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I believe that the most powerful learning outcomes are not just knowledge, but the skills and dispositions that enable people to thrive in complexity—problem-solving, critical thinking, resilience, perseverance, and self-efficacy. My work is about creating conditions where learners are encouraged to ask questions, persist through challenges, and build the confidence to find their own answers.
To maximise impact, I focus on points of influence. I work with teachers, informal educators, and institutions such as museums and science centres to strengthen their capacity to deliver engaging, inquiry-driven learning. By supporting educators and science centres to develop more impactful programs, I multiply the reach of my approach—creating ripple effects that extend far beyond individual classrooms or workshops.
I am subject-agnostic: mathematics, the sciences, and technologies old and new all serve as vehicles for cultivating curiosity, perseverance, and innovation. What matters most is not the specific content, but the opportunity it creates for learners to develop enduring 21st-century dispositions. This work supports not only personal growth, but also broader economic and environmental agendas, helping prepare communities to adapt, innovate, and contribute to sustainable futures.
I created The Science Nomad to foster the critical dispositions learners need in the 21st century—problem-solving, critical thinking, resilience, perseverance, and self-efficacy. I focus on supporting teachers, informal educators, and science centres so they can design more impactful programs that inspire curiosity, creativity, and confidence. By working with these points of influence, I aim to influence generations of learners who will be full of questions and believe in their ability to find answers. From this will flow better economic and environmental futures.
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