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Key Professional Appointments

ProfessorCurriculum & Instruction, University of Illinois at Urbana-Champaign, 2010 - present

Associate ProfessorCurriculum & Instruction, University of Illinois at Urbana-Champaign, 2004 - 2010

Assistant ProfessorCurriculum & Instruction, University of Illinois at Urbana-Champaign, 2000 - 2004

Assistant ProfessorDepartment of Education, American University of Beirut, 1998 - 2000

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Education

Ph.D., Science Education, Oregon State University, 1998

M.A., Science Education, American University of Beirut, 1995

T.D., Teaching Secondary School Science, American University of Beirut, 1993

B.S., Biology, American University of Beirut, 1991

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Awards, Honors, Associations

Elected FellowAmerican Association for the Advancement of Science, 2011 - present

Entrepreneurial Excellence: Social Venture AwardChampaign County Economic Development Corporation, 2014 - 2014

FellowCommittee on Institutional CooperationAcademic Leadership Program, 2013 - 2014

Distinguished Senior Scholar AwardCollege of EducationUniversity of Illinois at Urbana-Champaign, 2011 - 2011

FellowAmerican Association for the Advancement of Science , 2011 - 2011

Special Recognition$3,000University of Illinois at Urbana-Champaign, 2010 - 2010

Outstanding Doctoral Dissertation Award: Second Place and Honorable MentionNational Association for Research in Science Teaching, 2009 - 2009

University ScholarAwardUniversity of Illinois at Urbana-Champaign, 2006 - 2009

Executive Board MemberNational Association for Research in Science Teaching, 2004 - 2007

Incomplete List of Teachers Ranked as Excellent by Their StudentsUniversity of Illinois at Urbana-Champaign, 2001 - 2006

Distinguished College ScholarCollege of EducationUniversity of Illinois at Urbana-Champaign, 2005 - 2005

The NARST Early Research Career AwardNational Association for Research in Science Teaching, 2003 - 2003

Journal of Research in Science Teaching AwardNational Association for Research in Science Teaching, 2001 - 2001

Outstanding Master's Thesis AwardNational Association for Research in Science Teaching, 2000 - 2000

Outstanding Doctoral Dissertation AwardNational Association for Research in Science Teaching, 1999 - 1999

Research & Service

My past interests include investigating science teachers' pedagogical content knowledge, and global and specific subject matter structures, and the use of concept maps as learning and assessment tools.

My research focuses on the teaching and learning about nature of science (NOS) in grades K-12, and in preservice and inservice science teacher education settings. There are several aspects to this research, including characterizing learners' views of NOS, developing and assessing the effectiveness of instructional approaches targeting learners' NOS views, using history and philosophy of science to promote learners' understandings of NOS, and investigating factors that facilitate or impede the translation of science teachers' NOS views into instructional practice. Currently, I am investigating the developmental appropriateness of NOS understandings that current national reform efforts in science education deem central to developing informed views of NOS. I am also researching the interaction between students' global epistemologies and worldviews, and their learning about more specific aspects of NOS.

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Publications

Waight, N., Abd-El-Khalick, F. (2012). Nature of technology: Implications for design, development, and enactment of technological tools in school science classrooms. International Journal of Science Education, 34(18), 2875-2905.

Abd-El-Khalick, F. (2012). Examining the sources for our understandings about science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374.

Abd-El-Khalick, F. (2012). Nature of science in science education: Toward a coherent framework for synergistic research and development. Second international handbook of science education. Springer: The Netherlands, .

Waight, N., Abd-El-Khalick, F. (2011). From scientific practice to high school science classrooms: Transfer of scientific technologies and the realization of authentic inquiry. Journal of Research in Science Teaching, 48(1), 37-70.

Abi-El-Mona, I., Abd-El-Khalick, F. (2011). Perceptions of the nature and “goodness” of argument among college students, science teachers, and scientists. International Journal of Science Education, 33(4), 573-605.

Zeineddin, A., Abd-El-Khalick, F. (2010). Scientific reasoning and epistemological commitments: Coordination of theory and evidence among college science students. Journal of Research in Science Teaching, 47(9), 1064-1093.

Salloum, S., Abd-El-Khalick, F. (2010). A study of practical-moral knowledge in science teaching: Case studies in physical science classrooms. Journal of Research in Science Teaching, 47(8), 929-951.

Abd-El-Khalick, F., Akerson, V. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31(16), 2161-2184.

Bora-Dogan, N., Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112.

Abd-El-Khalick, F., Waters, M., Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855.

Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15-42.

Abd-El-Khalick, F. (2003). Socioscientific issues in pre-college science classrooms: The primacy of learners' epistemological orientations and views of nature of science. The role of moral reasoning in socioscientific issues and discourse in science education. Kluwer Academic: Dordrecht, Netherlands.

Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but... Journal of Science Teacher Education, 12(3), 215-233.

Abd-El-Khalick, F., Lederman, N. (2000). Improving science teachers' conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701.

Abd-El-Khalick, F., Lederman, N. (2000). The influence of history of science courses on students' views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095.

Lederman, N., Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. The nature of science in science education: Rationales and strategies. Kluwer Academic: Dordrecht, The Netherlands.

Abd-El-Khalick, F., BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673-699.

Abd-El-Khalick, F. (1980). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education.

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Grants

Co-Principal InvestigatorEntrepreneurial Leadership in STEM Teaching & Learning (EnLiST), National Science Foundation, 2014

Principal InvestigatorRecruiting, Educating, Certifying and Retaining Underrepresented Populations in Teaching Science and Mathematics (RECRUIT), National Science Foundation, 2008

Principal InvestigatorThe development of global and science epistemologies during the school years, Campus Research Board, 2005

Co-Principal InvestigatorUsing Technology to Enhance Achievement in Math, Science, and Literacy: A Middle School-University Partnership, Hewlett-Packard, 2003

Principal InvestigatorThe Development of Views about the Nature of Scientific Knowledge and Knowing in the Middle and High School Years, Campus Research Board, 2001

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Courses

Intro Tchg in a Diverse Societ Orients the student to ways in which English, Mathematics, Science, or Social Studies is learned in middle school and senior high school settings. Integrates an introduction to the use of technology as both a tool and a context for teaching and learning. As participants in a series of learning activities, students will reflect on the teaching and learning of English, Mathematics, Science, or Social Studies from an inquiry oriented perspective. Coursework is integrated with a middle or high school field experience to connect theory with practice in an examination of research and current trends in English, Mathematics, Science, or Social Studies education. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: EPS 201, EPSY 201 or equivalent, concurrent enrollment in EOL 440, and admission to the Secondary Teacher Education Program.

Tchg Diverse Middle Grade Stu Examines the curriculum and philosophy of teaching students in the middle grades. Students will focus on a number of related topics including teaching a diverse middle school student population, including all students in instruction, using technology for teaching middle school English, Mathematics, Science, and Social Studies and alternative means of assessing students' learning. Seminar content will be integrated with coursework in adolescent development, and special education in middle school settings. Coursework is integrated with a middle grade field experience. Course Information: 3 undergraduate hours. 3 graduate hours. Prerequisite: CI 401 and concurrent enrollment in CI 473 and EPSY 430.

Prob Trends in Spec Fields Intensive examination of problems and trends in the subject fields. Course Information: May be repeated to a maximum of 8 hours.

Science Ed & Phil of Science Surveys issues in philosophy of science that are central to science education through an exploration of the works of twentieth century philosophers of science who were most influential in shaping thinking about science in the science education community. Relevant readings from science and history of science are also explored. Course Information: Prerequisite: College level coursework in a science discipline or consent of instructor.

Sem for Adv Stu of Education Course Information: Approved for both letter and S/U grading. Prerequisite: Admission to doctoral study.

Advanced Seminar in Educ Psyc Seminar in educational psychology; topics relate to the areas of specialization represented by the various divisions within the department. Course Information: Approved for both letter and S/U grading. May be repeated. Prerequisite: Consent of instructor required.

Fouad Abd El Khalick

Associate Dean for Research and Research Education , College of Education

Contact

Office

38E Education Building
1310 S. Sixth St.
Champaign, IL 61820