Curriculum Vita

Voss, S. Hanuscin, D., Kent, I., & Wilcox, J. (in press) Developing epistemic empathy: Shifting approaches to NOS teaching. Innovations in Science Teacher Education. 

Van Orman, D. S., Melton, J., Hanley, D., Castellano, K. E., Mikeska, J. N., Hanuscin, D., & Borda, E. (2025). Supporting elementary preservice teachers' content knowledge for teaching about matter and its interactions. Journal of Research in Science Teaching, 62(4), 1103-1131.  https://doi.org/10.1002/tea.21994  

Hanuscin, D., Borda, E., Melton, J., & Mikeska, J. N. (2024). Designing Educative Curriculum Materials for Teacher Educators: Supporting Preservice Elementary Teachers’ Content Knowledge for Teaching About Matter and Its Interactions. International Journal of Science and Mathematics Education, 1-21.

Taylor, J., Hanuscin, D., Lee, O., Lynch, S., Stuhlsatz, M., & Talbot, R. (2023). Sources and consequences of teacher attrition in large-scale impact studies: New insights from a NARST invited panel. Research in Education. https://doi.org/10.1177/00345237231155

Hanuscin, D., & Green, S. (2023). (Re) learning to Teach Science with a Hearing Impairment: An Auto-ethnographic Study. Journal of Science Teacher Education, 34(4), 352-368.

Hanuscin, D., A. Whatley, B. Dahlman-Oeth, P. Sanchez, B. Dixon, and D. Savage. (2022). Growing Understanding from a SPARK. Connected Science Learning 4 (3). https://www.nsta.org/connected-science-learning/connected-science-learning-may-june-2022/growing-understanding-spark

Tanak, A., & Hanuscin, D. (2021) When is asking questions a science practice? Science and Children (59)2.

Hanuscin, D., Donovan, D., Acevedo-Gutiérrez, A., Borda, E., DeBari, S., Melton, J., Le, T., Morrison, W. & Ronca, R. (2021). Supporting the Professional Development of Science Teacher Educators Through Shadowing. International Journal of Science and Mathematics Education, 1-21.

Luft, J. A., Hanuscin, D., Hobbs, L., & Törner, G. (2020). Out-of-Field Teaching in Science: An Overlooked Problem. Journal of Science Teacher Education, 31 (7), 719-724.

Hanuscin, D. & van Garderen, D (2020) Universal design for learning: Re-framing elementary science instruction. NSTA Press.

Hanuscin, D., de Araujo, Z., Cisterna, D., Lipsitz, K., & van Garderen, D. (2020) The re-novicing of elementary teachers in science? Grade level reassignment and teacher PCK. Journal of Science Teacher Education, 31 (7), 780-801.

de Araujo, Z. Otten, S., & Hanuscin, D. (2020) Practices for Mathematics and Science Integration. Teaching Children Mathematics.

Hill, T., Presley, M., Davis, J. & Hanuscin, D. (2020) Introducing the NGSS in preservice teacher education. Innovations in Science Teacher Education, 5(1). Retrieved from https://innovations.theaste.org/introducing-the-ngss-in-preservice-teacher-education/

King, K., Hanuscin, D., & Cisterna, D. (2019) What properties matter? Exploring essential properties of matter. Science and Children, 56 (9), 44-49.

Thomas, C. N., van Garderen, D., Sadler, K., Decker, M., & Hanuscin, D.  (2018). Applying a Universal Design for Learning framework to meet the language demands of science. In M. Koomen, S. Kahn, C. Atchinson, & T. Wild (Eds.) (pp. 91-103) Toward Inclusion of All Learners through Science Teacher Education. 

Arnone, K. A., & Hanuscin, D. (2018). An Exploratory Cross-Sectional Survey Study of Elementary Teachers’ Conceptions and Methods of STEM Integration Journal of Research in STEM Education, 4(2), 159-178.

Hanuscin, D. Cisterna, D. & Lipsitz, K. (2018). Elementary teachers’ pedagogical content knowledge for teaching the structure and properties of matter. Journal of Science Teacher Education DOI 10.1080/1046560X.2018.1488486 

Srikoom, W., Hanuscin, D., & Faikhamta, C. (2018). Dimensions of effective STEM integrated teaching practice. K-12 STEM Education, 4 (2), pp.313-330.

Cisterna, D., Lipsitz, K., Hanuscin, D., de Araujo, Z., & van Garderen, D. (2018). Supporting science teachers in creating lessons with explicit conceptual storylines. Innovations in Science Teacher Education, 3(1). Retrieved from http://innovations.theaste.org/supporting-science-teachers-in-creating-lessons-with-explicit-conceptual-storylines/

Lipsitz, K., Cisterna, D., & Hanuscin, D.  (2017) The 5E Learning Cycle: What’s the story? Science and Children, 55(4), 76-80.

Cite, S., Lee, E., Menon, D., & Hanuscin, D. (2017) Learning from ‘rookie mistakes’: Critical incidents in developing PCK for teaching teachers. Studying Teacher Education, 13(3), 275-293.

Presley, M.L., Gehringer, R., Hanuscin, D. (2017). Using natural selection concept inventories in a college biology classroom to improve teaching and learning. American Biology Teacher, 79(2), 91-94. 

van Garderen, D., Hanuscin, D., Newman Thomas, C., Stormont, M., & Lee, E. J. (2017). Self-directed learning to improve science content knowledge for teachers. Intervention in School and Clinic, 52(4), 236-242. DOI: 10.1177/1053451216659476  

Sinha, S. & Hanuscin, D. (2017) Development of teacher-leader identity: A multiple case study. Teaching and Teacher Education, 63: 356–371. http://dx.doi.org/10.1016/j.tate.2017.01.004 

Srikoom, W., Hanuscin, D., & Faikhamta, C. (2017) Perceptions of in-service teachers toward teaching STEM in Thailand.  Asia-Pacific Forum on Science Learning and Teaching, 18(2), Article 6. Retrieved from https://www.eduhk.hk/apfslt/v18_issue2/srikoom/index.htm 

Hanuscin, D. & Zangori, L. (2016) Developing practical knowledge of the Next Generation Science Standards in elementary science teacher education. Journal of Science Teacher Education, 27(8), 799-818.

Hanuscin, D., Arnone, K.A., & Bautista, N. (2016). Bridging the ‘next generation’ gap: Teacher educators implementing the NGSS. Innovations in Teaching Science Teachers, 1(1), Retrieved from http://innovations.theaste.org/bridging-the-next-generation-gap-teacher-educators-enacting-the-ngss/ 

Hanuscin, D., Lipsitz, K., Cisterna, D., Arnone, K.A., van Garderen, D., de Araujo, Z., & Lee, E.J. (2016). Developing coherent conceptual storylines: Two elementary challenges. Journal of Science Teacher Education, 27(4), 393-414. DOI 10.1007/s10972-016-9467-2 *Selected for the NSTA Annual ‘Research Worth Reading’ list.

Hanuscin, D., Sinha, S., & Hall, M. (2016) Supporting teachers in (re)constructing identities as teacher-leaders: The role of professional development. In Studying Science Teacher Identity: Theoretical Perspectives, Methodological Approaches and Empirical Findings. Lucy Avraamidou, Editor. Sense Publishers.

Cheng, Y., Hanuscin, D., Volkmann, M.J. (2015) Face-to-Face, online, and hybrid mentoring in a professional development program. In Best Practices in Mentoring for Teacher and Leader Development. Linda Searby & Susan Brondyk, Editors. Information Age Press.

Demirdöğen, B., Hanuscin, D. L., Uzuntiryaki, E, & Köseoğlu, F. (2015). Development and nature of pre-service chemistry teachers' pedagogical content knowledge for nature of science. Research in Science Education. 46(4), 575-612. DOI 10.1007/s11165-015-9472-z

Cite, S., & Hanuscin, D., (2014) Professional journals as a source of information about teaching NOS: An examination of articles published in Science & Children, 1996-2010. Science Education International 25(4), 396-416.  

Aydin, S., Friedrichsen, P., Boz, Y. & Hanuscin, D. (2014). Examination of the Topic-specific Nature of Pedagogical Content Knowledge in Teaching Electrochemical Cells and Nuclear Reactions. Chemistry Education Research & Practice, 15, 658--674. 

Lee, E., Cite, S., & Hanuscin, D. (2014). Mystery Powders: Taking the "Mystery" Out of Argumentation. Science & Children, 52(1), 46-52.

Hanuscin, D., Cheng, Y., Rebello, C., Sinha, S., & Muslu, N. (2014). The use of blogging as a practice to support teachers' identity development as leaders. Journal of Teacher Education, 65(3), 207-222. 

Hanuscin, D., & Park-Rogers, M., Eds. (2013) Perspectives: Research and Tips to Support Science Education, K-6. Arlington, VA: NSTA Press. 

Hanuscin, D., van Garderen, D., Menon, D., Davis, J., Lee, E. J., & Smith, S. R. (2013). Quality Elementary Science Teaching: A Professional Development QUEST. In R. A. Yager (Ed.) Exemplary science: Best practices in professional development. NSTA Press: Arlington, VA.

Aydin, S., & Hanuscin, D. (2013). Learning to teach: Graduate assistants’ expedition into teaching teachers. Yüksekö¤retim Dergisi, (Journal of Higher Education and Science) 3(3):129-141.

Ozgelen, S., Yilmaz-Tuzun, O., & Hanuscin, D.  (2013) Exploring the development of pre-service science teachers' views on nature of science in inquiry-based laboratory instruction. Research in Science Education, 43(4), 1551-1570. 

Barnett, E., Hanuscin, D., &Harmon, S. (2013) Toying around: A seemingly simple pull toy can open students' eyes to the nature of science. The Science Teacher, 80(8), pp. 50-54.

Hanuscin, D. (2013) Critical Incidents in the Development of Pedagogical Content Knowledge for Teaching the Nature of Science: A Prospective Elementary Teacher’s Journey. Journal of Science Teacher Education, 24:933–956.

Aydin, S., Demirdogen, B., Muslu, N., & Hanuscin, D. (2013). Professional journals as a source of PCK for teaching nature of science: An examination of articles published in The Science Teacher (an NSTA journal), 1996-2010. Journal of Science Teacher Education, 24:977–997. *Selected for the NSTA Annual ‘Research Worth Reading’ list

Ozgelen, S., Hanuscin, D., Yilmaz-Tuzun, O., (2013) Preservice elementary science teachers’ connections among aspects of NOS: Toward a consistent, overarching framework. Journal of Science Teacher Education, 24: 907-927. DOI 10.1007/s10972-012-9274-3

Hanuscin, D., Rebello, C., & Sinha, S. (2012). Supporting the Development of Science Teacher Leaders – Where Do We Begin? Science Educator, 21(1), 12-18. *Selected for the NSTA Annual ‘Research Worth Reading’ list

Sinha, S., Hanuscin, D., & Rebello, C.M., Muslu, N., Cheng, Y. (2012) Confronting myths about teacher leadership. European Journal of Physics Education, 3(2), 12-21.

van Garderen, D., Hanuscin, D., Lee, E., Kohn, P. (2012) QUEST: A collaborative professional development model to meet the needs of diverse learners in K-6 science. Psychology in the Schools 49(5), 429-443. 

Aydin, S., & Hanuscin, D. (2011) Secret in the margins: Rutherford's gold foil experiment. The Science Teacher. v78 n7 p56-60

Rebello, C.M., Hanuscin, D., & Sinha, S. (2011) Leadership in freshman physics. The Physics Teacher. 49, 564-566.

Hanuscin, D., van Garderen, D., Menon, D., Davis, J., Lee, E. J., & Smith, S. R. (2011). Teacher? Learner? Both! Science and Children. v48 n6 p55-59.

Abell, S. K., Appleton, K., & Hanuscin, D. (2010) Designing the elementary science methods course. New York: Routledge. 

Merle-Johnson, D., Promyod, N., Cheng, Y., & Hanuscin, D.  (2010) A self study of the use of concept mapping to assess learners’ conceptions of NOS. Ahi Evran University Journal of Kırşehir Education Faculty, 11(4), 223-241.

Hanuscin, D., Lee, M. H., & Akerson, V. L. (2010). Elementary teachers’ pedagogical content knowledge for teaching the nature of science. Science Education, 95(1), 145-167.

Tsai, I.-C., Laffey, J., & Hanuscin, D. (2010). Effectiveness of an online community of practice for learning to teach elementary science. Journal of Educational Computing Research 43(2), 225-258.

Sickel, A., & Hanuscin, D. (2010) How NSTA student chapters can support preservice teachers and prepare them for the challenges ahead. Science and Children, 71-75.

Hanuscin, D. (2010). Everybody needs a Betsy. Science and Children 47(9), 41-43.

Varma, T., Volkmann, M. J., & Hanuscin, D. (2009).  Preservice elementary teachers’ perceptions of their understanding of inquiry and inquiry-based science pedagogy: Influence of elementary science education methods course and science field experience. Journal of Elementary Science Education, 21(4), 1-22.

Abell, S. K., Rogers, M. P., Hanuscin, D. L., Lee, M. H., & Gagnon, M. J. (2009) Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20(9), 77-93.

Varma, T., & Hanuscin, D. (2008) Pre-service elementary teachers’ field experiences in classrooms led by science specialists. Journal of Science Teacher Education, 19(6), 593-614. 

Hanuscin, D. and Lee, M. H. (2008). Using the learning cycle as a model for teaching the learning cycle to preservice elementary teachers. Journal of Elementary Science Education, 20(2), 51-66. 

Tucker, S. A., Hanuscin, D., & Bearnes, C. J. (2008). Igniting girls’ interest in chemistry. Science, 319(5870), 1621-1622.

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.) (pp. 57-70). Research in science education: The impact of the laboratory and technology on k-12 science learning and teaching. Information Age Publishing: Charlotte, NC. 

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, 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. *Most downloaded article in JRST in 2007

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., Akerson, V.L., & Phillipson-Mower, T. (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, VA.

Rooney, M., & Hanuscin D. (2005) ‘Re-inventing’ science instruction: Inquiry-based instruction in a 5th/6th 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. 

Hanuscin, D. (2004). A workshop approach: Instructional strategies for working within the constraints of field experiences in elementary science. Journal of Elementary Science Education, 16(1), 1-8. 

Hanuscin, D. (2002). Names and claims: Is it science or spin?  Science Scope, 25(6), 36-38. 

Reiff, R. & Hanuscin, D. (2002). The iron (Fe) scientist. Science Scope, 25(8), 40. 

Co-Principal Investigator. (2/21-3/22) Science Education for Equity K6 (SEEK) Robert Noyce Teacher Scholarship Program. National Science Foundation. Total funding: $74966 (Emily Borda, PI) 

Principal Investigator (7/18-6/22) Developing and Validating Assessments to Measure and Build Elementary Teachers' Content Knowledge for Teaching about Matter and Its Interactions within Teacher Education Settings iDiscovery Research K12 Program: National Science Foundation. Total funding: $1,659,425. Collaborative proposal with ETS (Jamie Mikeska, PI). 

Principal Investigator (8/13-8/17)QuEST: Quality Elementary Science Teaching . Discovery Research K12 Program: National Science Foundation. Grant No. DRL-1316683. Co-PIs: D van Garderen; M. Klosterman; M. Ehlert. Total value of grant: $2,665, 000. Supplemental Award:  $94, 854 Supplemental Award: $93, 265 s. Co-PI: Zandra de Araujo.

Principal Investigator (2/11-6/13) QUEST: Quality Elementary Science Teaching. Missouri Department of Higher Education, Improving Teacher Quality Grants Program. Co-PI: Delinda van Garderen. Total value of grant: $509,021.35.  

Co-Principal Investigator (9/09-8/14).A TIME for Freshman Physics in Missouri  (NSF Math-Science Partnership Program- Institution Partnerships. PI: Meera Chandrasekhar. Co-PIs: Sara Torres, Dorina Kosztin, Dorina Mitrea, Paul Miceli, Angela Speck. Total value of grant: $5,000,000.    

Research Director, National Science Teachign Association (2024-2026)

President, Association for Science Teacher Education (2020-2023)

Board Member, SPARK! Museum of Electrical Invention (2019-present)

Advisor, Western Washington University Student Chapter of NSTA (2018-present)

ASTE Board of Directors/ Professional Development Committee Chair/Conference Planning Committee Chair (2016-2019)

NARST Liaison to NSTA/NSTA Alliance of Affiliates/NSTA Research Committee (2012-2018)

Board of Directors, Science Teachers of Missouri (STOM) (2011-2017)

Editor, Journal of Elementary Science Education* (2010-2015) *merged with Journal of Science Teacher Education 

Advisor, University of Missouri Student Chapter of NSTA (2007-2012)

Editorial Board Member (appointed): Journal of Research on Science Teaching (2008-2010) 

Review Panelist/Review Panel Chair, NSF Division of Education and Human Resources (EHR) 

Reviewer: 

• American Educational Research Journal 

• Connected Science Learning 

• Evaluation and Program Planning

• International Journal of Science Education. 

• Journal of Curriculum Inquiry 

• Journal of Research on Science Teaching. 

• Journal of Science Teacher Education. 

• NSTA Press

• Research in Science Education 

• Routledge/ Taylor & Francis

• School Science and Mathematics 

• Science Education 

• Teaching and Teacher Education