Biography

David Brown’s research focuses on the dynamics of instructional interactions in science. This research focus is informed by a complex dynamic systems perspective on the various dynamics involved with instructional interactions, including social, affective, and particularly conceptual dynamics. Instructional contexts include classroom instruction, tutoring, and technology assisted instruction. A current focus draws on this theoretical perspective in the design of online instructional environments.

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Key Professional Appointments

Associate Professor Curriculum and Instruction, University of Illinois at Urbana-Champaign, 1996 - present

Assistant Professor Curriculum and Instruction, University of Illinois at Urbana-Champaign, 1990 - 1996

Postdoctoral Research Associate Physics Department, University of Massachusetts, 1987 - 1990

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Education

EDD., Science Education, University of Massachusetts, 1987

M.Ed., Science Education, University of Massachusetts, 1984

B.S., Physics/Systems Analysis, Taylor University, 1980

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Awards, Honors, Associations

Faculty Fellow Interpretive Microanalyses of Student Science Inquiry, College of Education, 1997 - 1998

Faculty Fellow Bureau of Educational Research, 2008 - 2009

Research Board Grant Awardee UIUC Research Board, 2007 - 2008

Research & Service

David Brown’s research focuses on the dynamics of instructional interactions in science. This research focus is informed by a complex dynamic systems perspective on the various dynamics involved with instructional interactions, including social, affective, and particularly conceptual dynamics. Instructional contexts include classroom instruction, tutoring, and technology assisted instruction. A current focus draws on this theoretical perspective in the design of online instructional environments.

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Publications

Brown, D. (2014) Students' conceptions as dynamically emergent structures Science & Education 23, 1463-1483

Cheng, M., & Brown, D. (2010) Conceptual resources in self-developed explanatory models: The importance of integrating conscious and intuitive knowledge International Journal of Science Education 32 (17), 2367-2392

Brown, D., & Hammer, D. (2008) Conceptual change in physics. International handbook of research on conceptual change Routledge: New York

Chin, C., & Brown, D. (2006) Learning in science: A comparison of deep and surface approaches. Science Education: Major Themes in Education Routledge: London

Chin, C., & Brown, D. (2000) Learning deeply in science: An analysis and reintegration of deep approaches in two case studies of grade 8 students Research in Science Education 30 (2), 173-197

Leander, K., & Brown, D. (1999) "You understand, but you don't believe it": Tracing the stabilities and instabilities of interaction in a physics classroom through a multidimensional framework Cognition and Instruction 17 (1), 93-135

Brown, D., & Clement, J. (1989) Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction Instructional Science 18 (4), 237-261

Brown, D.. Students' conceptions as dynamically emergent structures Science & Education

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Grants

Principal Investigator Traditional Faculty Fellow: Dynamics of Online Instructional Interactions: Research on an Online Environment to Help Elementary Teachers Better Understand the Science Ideas They Teach, Bureau of Educational Research, 2008 - 2009

Principal Investigator The Illinois Critical Technologies Partnership, Illinois State Board of Education, 2007 - 2009

Co-Principal Investigator ITR: Multimodal Human Computer Interaction: Toward a Proactive Computer, National Science Foundation (Beckman Institute at the University of Illinois at Urbana-Champaign), 2000 - 2006

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Service

Editorial Board Member International Journal of Science Education, 2007 - 2007

Reviewer Science Education, 2007 - 2007

Reviewer Cambridge University Press, 2004 - 2004

Reviewer International Journal of Science Education, 2004 - 2004

Reviewer Journal of Research in Science Teaching, 2004 - 2004

Reviewer Science Education, 2004 - 2004

Field Reviewer Journal of Research in Science Teaching, 2003 - 2003

Field Reviewer Science Education, 2003 - 2003

Editorial Board Member International Journal of Science Education, 2003 - 2003

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Courses

Learning in Science Focuses on influential theories of student learning and their implications for science education. Examines the theoretical underpinnings of these learning theories as well as their implications for student learning, instruction, and assessment.

Metaphors, Models, and Analogi Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

David Brown

Interim Head, Curriculum & Instruction

Contact

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