Faculty & Staff - Daniel Capps
Daniel K. Capps
324 Shibles Hall
University of Maine
Orono, ME 04469
(207) 581-2422 ph
(207) 581-2423 fax
Assistant Professor of Science Education
As a former middle school science teacher and a graduate of a school of education, I am passionate about teaching and teacher education. I have over fifteen years of teaching experience ranging from kindergarten to adult education in a variety of settings including, public and private schools and in nontraditional education settings. Currently, I teach classes through the RiSE Center (e.g., SMT 500 & SMT 589), but in the near future I will be teaching courses in the College of Education and Human Development.
My research focuses on supporting teachers (and ultimately their students) in understanding more about what science is and the many ways it is practiced. Much of my research has centered on teacher learning and teacher change connected with reform-based education. Specifically, I have worked on supporting teachers in learning science content knowledge (e.g. geologic concepts, evolution, and nature of science) through inquiry and in enacting inquiry-based instruction in their classrooms. I am also interested in developing a chain of evidence to connect teacher learning with student learning after professional development.
Daniel K. Capps – Curriculum Vitae
Cornell University (2011, Ph.D., Learning, Teaching, & Social Policy )
Indiana University (2007, M.S., education)
Indiana University (2002, M.S., geology)
Hope College (1998, B.S., geology)
- Goldfisher, D., Crawford, B.A., Capps, D.K., & Ross, R.M. (in press). Fossils, inquiry, and the English language learner. Science Scope.
- Capps, D.K., & Crawford, B.A. (2013). Inquiry-based professional development: What does it take to support teachers in learning about inquiry and nature of science? International Journal of Science Education, 35(12), 1947-1978.
- Capps, D.K., & Crawford, B.A. (2013). Inquiry-based instruction and teaching about nature of science: Are they happening? Journal of Science Teacher Education, 24(3), 497-526.
- Capps, D.K., McAllister, M., & Boone, W. (2013). Alternative conceptions concerning the Earth’s interior exhibited by Honduran students. Journal of Geoscience Education, 61(2), 231.239.
- Conner, T., Capps, D.K., Crawford, B.A., & Ross, R.M. (2013). Engage all of your students using project based learning. Science Scope, 36(7), 62-67.
- Meyer, X., Capps, D.K., Crawford, B.A., & Ross, R.M. (2012). Enhancing student knowledge of geology and nature of science through an authentic geological investigation in a dual language classroom. Journal of Geoscience Education, 60(3), 212-219.
- Capps, D.K., Crawford, B.A., & Constas, M.A. (2012). A Review of Empirical Literature on Inquiry Professional Development: Alignment with Best Practices and a Critique of the Findings. Journal of Science Teacher Education, 23(3), 291-318.
- Capps, D.K. (2012). A simple lesson illustrating inquiry-based teaching. Science Scope.
- Capps, D.K., Capps, K.A., & Crawford, B.A. (2008). A student centered project focused on obtaining clean drinking water for the community. Science Scope, 32(4), 57-59.
- Capps, D.K., Thompson, T.A., & Booth, R.K. (2007). A post-Calumet shoreline along southern Lake Michigan. Journal of Paleolimnology, 37(3), 395-409.
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