Research

My research centers on teachers’ understanding of authentic scientific practice and the enactment of these understandings in the science classroom.  My focus in this area stems from my interest in the history and philosophy of science and the science studies literatures.  Both provide insights into the nature of past and current scientific practice.   I am currently examining this issue along a teachers’ professional trajectory: as an undergraduate STEM major, as a preservice teacher, and as an inservice teacher, with the ultimate goal of providing science teachers with the understandings and pedagogical tools to provide an authentic image of scientific practice to their students.  In my research, I contribute to the literature in science education by developing understandings that can guide researchers, teachers, and teacher educators to improve learning for K-12 students, as well as novice and experienced teachers in various settings.

Current Projects

  • Secondary science and mathematics teachers learning practice (TLP) project.
  • Creating tools for ambitious teaching of science by novice teachers.
  • Comparing the practice of  modeling across science and mathematics.
  • Examining pre-service and in-service teacher enactment of model-based inquiry.
  • Designing curricular resources for teaching about scientific models to teachers.
  • Examining classroom inquiry in the historical sciences.
  • Utilizing the cases from the history of science to illustrate scientific practice.

Publications

Gray, R.E. (under review). Changing the debate: A century of controversy over the symbiotic origins of eukaryotic life.

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 38-39). Portland, OR. [Available online at http://www.sciedxroads.org/proceedings2014.html].

Gray, R.E. (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Science Education, 98(2), 327-341.

Gray, R.E. and Kang, N.H. (2014).  The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46–65. 

The distinction between experimental and historical sciences as a framework for improving classroom inquiry.” Presented at the National Association of Research in Science Teaching annual conference, San Juan, PR, 2013.

Flick, L.B., Elliott, R., & Gray, R.E. (2012). Reform or revolution? Undergraduate science education in diverse contexts for learning. In S. A. Ross, D. W. Sunal, C. S. Sunal, C. L. Mason, & D. Zollman (Eds.), Proceedings of the National Study of Education in Undergraduate Science (NSEUS) Research Based Undergraduate Science Teaching National Conference (pp. 21–22). Tuscaloosa, AL: University of Alabama.

Gray, R.E. and Kang, N.H. (2010).  Examining images of scientific inquiry through the lens of teacher classroom argumentationProceedings of the National Association of Research in Science Teaching, 2010 Annual Conference.  Philadelphia, PA.

Gray, R.E. and Kang, N.H. (2009).  Examining the efficacy of an explicit and reflective course on preservice secondary science teachers’ conceptions of nature of scienceProceedings of the National Association of Research in Science Teaching, 2009 Annual Conference.  Garden Grove, CA.

 

Other Publications

Gray, R.E. (2004).  Invasive plant species and your community, Community-based natural resource activities for biology (pp. 63-68).  Salem, Oregon: Northwest Center for Sustainable Resources.

Gray, R.E. (2004).  Cheetahs: A predator’s role in the ecosystem – Teacher’s Resource Guide, Namibia: Capital Press.

Gray, R.E.; Munks, M.W.; Haynes, R.R.; Olsen, G.D. (2001). Mu opioid receptor efficacy and potency of morphine-6-glucuronide in neonatal guinea pig brainstem membranes: Comparison with transfected CHO cells.  Brain Research Bulletin, Vol. 54 (5), pp. 499-505.

 

Invited Presentations

“Examining the factors mediating the enactment of model-based inquiries by preservice science teaching.” Presented at the Korea National University of Education special seminar series, Cheongju, South Korea, February 11, 2014.

The role of experimental and historical sciences in classroom inquiry.” Presented at the Korean Association of Science Education annual conference, Daegu, South Korea, February 15, 2014.

 

Professional Presentations

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning.Paper presented at the annual meeting of Science Education at the Crossroads, Portland, OR., September 25-17.

 

Preparing for inquiry: Examining the design of model-based inquiry experiences by preservice science teachers.” Presented at the National Association of Research in Science Education (NARST) annual conference, Pittsburgh, PA, 2014.

Using model-based inquiry in the classroom.” Presented at the National Science Teachers Association (NSTA) regional conference, Portland, OR, 2013.

“Professional development: Challenges and opportunities for meeting the NGSS.” Presented at the Arizona Science Teachers Association (ASTA) annual conference, Phoenix, AZ, 2013.

Exploring the myth of ‘the’ scientific method.” Presented at the Arizona Science Teachers Association (ASTA) annual conference, Phoenix, AZ, 2013.

Examining Modeling as a ‘Boundary Practice’ Across Mathematical and Scientific Contexts.” Presented at the American Educational Research Association annual conference, San Francisco, CA, 2013.

The distinction between experimental and historical sciences as a framework for improving classroom inquiry.” Presented at the National Association of Research in Science Teaching annual conference, San Juan, PR, 2013.

Using model-based inquiry in the classroom.” Presented at the Oregon Science Teachers Association (OSTA) annual conference, Salem, OR, 2012.

“History of science for the science classroom: A course for secondary preservice teachers.” Presented at the Association for Science Teacher Education annual conference, Clearwater, FL, 2012.

Enacting ambitious teaching practices in preservice teacher education: Challenges and successes.” Presented at the Oregon Association of Teacher Educators (ORATE) annual conference, Salem, OR, 2012.

Debunking the myth of ‘the’ scientific method.” Presented at the Oregon Science Teachers Association (OSTA) annual conference, Coos Bay, OR, 2011.

Where do we stand? Activities to assess our own views of the nature of science.” Presented at the National Science Teachers Association annual conference, San Francisco, CA, 2011.

“Debunking the myth of ‘the’ scientific method.” Presented at the National Science Teachers Association annual conference, San Francisco, CA, 2011.

Examining images of scientific inquiry through the lens of teacher classroom argumentation.” Presented at the National Association of Research in Science Teaching annual conference, Philadelphia, PA, 2010.

The development of preservice secondary science teachers’ conception of nature of science after the first year of teaching: A follow-up study.”  Presented at the Association for Science Teacher Education annual conference, Sacramento, CA, 2010.

“Examining the Efficacy of an Explicit and Reflective Course on Preservice Secondary Science Teachers’ Conceptions of Nature of Science.”  Presented at the National Association of Research in Science Teaching annual conference, Garden Grove, CA, 2009.

“Where do we stand? Activities to assess our own views of the nature of science.” Presented at the National Association of Science Teachers (NSTA) regional conference, Portland, OR, 2008.

 

Grants (Funded and Pending):

  • 2013 – NSF DRK-12 – Enhancing Teaching and Learning of Scientific Practices Through Modeling (pending)
  • 2011 – L.L. Stewart Faculty Development Grant (Oregon State University)

 

Major Grants Submitted (unfunded):

  • 2012 – NSF DRK-12 – Enhancing Teaching and Learning of Scientific Practices Through Modeling (pending)
  • 2012 – Faculty Development Grant (Northern Arizona Univeristy)
  • 2012 – NSF TUES – Generating Pathways to STEM Education
  • 2012 – NSF MSP – STEM Practices For Enhancing Teaching and Learning
  • 2011 – NSF TUES – Generating Pathways to STEM Education