AV巴士

Research Scientist

Scott Pattison

Program/Areas of Interest

  • Informal STEM education
  • Equity and social justice
  • Family learning
  • Early childhood
  • Interest and identity development
  • Qualitative and quantitative research methods
  • Collaboration and co-design

Biography

Scott Pattison, PhD, has been studying and supporting STEM education and learning since 2003, as an educator, program and exhibit developer, evaluator, and researcher.

His current work focuses on engagement, learning, and interest development in free-choice and out-of-school environments, including museums, community-based organizations, and everyday contexts. Dr. Pattison specializes in using qualitative and quantitative methods to investigate the processes and mechanisms of learning in naturalistic settings.

As Co-Director of the聽Center for Equitable Family STEM Learning聽at AV巴士, he has partnered with families, educators, and organizations across the country to support more just and equitable STEM education systems.

Education

  • Ph.D. Science Education, Oregon State University 2014
  • M.S. Science Education, Oregon State University 2011
  • B.S. Environmental Science, University of Oregon 2003

Highlighted Publications

Pattison, S. A., Ramos Monta帽ez, S., Svarovsky, G. N., Wagner, C., Corbett, A., Quijano, & L贸pez Burgos, V. (2025). Activity Design Principles to Support Engineering Engagement for Families with Preschool-Age Children from Low-Income English-and Spanish-Speaking Communities. Journal of Pre-College Engineering Education Research (J-PEER), 15(1), Article 1. https://doi.org/10.7771/2157-9288.1405

Pattison, S. A., Ramos Monta帽ez, S., Tolbert Smith, D., Cardella, M., Dou, R., Cian, H., Calabrese Barton, A., Sedawi, W., Tan, E., L贸pez Burgos, V., Svarovsky, G. N., Allen, J., Douglass, A., & Wagner, C. (2024).聽Families matter: Family learning as a central component to equity in STEM education. NARST Annual International Conference, Denver, CO.

Pattison, S. A., Svarovsky, G., Ramos Monta帽ez, S., L贸pez Burgos, V., Santiago, A., & De Los Santos, S. (2023). Family-centered research: Reflections from a Zoom-based recording method of families learning together at home.聽Educational Researcher,听52(9), 580鈥�587.

Pattison, S., Ramos Monta帽ez, S., Svarovsky, G., & Tominey, S. (2022). Engineering for equity: Exploring the intersection of engineering education, family learning, early childhood, and equity.

Pattison, S., & Svarovsky, G. (2021). Sharpening our focus on equity: Reflections from the Storybook STEM project.

Pattison, S., Svarovsky, G., & Ramos Monta帽ez, S. (2021). Storybook STEM: Children鈥檚 literature as a tool for supporting equitable STEM learning for families. Hands On!, Spring, 12鈥�17.

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Pattison, S., Callanan, M., Katz, P., Huerta Migus, L., Ramos Monta帽ez, S., Svarovsky, G., & Takeuchi, L. (2020). Four principles for supporting family learning during the global health crisis: Research-based reflections for teachers and educators.

Pattison, S., Gontan, I., Ramos Monta帽ez, S., Shagott, T., Francisco, M., & Dierking, L. (2020). The Identity-Frame Model: A framework to describe situated identity negotiation for adolescent girls participating in an informal engineering education program. Journal of the Learning Sciences, 29(4鈥�5), 550鈥�597.

Pattison, S., Svarovsky, G., Ramos Monta帽ez, S., Gontan, I., Weiss, S., N煤帽ez, V., Corrie, P., Smith, C., & Benne, M. (2020). Understanding early childhood engineering interest development as a family-level systems phenomenon: Findings from the Head Start on Engineering project. Journal of Pre-College Engineering Education Research (J-PEER), 10(1), 72鈥�89.

Pattison, S., Gutwill, J., Auster, R., & Cannady, M. (2019). Experimental and quasi-experimental designs in visitor studies: A critical reflection on three projects. Visitor Studies, 22(1), 43鈥�66.

Pattison, S., & Dierking, L. (2018). Early childhood science interest development: Variation in interest patterns and parent-child interactions among low-income families. Science Education, 103(2), 362鈥�388.

Pattison, S., Rubin, A., Benne, M., Gontan, I., Shagott, T., Francisco, M., Ramos-Montan虄 ez, S., & Dierking, L. (2018). The impact of facilitation by museum educators on family learning at interactive math exhibits: A quasi-experimental study. Visitor Studies, 21(1), 4鈥�30.

Pattison, S., Gontan, I., Ramos-Montan虄 ez, S., & Moreno, L. (2018). Identity negotiation within peer groups during an informal engineering education program: The central role of leadership-oriented youth. Science Education, 102(5), 978鈥�1006.