Dr. Katarzyna (Kasia) E. Pomian Bogdanov is an Assistant Professor of Science Education in the School of Teacher Education at Florida State University. Her research examines teacher learning across contexts, with a focus on how high school science teachers navigate pedagogical shifts, dilemmas, and adaptations through curriculum co-design and enactment. She introduced the Curricular Values Framework (CVF), a conceptual tool for surfacing and analyzing the pedagogical values teachers bring to curriculum development. Her work investigates how participation in co-design supports teachers in navigating complex and competing considerations – disciplinary goals, pedagogical commitments, contextual constraints, and student needs. She also examines how this learning extends into the classroom through the customization and enactment of collaboratively designed materials.
Dr. Pomian Bogdanov earned her Ph.D. in Learning Sciences from Northwestern University, where her dissertation explored longitudinal teacher learning in physics curriculum co-design. She also holds an M.Ed. in Secondary Education and an M.S. in Physics from DePaul University, and dual B.A. and B.S. degrees in Spanish Language and Literature, and Physics, respectively, from Loyola University Chicago. Her work has been recognized with multiple fellowships and awards, including the Best Paper Award nomination at the International Society of the Learning Sciences in 2025 and the Best Lay-Language Paper from the Acoustical Society of America in 2024.
An active member of professional organizations such as the National Association for Research on Science Teaching, the International Society of the Learning Sciences, and the American Educational Research Association, Dr. Pomian Bogdanov is a multilingual educator. She has taught high school sciences and university physics courses, and she trains teachers to use storyline-driven science curricula and to teach Advanced Placement (AP) Physics laboratories. She is also an experienced curriculum designer and facilitator with a background in both K–12 and higher education science instruction.