As a jointly appointed faculty member in both Physics & Astronomy and the College of Education, I focus my research primarily on the teaching and learning of physics, with special regard to scientific literacy and K-12 teacher education. I conduct naturalistic inquiry of classrooms and use qualitative methodologies such as questionnaire, interview, participant observation, and case study to develop a robust understanding of learners’ conceptions of scientific epistemology and the implications for teaching. Additionally, I support both practitioners (K-12 teachers) and faculty members in conducting action research, a form of scholarship of teaching and learning.

Selected Publications

Tucker, S. A., Hanuscin, D., & Bearnes, C. J. (in press) Igniting girls’ interest in chemistry. Science.

Abell, S. K., Rogers, M. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (in press) Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education.

Hanuscin, D. and Lee, M. H. (in press) Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education.

Varma, T., & Hanuscin, D. (in press) Pre-service elementary teachers’ field experiences in classrooms led by science specialists. Journal of Science Teacher Education.

Hanuscin, D. (2007) The use of specialized laboratory facilities for science in elementary schools: A call for research. Journal of Elementary Science Education, 19(2), 59-64.

Taub, H. and Hanuscin, D. (2007) Writing scheme teaches science to non-scientists. Physics Education, 42, 562-564.

Hanuscin, D., Richard, M., Chandrasekhar, M., Corman, A., & Lapilli, C. (2007) Collaborative action research to improve classroom assessment in an introductory physics course for teachers. Journal of Physics Teacher Education Online, 4(2), 16-20.

Akerson, V.L., & Hanuscin, D. (2007) Teaching the nature of science through inquiry: Results of a three-year professional development program. Journal of Research in Science Teaching.44(5), 653-680.

Hanuscin, D., & Musikul, K. (2007) School’s IN for summer: An innovative field experience for elementary science methods. Journal of Elementary Science Education, 19(1), 57-68.

Hanuscin, D. (2007). The use of specialized facilities for laboratory science instruction in elementary schools. In E. Wright, D. W. Sunal, & C. W. Sundberg (Eds.) Research in science education: The impact of the laboratory and technology on k-12 science learning and teaching.

Hanuscin, D., Phillipson-Mower, T., & Akerson, V.L. (2006) Integrating nature of science instruction into a physical science content course for teachers: NOS views of teaching assistants. Science Education, 90(5), 912-935.

Akerson, V. L., & Hanuscin, D. (2005). A collaborative endeavor to teach the nature of scientific inquiry:  There’s more to science than meets the “I.” In R. A. Yager (Ed.) (p. 1-12). Exemplary science: Best practices in professional development. NSTA Press: Arlington.

Rooney, M., & Hanuscin D. (2005) ‘Re-inventing’ science instruction: Inquiry-based instruction in a 5 th/6 th grade classroom. In R. A. Yager (Ed.) (pp. 173-180). Exemplary science:  Best Practices in Science Teaching Today/ Grades 5-8. NSTA Press: Arlington, VA.