Brenda Capobianco

Associate Professor
Science Education
Department of Curriculum and Instruction

Research

Science Education -- Science teachers' and teacher educators' engagement in action research; young women's participation in science, technology, and engineering and the role teachers play in supporting young women's participation; issues of gender, culture, and identity in science and engineering education.

Education

Ed.D.	University of Massachusetts Amherst, 2002, Science Education, Teacher Education and School Improvment
M.S.	Central Connecticut State University, 1993, General Science
B.S.	University of Alaska Fairbanks, 1986, Biological Sciences, minor in Chemistry

Selected Publications

• Capobianco, B. M., & Joyal, H. (2008). Engineering best practice: An action research study. Science and Children, 45(8), 22-26.
  
  
• Feldman, A., & Capobianco, B. M. (2008). Teacher learning of technology enhanced formative assessment. Journal of Science Education and Technology. 17(1), 82-99.
  
  
• Capobianco, B. M. (2007). Science teachers’ attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32.
  
  
• Capobianco, B. M. (2007). A self-study of the role of technology in promoting reflection and inquiry-based science teaching. Journal of Science Teacher Education, 18(2), 271-296.
  
  
• Thiel, E., & Capobianco, B. M. (2007). Inquiry-based ecology in the elementary classroom. Hoosier Science Teacher, 32(3), 72-76.
  
  
• Capobianco, B. M. (2006). Undergraduate women engineering their professional identities. Journal of Women and Minorities in Science and Engineering, 12(2-3), 95-117.
  
  
• Capobianco, B. M., & Feldman, A. (2006). Promoting quality for teacher action research: Lessons learned from science teachers’ action research. International Journal for Educational Action Research, 14(4), 497-512.
  
  
• Capobianco, B. M., & Thiel, E. (2006). Are You UV Safe? A sunsational fair test investigation using UV light-detecting beads. Science and Children, 44(1), 26-31.
• Capobianco, B. M., Lincoln, S., Canuel-Browne, D., & Trimarchi, R. (2006, Summer). Examining three generations of teacher researchers through collaborative science teacher inquiry. Teacher Education Quarterly, 33(3), 66-78.
  
  
• Capobianco, B. M., & Lehman, J. D. (2006). Integrating technology to foster inquiry in an elementary science methods course: An action research study of one teacher educator’s initiatives in a PT3 project. Journal of Computers, Mathematics, and Science Teaching, 25(2), 123-144.
  
  
  

Courses Taught

EDCI 365	Teaching Science in the Elementary School
EDCI 517	Survey in Science Education
EDCI 567	Action Research in Science Education
EDCI 618/WOST 591	Gender and Culture in Science Education
EDCI 622	Seminar in Science Education

Professional Experience

2008 - present	Associate Professor, Science Education and Engineering Education (Courtesy Faculty) Purdue University, West Lafayette, IN
2002 - present	Affiliated Faculty, Women’s Studies Purdue University, West Lafayette, IN
2002 - present	Assistant Professor in Science Education, Purdue University, West Lafayette, IN
2005 - present	Assistant Professor of Engineering Education (Courtesy Faculty), Purdue University, West Lafayette, IN
2002 - present	Affiliated Faculty in Women's Studies
2002 - present	Associated Faculty with the Gifted Educatino Research Institute, Purdue University, West Lafayette, IN
1998-2002	Graduate Research Assistant, Teaching Assistant, and University SUpervisor, U niversity of Massachusetts, Amherst, MA
1995-1998	Adjunct Instructor, Depatment of Physical Sciences, Central Connecticut State University, New Britain, Connecticut
1989-1998	Science Teacher, Irving A. Robbins Middle School, Farmington, Connecticut