Gayle Buck

Science holds an increasingly central role within modern society and serves as a fundamental element of students’ educational development. Proficiency in current scientific concepts is essential for understanding and addressing pressing societal issues. However, existing science education systems often fail to adequately serve a significant proportion of students, potentially hindering their ability to achieve career aspirations and participate fully as informed citizens. This achievement issue not only restricts individual potential but also limits contributions to broader national advancement. Consequently, efforts to reform science education emphasize the necessity of ensuring increasing access to high-quality instruction.

My teaching philosophy is founded on the understanding that instructional practices must adapt to dynamic social settings and are distinct from the standardized approaches commonly advocated for educators. There is no universal solution to challenges in science education; instead, variations in prior knowledge, learning styles, educational contexts, communities, and attitudes require customized pedagogical strategies. Science educators should possess comprehensive knowledge of their students, subject area, context, and the relative merits of multiple instructional methods. Additionally, they must engage in systematic, reflective inquiry into their own practice to continuously improve student outcomes. My scholarship supports and enhances my approach to effective teaching.

My research focuses on investigating contemporary influences affecting students' science learning experiences, with the overarching objective of enhancing collective insight into the complexities of science education today. My scholarly work entails (1) preparing teachers to address the needs of current learners in their science classrooms, and (2) critically examining epistemological assumptions often embedded within science education. To achieve these goals, I employ pragmatic, participatory, and mixed methods research approaches.