My past interests include investigating science teachers' pedagogical content knowledge, and global and specific subject matter structures, and the use of concept maps as learning and assessment tools.
My research focuses on the teaching and learning about nature of science (NOS) in grades K-12, and in preservice and inservice science teacher education settings. There are several aspects to this research, including characterizing learners' views of NOS, developing and assessing the effectiveness of instructional approaches targeting learners' NOS views, using history and philosophy of science to promote learners' understandings of NOS, and investigating factors that facilitate or impede the translation of science teachers' NOS views into instructional practice. Currently, I am investigating the developmental appropriateness of NOS understandings that current national reform efforts in science education deem central to developing informed views of NOS. I am also researching the interaction between students' global epistemologies and worldviews, and their learning about more specific aspects of NOS.
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College of Education
Curriculum & Instruction
http://education.illinois.edu/frp/a/fouad
Faculty Research Profiles: Fouad Abd El Khalick
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Department Head & Professor
Curriculum & Instruction
399 Education Building
1310 S. 6th St. MC 708
Champaign, IL 61820USA
Section Links
- Research Biography
- Degrees
- Key Professional Appointments
- Activities & Honors
- Grants
- Selected Publications
Research Biography
Degrees
- Ph.D., Science Education, Oregon State University, 1998
- M.A., Science Education, American University of Beirut, 1995
- T.D., Teaching Secondary School Science, American University of Beirut, 1993
- B.Sc., Biology, American University of Beirut, 1991
Key Professional Appointments
- Associate Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2004--
- Assistant Professor, Curriculum & Instruction, University of Illinois at Urbana-Champaign, 2000-2004
- Assistant Professor, Department of Education, American University of Beirut, 1998-2000
Activities & Honors
- Elected Fellow, American Association for the Advancement of Science, 2011- present
- Special Recognition, $3,000, University of Illinois at Urbana-Champaign, 2010
- University Scholar, Award, University of Illinois at Urbana-Champaign, 2007-2009
- Incomplete List of Teachers Ranked as Excellent by Their Students, University of Illinois at Urbana-Champaign, 2006
- Distinguished College Scholar, College of Education, University of Illinois at Urbana-Champaign, 2005
- Executive Board Member, National Association for Research in Science Teaching, 2004-2007
- The NARST Early Research Career Award, National Association for Research in Science Teaching, 2002
- Journal of Research in Science Teaching Award, National Association for Research in Science Teaching, 2001
- Outstanding Doctoral Dissertation Award, National Association for Research in Science Teaching, 1999
Grants
- Co-Principal Investigator, Entrepreneurial Leadership in STEM Teaching & Learning (EnLiST), National Science Foundation, 2009
- Principal Investigator, The development of global and science epistemologies during the school years, Campus Research Board, 2003
- Principal Investigator, Recruiting, Educating, Certifying and Retaining Underrepresented Populations in Teaching Science and Mathematics (RECRUIT), National Science Foundation, 2002
- Co-Principal Investigator, Using Technology to Enhance Achievement in Math, Science, and Literacy: A Middle School-University Partnership, Hewlett-Packard, 2001
- Principal Investigator, The Development of Views about the Nature of Scientific Knowledge and Knowing in the Middle and High School Years, Campus Research Board, 2000
Selected Publications
- Abi-El-Mona, I., & Abd-El-Khalick, F. (2011). Perceptions of the nature and “goodness” of argument among college students, science teachers, and scientists. International Journal of Science Education, 33(4), 573-605.
- Waight, N., & Abd-El-Khalick, F. (2011). From scientific practice to high school science classrooms: Transfer of scientific technologies and the realization of authentic inquiry. Journal of Research in Science Teaching, 48(1), 37-70.
- Abd-El-Khalick, F. (in press). Nature of science in science education: Toward a coherent framework for synergistic research and development. In B. J. Fraser, K. Tobin, & McRobbie, C. (Eds.), Second international handbook of science education. The Netherlands: Springer.
- Salloum, S., & Abd-El-Khalick, F. (2010). A study of practical-moral knowledge in science teaching: Case studies in physical science classrooms. Journal of Research in Science Teaching, 47(8), 929-951.
- Zeineddin, A., & Abd-El-Khalick, F. (2010). Scientific reasoning and epistemological commitments: Coordination of theory and evidence among college science students. Journal of Research in Science Teaching, 47(9), 1064-1093.