Richard A. Duschl

Professor of Science Education

Graduate School of Education

Rutgers, The State University of New Jersey

Degrees

                Ph.D.               Science Education; University of Maryland-College Park; 1983.

                M.A.T.             Geology; Michigan State University, East Lansing; 1980.

                B.S.                  Earth Science Education; University of Maryland-College Park; 1974.

Certifications

                State of Maryland Teaching Certificate - Earth Science

                Informal Science Study Trainer (National Diffusion Network Program)

                GLOBE Program Trainer

Employment Record

2004-present                    Professor of Science Education, Rutgers University
1999-2004                         Chair of Science Education, King’s College London
1995-1999                         Professor of Science Education, Peabody College, Vanderbilt
                                             University
1991-1995                         Associate Professor, Department of Instruction & Learning (DIL),
                                             University of Pittsburgh
1991-1993                         Curator Science Exhibits, Children's Museum of Houston
1989-1991                         Assistant Professor, DIL, University of Pittsburgh
1987-1989                         Associate Professor (Non-tenured), Department of Curriculum &
                                             Teaching; Hunter College of CUNY
1986-1987                         Coordinator Science Education Programs, The Children's Museum
                                             of Houston
1983-1987                         Assistant Professor, Department of Curriculum & Instruction;
                                             University of Houston.
1979-1983                         Maryland State Department of Education, Baltimore
                                             Intern to Dr. Susan Snyder, then State Science Supervisor
1976-1978                         Earth science teacher,McDonough HS, Charles County Board of
                                             Education, LaPlata, MD

5 Publications Related to Project (* = refereed papers):

Duschl, R. (2003).  Assessment of Inquiry.  In J.M. Atkins & J. Coffey, Eds., Everyday assessment in the science classroom. Pp. 41-60.  Arlington, VA: NSTA Press. 

Gitomer, D. H. & Duschl, R. A. (1998).  Emerging issues and practices in science assessment. In B. Fraser& K. Tobin, Eds., The International Handbook of Science Education.  pp 791-810. 
Kluwer Academic  Publisher.

*Duschl, R. & Gitomer, D. (1997). Strategies and challenges to changing the focus of assessment and instruction in science classrooms.  Educational Assessment, 4, 37-73. 

*Schauble, L., Glaser, R., Duschl, R., Schulze, S. & Johns, J. (1995).  Students’ understanding of the objectives and procedures of experimentation in the science classroom.    The Journal of the Learning Sciences, 28, 859-882. 

*Duschl, R. & Gitomer, D. (1991) Epistemological perspectives on conceptual change: Implications for educational practice.   Journal of Research in Science Teaching. 28, 839-858.

5 Other Significant Publications

Duschl, R.  (2000).  Making the nature of science explicit.  In R. Millar, J. Osborne & J. Leach (Eds).  Improving Science Education.  pp 185-206. Philadelphia:Open University Press. 

*Jimenez-Aleixandre, M.; Rodriguez, A. & Duschl, R.  (2000). “Doing the lesson” or “Doing Science”: Argument in High School Genetics.  Science Education, 84, 757-792.

Duschl, R. & Hamilton, R. (1998)  Conceptual change in science and in the learning of science.  In B. Fraser & K. Tobin, Eds., International Handbook of Science Education.  pp. 1047-1066 Dordrecht: Kluwer Academic 

Duschl, R. (1990).  Restructuring science education:  The role of theories and their importance.  New York: Teachers' College Press.  (Spanish Translation 1997 -  Madrid: NARCEA, S. A. De Ediciones)

*Duschl, R. and Wright, E. (1989).  A Case Study of High School Teachers' Decision Making Models for Planning and Teaching Science.  Journal of Research in Science Teaching, 26(6). [Judged the most outstanding paper in Volume 26 - JRST AWARD]

Synergistic Activities

• National Research Council – 1998-99, Member National Research Council Committee on Development of an Addendum to the National Science Education Standards on Scientific Inquiry.   Writer and contributor to the document.    1994-95, Consultant writer to National Science Education Standards (Roger Bybee) for preparation of “Science as Inquiry” and “History and Nature of Science” content standards.
  
• Editorships – 1989-2001 editor of the international science education research journal Science Education.   Book series editor “Ways of Knowing in Science and Mathematics” Teachers College Press, 1993 to 2004. 
  
• Developed an innovative formative assessment instructional model call ‘assessment conversations’ that guides teachers through the selection and discussion of students’ work  (See Duschl, 2003; Duschl & Gitomer, 1997 and Schauble et al, 1995).  The selected work is choosen for the purpose of attaining one of three instructional goals:  epistemic goals that focus on linking evidence to explanations, social goals that focus on the communication and representation of scientific knowledge and methods and cognitive goals that focus on reasoning, critical thinking and metacognitive strategies. The formative assessment innovation grew out of the NSF grant from Division of Science and  Engineering Education, Program for Materials Development and Research "Portfolio Culture  - A Model for Interactive Science Instruction and Assessment" 1991 - 1994  (MDR - 905574).
  
• Advisory Board Member, Wellcome Trust ReDiscover Fund.   Review and recommend funding priorities for UK informal science education centers and programs. 
  
• Principal Investigator – Center for Informal Learning and Schools (CILS), an NSF CTL award to The Exploratorium, King’s College London   and UC-Santa Cruz, $10.8 million.  Served as director of KCL component – established and managed KCL-CILS research partnerships, recruitment of doctoral students and coordination of academic activities up to and through the successful  3 year renewal review by NSF.  Now participating as a consultant. 

Collaborators/Postdocs/Graduate Students

Collaborators:  Marcia Linn, Daniel Hickey, Susan Goldman, Jim Pellegrino, Greg Kelly; Jonathan Osborne, Rob Semper, Dennis Bartles, Barbara Rogoff, Doris Ash,

Postdocs:  Sophia Kesidou, Vickie Denneroff, Lucy Avraamidou

Graduate Students:  Jeff Bloom, Marla Stone, Terry Contant, Michael Smith, Sibel Erduran, Kirsten Ellenbogen, Jiun-liang Ke