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Faculty Research
The MU Science
Education Faculty are nationally and internationally recognized
experts in their field. In addition to teaching in the undergraduate
and graduate science education programs, they conduct science education
research, engage in outreach to K-16 science classrooms in collaboration
with scientists and school-based colleagues, and serve professional
organizations in various capacities.
 Dr.
Sandra K. Abell,
Ph.D., University of Iowa (1988), Professor of Science Education
and Director, MU Science Education Center.
Curators' Professor Abell's research involves understanding the process
of becoming teacher of science, from preservice preparation
throughout the teaching career. Her research methodology is
naturalistic and often carried out collaboratively with school
and university based colleagues. Professor Abell is a Past
President of the National Association for Research in Science
Teaching.
Phone: 573-884-9033
Email: abells@missouri.edu
Web: http://www.coe.missouri.edu/~abell
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 Dr.
Lloyd H. Barrow, Ph.D., University of Iowa (1973), Professor
of Science Education. Professor Barrow's research focuses
on professional development of K-12 science teachers. He
specializes in survey research and most frequently uses
quantitative methodologies.
Phone: 573-882-7457
Email: barrowl@missouri.edu.
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 Dr.
Patricia J. Friedrichsen, Ph.D., The Pennsylvania State
University (2002). Assistant Professor of Science Education,
jointly appointed in the Division of Biological Sciences.
Professor Friedrichsen, a qualitative researcher, studies
science teacher learning and development. She is particularly
interested in teacher development at the pre-service and induction
levels. Dr. Friedrichsen is also involved in biology education,
focusing on biology teaching in introductory courses for non-science
majors.
Phone: 573-882-6828
Email: friedrichsenp@missouri.edu
Web: http://web.missouri.edu/~friedrichsenp/
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 Dr.
Deborah L. Hanuscin, Ph.D., Indiana University (2004),
Assistant Professor of Science Education and Physics. Dr.
Hanuscin's research interests focus on the teaching and learning
of the nature of science (NOS). In particular, she is interested
in the ways in which NOS instruction affects preservice teachers'
understandings of NOS within science content courses and across
their teacher education. Additionally, she is interested in
how teachers' understandings of NOS influence their teaching
and their students' understandings of NOS. As a qualitative
researcher, her methodology is primarily naturalistic and
focuses on the influence of socio-cultural aspects of classrooms
on the learning and teaching of NOS.
Phone: 573-884-2527
Email: hanuscind@missouri.edu
Web: http://www.missouri.edu/~hanuscind
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 Dr.
Marcelle A Siegel, Ph.D., University of California at Berkeley (1999). Assistant Professor of Science Education, jointly appointed in the Department of Biochemistry. Dr. Siegel investigates how learners use scientific evidence to form decisions. She is interested in instructional decisions and ways to support secondary science teachers and university faculty in their work. Professor Siegel specializes in classroom assessment, science-language integration, and design of instructional materials.
Phone: 573-882-8695
Email: siegelm@missouri.edu
Web: http://www.missouri.edu/~siegelm
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 Dr.
Mark J. Volkmann, Ph.D., Purdue University (1992), Associate
Professor of Science Education. Professor Volkmann researches
professional identity of science teacher. His research focuses
on the participant's own descriptions of current and past
experiences. Methods include extensive interviewing, field
work, and analysis to build a thematic interpretation of the
phenomenon becoming a teacher at critical transitions.
Phone: 573-884-9738
Email: volkmannmj@missouri.edu
Web: http://www.coe.missouri.edu/~volkmannmj/
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