The Department of STEM Education and the Center for Science Teaching and Learning conduct research on many aspects of STEM education. Our research is made possible through collaborations, partnerships, and external funding from sources such as the National Science Foundation (NSF) and the National Aeronautics and Space Administration (NASA).
Our research publications
Teacher education/professional development Accordion Closed
Park, B.Y., Campbell, T., Kelly, M., Gray, R.E., Arnold, C., Chadwick, C., …, Willig, M.R. (2021). Improving NGSS focused PD through the examination of a teacher and students’ experiences and iterated student models on water & sustainability. Research in Science & Technological Education. Advance online publication. https://doi.org/10.1080/02635143.2021.1978962
Gray, R.E. & Furtak, E. (2020). Institutional constraints in practice-based teacher preparation. In D. Stroupe, K. Hammerness, & S. McDonald (Eds.), Preparing science teachers through practice-based teacher education (pp. 205-220). Cambridge, MA: Harvard Education Press.
Whitworth, B. A., Rubino-Hare, L., Bloom, N. E., Walker, M. C., & Arendt, K. (2020). Scaling professional development: Preparing professional development providers to lead Power of Data Teacher Workshops. International Journal of Science Education, 42 (1), 1-24.
Rubino-Hare, L., Bloom, N. & Whitworth, B. (2019). Implications from a Scale-up of Geospatial Technology Professional Development Program for Secondary Teachers. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1673-1678). Las Vegas, NV, United States: Association for the Advancement of Computing in Education (AACE).
Whitworth, B. A., Maeng, J. L., Wheeler, L. B., & Chiu, J. L. (2017). Investigating the role of a district science coordinator. Journal of Research in Science Teaching, 54(7), 914-936.
Gonczi, A. G., Maeng, J. L., Bell, R. L., & Whitworth, B. A. (2016). Situating computer simulation professional development: Does it influence instructional use? Computers in the Schools, 33, 133-152. DOI: 10.1080/07380569.2016.1205351
Rubino-Hare, L. A., Whitworth, B. A., Bloom, N. E., Claesgens, J. M., Fredrickson, K. M., Henderson-Dahms, C., & Sample, J. C. (2016). Persistent teaching practices after geospatial technology professional development. Contemporary Issues in Technology and Teacher Education, 16(3), 208-285.
Dass, P. M. (2015). Teaching STEM effectively with the Learning Cycle Approach. K-12 STEM Education, 1(1), 5 – 12. doi:10.14456/k12stemed.2015.17
Wheeler, L. B., Bell, R. L., Whitworth, B. A., & Maeng, J. L. (2015). The Science ELF: Assessing the enquiry levels framework as a heuristic for professional development. International Journal of Science Education, 37, 55-81. doi:10.1080/09500693.2014.961182
Whitworth, B. A., & Chiu, J. L. (2015). Professional development and teacher change: The missing leadership link. Journal of Science Teacher Education, 26(2), 121-137. doi:10.1007/s10972-014-9411-2
Dass, P. M., Wilbanks, L., Goforth, J., Graham, L., & Francis, J. (2013). “Doing science” in middle grades: Instructional coaching and modeling of a learning cycle approach promote scientific practices. In S. Koba & B. Wojnowski (Eds.), Exemplary science: Best practices in professional development, Second Edition. Arlington, VA: National Science Teachers Association Press.
Claesgens, J., Rubino-Hare, L., Bloom, N., Fredrickson, K., Henderson-Dahms, C., Menasco, J., & Sample, J. C. (2013). Professional development integrating technology: Does delivery format matter? Science Educator, 22(1), 10-18.
Postsecondary STEM Education Accordion Closed
Moore, S.M., Meilander, J. & Gray, R.E. (in press). Integrating the concept of homeostasis into a first semester anatomy and physiology course through short predict-observe-explain activities. Journal of College Science Teaching.
Acker, T. & Bloom, N. (2021). The Rapid Model: Initial Results from Testing a Model to Set Up a Course Sharing Consortia for STEM Programs at the Graduate Level. Proceedings from ASEE 2021: American Society for Engineering Education Annual Conference & Exposition. Virtual.
Gray, C.A., Gray, R.E., Canipe, M.M., Armfield, S.W.J., & Tuchscherer, R. (2021). Developing engineering identity in an introductory engineering course: A multi-case analysis. Journal of Research in Science, Mathematics and Technology Education, 4(3), 153-177. DOI: https://doi.org/10.31756/jrsmte.431
Gray, R.E., Riche, A.T., Shinnick-Gordon, I.J., & Sample, J.C. (2021). The reasons women choose and stay in a geology major: A qualitative multi-case analysis. Innovation and Education, 3(3). https://doi.org/10.1186/s42862-021-00010-2
Ozis, F., Zecher, C., & Bloom, N. (2021). Evaluation of an Epic Student Experience to Broaden Participation in Engineering Programs. Proceedings from ASEE 2021: American Society for Engineering Education Annual Conference & Exposition. Virtual.
Bloom, N., Johnson, J., Duis, J. & Entin, P. (2019). Facilitating transfer student success in a science and engineering baccalaureate program. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference & Exposition. Tampa, FL.
Baze, C. & Gray, R.E. (2018). Modeling Tiktaalik: Using a model-based inquiry approach to engage community college students in the practices of science during an evolution unit. Journal of College Science Teaching, 47(4), 12-20.
Gray, C.A., Tuchscherer, R., & Gray, R.E. (2018). The challenges and affordances of engineering identity as an analytic lens. Proceedings from ASEE 2018: American Society for Engineering Education Annual Conference & Exposition. Salt Lake City, UT.
Martinez, T., Bloom, N., Whipple, A.V., Chischilly, St. (2018). Partnership, participation and equity in undergraduate research. Scholarship and Practice of Undergraduate Research (SPUR), 1(4), 40-46.
Tuchscherer, R., Gray, C.A., & Gray, R.E. (2018). Examining interventions to increase classroom community and relevancy in an early career engineering course. Proceedings from ASEE 2018: American Society for Engineering Education Annual Conference & Exposition. Salt Lake City, UT.
Askew, J. & Gray, R.E. (2017). The science of Little Boy: Investigating the chemistry behind the first use of a nuclear weapon in warfare. The Science Teacher, 84(8), 45-51.
Gray, C.A., Tuchscherer, R., & Gray, R.E. (2017). Examining micro-interventions to improve classroom community in introductory engineering classrooms. Proceedings from ASEE 2017: American Society for Engineering Education Annual Conference & Exposition (p. 36). Columbus, OH.
Tuchscherer, R., Gray, C.A., & Gray, R.E. (2017). Reshaping engineering classroom norms to expand the profession. Proceedings from ASEE 2017: American Society for Engineering Education Annual Conference & Exposition (p. 15). Columbus, OH.
Wheeler, L. B., Maeng, J. L., & Whitworth, B. A. (2017). Teaching assistant professional development for an inquiry-based general chemistry laboratory: Impact on teaching assistants’ knowledge and beliefs. The Journal of Chemical Education, 94(1), 19-28. DOI: 10.1021/acs.jchemed.6b00373
Askew, J. & Gray, R.E. (2016). Settling the score: Exploring the historic debate over atomic bonding. The Science Teacher, 83(8), 46-54.
Duis, J., Bloom, N., Ollerton, A., Sonderegger, D., Fitz-Kesler, V. & Entin, P. (2016). Supporting STEM transfer students. Proceedings from ASEE 2016: American Society for Engineering Education Annual Conference & Exposition New Orleans, LA.
Gray, R.E., Rogan-Klyve, A.M., & Clark-Huyck, B. (2016). Investigating Axial Seamount: Using student generated models to understand plate tectonics. Science Scope, 40(1), 26-34.
Rogan-Klyve, A., Halsey Randall, M., St. Claire, T., & Gray, R.E. (2015). Bringing historical scientific arguments back to life: The case of continental drift. Science Scope, 38(7), 25-33.
Wheeler, L. B., Maeng, J. L., & Whitworth, B. A. (2015). Teaching assistants perceptions of a training to support an inquiry-based general chemistry laboratory course. Chemical Education Research and Practice. Advance online publication. doi:10.1039/c5rp00104hGray, R.E. (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Science Education, 98(2), 327-341. https://doi.org/10.1002/sce.21098
Gray, R.E., & Kang, N.H. (2014). The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46–65. https://doi.org/10.1080/09500693.2012.715779
Wheeler, L. B., Whitworth, B. A., & Gonczi, A. L. (2014). Chemistry and engineering design: Integrated science instruction. The Science Teacher, 81(9), 30-36.
Secondary STEM education Accordion Closed
Campbell, T., Gray, R.E., Fazio, X., & van Driel, J. (in press). Research on secondary science teacher preparation. In J. Luft & G. Jones (Eds.) Handbook of Research on Science Teacher Education. New York, NY: Routledge.Gray, R.E., McDonald, S., & Stroupe, D. (2021). What you find depends on how you see: Examining asset and deficit perspectives of preservice science teachers’ knowledge and learning. Studies in Science Education. Advance online publication. https://doi.org/10.1080/03057267.2021.1897932
Gray, R.E., Henderson, D., & Rothenberg, N. (2020). Chimborazo then and now: Using historical data to demonstrate the effects of global climate change on plant communities. Science Scope, 44(2), 82-88.
Boerner-Mercier, J., & Gray, R.E. (2020). Investigating land ethics: Exploring land usage through historical case studies and a student symposium. The Science Teacher, 87(5), 36-42.
Ross, D.K., & Davidson, A. (2020). Integrating the Five Practices and Model-Based Inquiry to Facilitate Meaningful Science Discourse. Science Scope, 44(1), 43–49.
Campbell, T., Gray, R.E., Fazio, X. (2019). Representing scientific activity: Affordances and constraints of central design and enactment features of a model based inquiry unit. School Science and Mathematics, 119(8), 475-486. https://doi.org/10.1111/ssm.12375
Davidson, A., & Ross, D.K. (2019). Using the Five Practices to facilitate a meaningful discussion on plate tectonics in a middle school classroom. Science Scope, 42(6), 108-114.
Gray, R.E. & Rogan-Klyve, A.M. (2018). Talking modeling: Examining science teachers’ modeling-related talk during a model-based inquiry unit. International Journal of Science Education, 40(11), 1345-1366. https://doi.org/10.1080/09500693.2018.1479547
Davis, A. & Gray, R.E. (2018). Understanding earthquakes through investigating the Great Sumatran Earthquake of 2004. The Science Teacher, 85(4), 40-47.
Dass, P. M., & Spagnolo, J. T. (2016). STEM learning in middle grades by technology-mediated integration of science and mathematics: Results of Project SMILE. In M.J. Urban & D. A. Falvo (Eds.), Improving K-12 STEM Education Outcomes through Technological Integration (pp. 187 – 205). Hershey, PA: IGI Global. doi:10.4018/978-1-4666-9616-7.ch009
Dass, P. M., & Moore, Jr., E. (2015). Integrating science, mathematics and technology in middle grades. School Science Review, 97(359), 109 – 115.
Elementary STEM education Accordion Closed
Brody, M., Moe, J. Clark, J. & Alegria, C.B. (2014). Archaeology as culturally relevant science education: the poplar forest slave cabin. In Public Participation in Archaeology, J. Lea, Ed., Newcastle, UK: Newcastle University.
Informal science education Accordion Closed
Camp Clark, J., Cooley, N. & Balenquah, L. (2022). Heritage tourism and indigenous communities in the American southwest. In Cultural Heritage and Tourism: International Perspectives, Yu, P-L, Lertcharnrit, T., & Smith, G.S., Eds. Springer.
Clark, J., Bloom, N., Rubino-Hare, L., Barnes, C. & Ryan, S. (2021). Designing professional development resources to meet the needs of OST stem educators. (34). Spring 2021 Afterschool Matters, National Institute on Out-of-School Time.
Ryan S.M., Roberts E., Hibbett E., Bloom N., Haden C., Rushforth R.R., Pfeiffer K. and Ruddell B.L. (2021). The FEWSION for Community Resilience (F4R) Process: Building Local Technical and Social Capacity for Critical Supply Chain Resilience. Frontiers in Environmental Science. 9:601220. doi: 10.3389/fenvs.2021.601220
Hibbett, E., Rushforth, R. Roberts, E., Ryan, S., Pfeiffer, K., Bloom, N., & Ruddell, B.L. (2020). Citizen-led community innovation for food energy water nexus resilience. Frontiers in Environmental Science, 8:571614. doi: 10.3389/fenvs.2020.571614
Bloom, N., Roberts, E., Rubino-Hare, L. Archer, H. N., Cunningham, C., & Clark, J. (2019). How Educators Implement Engineering Curricula in OST Settings. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference & Exposition. Tampa, FL.
San Antonio-Tunis, C., Clark, J., Cunningham, C., & Lachapelle, C. P. (2019). Engineering Interest and Attitude Development In Out-of-School Time. American Society for Engineering Education. Proceedings from ASEE 2019: American Society for Engineering Education Annual Conference & Exposition. Tampa, FL.
Clark, J. & Gumerman IV, G. (2018). Hopi footprints: what really matters in cultural preservation. In Footprints of Hopi History: Hopihiniwtiput kukveni’at. Kuwanwisiwma, L. J., Ferguson, T.J., and Colwell, J.S., Eds. Eds.Tucson, AZ: University of Arizona Press.
Whitworth, B.A., Beyea, S.M., & Purell, M. (2016). STEM Learning in Your Own Backyard: Designing a place-based middle school summer program. Green Teacher, (108), 21-25.
Monroe, M. C., Ballard, H. L., Oxarart, A., Sturtevant, V. E., Jakes, P. J., & Evans, E. (2015). Agencies, educators, communities and wildfire: partnerships to enhance environmental education for youth. Environmental Education Research, 1-17.
Clark, J. and Heath, M. (2013). Building Bridges in Cultural Heritage Management. Encyclopedia of Global Archaeology. New York: Springer Science + Business Media.
Gumerman IV, G., Clark, J., Satala, E.J., and Chimerica, R. (2013). Footprints of the Ancestors: Reengaging Hopi Youth with their Culture. In Museums and Social Issues. A Journal of Reflective Discourse. Kristine Morrissey, Editor-in-Chief. Semi-annual publication, Spring and Fall. Leeds, UK: Maney Publishing.