Sikorski at AERA entitled "Shifting attention from lesson coherence to student coherence seeing: Examples from the TIMSS Video Study."

GSEHD faculty participated in the Roadmapping Engaged Science Education Workshop hosted by GW's School of Engineering and Applied Science. Professor Emerita Dr. Sharon Lynch, Dr. Tiffany Sikorski, and Dr. Russell Korte presented, "Building Pipelines; Building Skills." Dr. Ryan Watkins presented " Interdisciplinary Collaborations: Approaches and Frontiers."

Dr. Tiffany Sikorski gave an invited presentation at the American Association of Physics Teachers Winter Meeting in Houston, TX. The title of the presentation was "How Students Perceive an Instructor’s Emphasis on Limiting Case Analysis." Dr. Gary D. White from GW's Department of Physics was her co-author.