Associate Professor, Center for Science Education; Biology Department
Ed. D., University of Michigan, Science Education, 1993
M. S., Arizona State University, Botany, 1983 B. S.,
University of California at Irvine, Biological Sciences, 1978
Office: Science Building, Room 191
Dr. Carolyn Wallace joined ISU in the fall of 2011 as the Director of the Center for Science Education and Associate Professor. She has previously taught at Georgia State University, the University of Georgia, the University of Stirling in Scotland, and Auburn University. She is currently teaching SCED 393, Science in the Elementary School. Dr. Wallace has conducted research in science education over the last 18 years in the areas of language and literacy in science learning, teacher beliefs, the teaching and learning of science as inquiry, and, most recently, science preservice teacher development through service learning experiences. She is a Board Member for the National Association of Research in Science Teaching and is on the Editorial Board of the journal, Science Education. She is very excited to be involved in the innovative programs available at ISU.
Current Research Projects:
1. The Nanobio Science Partnership for the Alabama Black Belt Region- Dr. Wallace is involved in this multi-year project to improve science achievement and interest for middle school students in Eastern Alabama. The focus of the project is the creation of curriculum modules and 3-D simulations on the topic of nanoscience for use in the classroom. Dr. Wallace’s role is that of primary researcher. She is investigating: (a) the impact of the curriculum modules on students’ science interest, thinking and reasoning and (b) the impact of the curriculum modules on teachers’ beliefs and classroom practices.
2. Studies of Elementary Preservice Teachers’ Learning from Service Learning and Civic Engagement- Dr. Wallace is collaborating with Dr. Joe West in the ISU Department of Physics to design a new physics content course for elementary education majors which emphasizes civic engagement with space science. She will be researching the potential of the course for elementary education majors to gain content knowledge, pedagogical content knowledge and science identities. In a related study, Dr. Wallace is involved in conducting an ethnography of a elementary science methods course which is based in a summer camp to determine how the experiences influence preservice teachers’ science identity.
Wallace, C. S. (in press, on-line). Authoritarian science curriculum structures as barriers to teaching and learning: An interpretation of personal experience. Science Education. DOI 10.1002/sce.20470.
Wallace, C. S. & Priestley, M. R. (2011). Teacher beliefs and the mediation of curriculum innovation in Scotland: A socio-cultural perspective on professional development and change. Journal of Curriculum Studies, 37 (2), 357-381.
Priestley, M., Miller, K., Barrett, L., & Wallace, C. S. (2011). Teacher learning communities and educational change in Scotland: The Highland experience. British Educational Research Journal, 37 (2), 265-284.
Peker, D., & Wallace, C. S. (2011). Characterizing high school students written explanations in biology laboratories. Research in Science Education, 41 (2), 169-191.
Armstrong, N., Wallace, C. S., & Chang, S. M. (2008). Learning from writing in college biology. Research in Science Education, 38(4), 483-499.
Kang, N. H., & Wallace, C. S. (2005). Secondary science teachers’ professional knowledge of laboratory activities: Linking epistemologies, beliefs, and teaching practices. Science Education, 89(1), 140-165.
Wallace, C. S. (2004). Framing new research in science literacy and language use: Authenticity, multiple discourses and the “Third Space.” Science Education, 88, 901-914.
Wallace C. S., Kang, N. H. (2004). An investigation of experienced secondary science teachers’ beliefs about inquiry: An examination of competing belief sets. Journal of Research in Science Teaching, 41, 936-960.
Wallace, C. S., Hand, B., & Prain, V. (2004). Writing and learning in the science classroom. Dordrecht, The Netherlands, Kluwer Academic Press.
Wallace, C. S., Hand, B., & Yang, E. M. (2004). The Science Writing Heuristic: Using writing as a tool for learning in the laboratory. In W. Saul (Ed.), Crossing borders in literacy and science instruction: Perspectives on theory and practice (pp. 355-368). Newark, DE: International Reading Association.
Hand, B., Wallace, C. S., Yang, E. M. (2004). Using the Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26, 131-149.
Wallace, C. S. (2004). An illumination of the roles of hands-on activities, discussion, text reading, and writing in constructing biology knowledge in seventh grade. School Science and Mathematics,104(2), 1-9.
Wallace C. S., Tsoi, M. Y., Calkin, J., & Darley, W. M. (2003). Learning from inquiry-based laboratories in non-major biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth. Journal of Research in Science Teaching, 40, 986-1024.
Keys, [Wallace]C. W., & Bryan, L. A. (2001). Co-constructing inquiry-based science with teachers: Essential research for lasting reform. Journal of Research in Science Teaching, 38, 631-645.
Keys [Wallace], C. W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37, 676-690.
Keys [Wallace], C. W., Hand, B., Prain, V. & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36, 1055-1084.