Katherine Perkins Portrait
Professor Attendant Rank • PHYS Faculty Mentor (Student's Last Name: M-N)

Office: DUAN F1027

Office Hours: Tuesday 3:00 - 5:00 p.m. via zoom • https://cuboulder.zoom.us/j/96198810865 • PHYS-BA Mentoring Form •

Research Interests:

Kathy Perkins is Director of PhET Interactive Simulations (2008-present) and Professor Attendant Rank in Physics, specializing in Physics Education and STEM Education Research. She previously served as Associate Director (2006-10) and Director (2010-16) of CU’s Science Education Initiative. Her work currently focuses on advancing the design and classroom use of interactive simulations to increase engagement, learning and equity in STEM education, and on strategies for scaling impact globally. Her research interests have also included sustainable course reform, students' beliefs about science, and institutional change. 

Selected Publications:

  1. "Transforming STEM Learning at Scale: PhET Interactive Simulations", K. Perkins, Childhood Education, 2020; 96(4):42-49.
  2. "Transforming science education at large research universities: A case study in progress", Wieman C, Perkins K, Gilbert S., Change: The Magazine of Higher Learning, 2010; 42(2):6-14
  3. "PhET: Simulations that enhance learning", Wieman C, Adams W, Perkins K., Science, 2008; 322(5902):682-683.
  4. "PhET: Interactive simulations for teaching and learning physics", Perkins K, Adams W, Dubson M, Finkelstein N, Reid S, Wieman C, LeMaster R., The Physics Teacher, 2006; 44(1):18-23. 
  5. "New instrument for measuring student beliefs about physics and learning physics: The Colorado Learning Attitudes about Science Survey", Adams W, Perkins K, Podolefsky N, Dubson M, Finkelstein N, Wieman C., Physical Review Special Topics-Physics Education Research, 2006; 2(1):010101. 
  6. "When learning about the real world is better done virtually: A study of substituting computer simulations for laboratory equipment", Finkelstein N, Adams W, Keller C, Kohl P, Perkins K, Podolefsky N, Reid S, LeMaster R., Physical Review Special Topics-Physics Education Research, 2005; 1(1):010103