Jeremy Price is graduate research assistant on the Constructing and Critiquing Arguments in Middle School Science Classrooms project. He is researching factors that impact the teaching of scientific argumentation in order to better support teacher learning with multimedia scaffolding. Previously, he has worked on a NSF IMD grant at Boston College focused on developing and researching a yearlong high school capstone course in urban ecology, as Learning and Media Specialist for the Center for Applied Special Technology (CAST), and as Education Technology Specialist at the Natural History Museum of Los Angeles. Jeremy is a doctoral candidate in science and technology education at the Lynch School of Boston College and writing his dissertation on how a classroom of high school students and their teacher negotiate meaning, significance, and identities around the science curriculum.

I am currently investigating pre-service teachers, and other students in higher education, attitudes and perceptions of student's school interactions involving empathy. My research interests include the use of web based animated narrative vignette technologies (social simulations) as a methodology to understand cognitive and emotional responses of educators and other professionals in helping professions.