Richard Duschl is a Professor of Science Education at Rutgers University. Prior to joining the Rutgers University faculty, Richard held academic positions, at King’s College London, Vanderbilt University, University of Pittsburgh, Hunter College-CUNY, and University of Houston. One focus of research examines how the history and philosophy of science can be applied to science education. The research agenda is to better understand the social and cognitive dynamics for making science classrooms inquiry and epistemic communities. Scientific inquiry, then, is seen as fundamentally focusing on the evidence and the argumentation discourse processes that lead to scientific decisions. A second focus of research for which he is internationally recognized is the design of instructional sequences that promote assessment for learning. With NSF support from several grants, this research has led to many new ideas about how formative assessment strategies can help learners and teachers make scientific thinking visible. He also has expertise in informal science education and in earth science education. Richard has served as the editor of Science Education and was a member of the committee that wrote the Inquiry Addendum for the National Science Education Standards. He received his Ph.D. from the University of Maryland at College Park.