Education and Human Development Research

Elizabeth Hufnagel

EHufnagel website photo

Current Research & Interest

Professor Hufnagel’s research centers on the intersection between emotional expressions and teaching and learning about science topics in classrooms and other science settings. Since emotions are evaluative, they provide a lens to understanding which scientific ideas resonate most with learners and teachers. Professor Hufnagel also examines the framing of climate change and other environmental topics in learning settings and political documents. Her work is grounded in discourse analysis methodologies and also draws from ethnography. In addition, Professor Hufnagel works to support pre- and in-service teachers in attending to emotions during science learning.

Select Publications

  • Hufnagel, E. (in press). Attending to emotional expressions about climate change: A framework for teaching and learning. In D.P. Shepardson, A. Roychoudhury, and A.S. Hirsch (Eds.), Teaching and learning about climate change: A framework for educators. Routledge.
  • Hufnagel, E. & Kelly, G.J. (under review). Examining emotional expressions in discourse: Methodological considerations. Cultural Studies of Science Education.
  • Hufnagel, E. (2015). Preservice elementary teachers’ emotional connections and disconnections to climate change in a science course. Journal of Research in Science Teaching, 52, 1296–1324. DOI: 10.1002/tea.21245

 

Eric Pandiscio

Pandiscio

Current Research and Public Service

  • Research in the learning of Geometry
  • Service in the design and implementation of the Professional Development Network

Recent Publications

 

Jonathan Shemwell

Jonathan Shemwell

Current Research

Jon Shemwell strives to build theories of science thinking and learning that inform and propel the design of instruction.  His research interests include cognitive representations, especially mental models; classroom discussion and scientific argumentation; alternative modes of science learning such as using contrasting cases; and assessment.

Recent Publications

  • Nissen, J. M., & Shemwell, J. T. (in press). Gender, experience, and self-efficacy in introductory physics. Physical Review Special Topics-Physics Education Research.
  • Barth-Cohen L, Smith MK, Capps D, Shemwell, J., Lewin J, Stetzer MR. What are middle school students talking about during clicker questions?  Characterizing small-group conversations mediated by classroom response systems.  Journal of Science Education and Technology, 2016, 25:50-61. http://link.springer.com/article/10.1007/s10956-015-9576-2.
  • Shemwell, J. T., Chase, C. C., & Schwartz, D. L. (2015). Seeking the general explanation: A test of inductive activities for learning and transfer. Journal of Research in Science Teaching, 52(1), 58-83.