Main Menu Summer 2013

Barbara Hug

Educational Background

  • Ph.D., Developmental Biology and Genetics, University of Utah, 1998
  • B.S., Biology, University of Cincinnati, 1989
  • B.A., History, University of Cincinnati, 1989

Key Professional Appointments

  • Clinical Associate Professor, Department of Curriculum and Instruction, University of Illinois Urbana-Champaign, 2013-present
  • Clinical Assistant Professor, Department of Curriculum & Instruction, University of Illinois Urbana-Champaign, 2008-2013
  • Assistant Professor, Department of Curriculum & Instruction, University of Illinois Urbana-Champaign, 2002-2008
  • Assistant Research Scientist, School of Education, University of Michigan, 2001-2002
  • Post-Doctoral Research Fellow, Center for Highly Interactive Computing in Education, School of Education, University of Michigan, 1999-2001
  • Post-Doctoral Research Fellow, Natural History of Genes, Museum of Natural History, University of Utah, 1998-1999
  • Post-Doctoral Research Fellow, Genetics Science Learning Center, Department of Human Genetics, University of Utah, 1998-1999

Activities & Honors

  • University of Illinois Undergraduate Teaching Award, University of Illinois at Urbana-Champaign, 2010-2011
  • Undergraduate Teaching Award, College of Education, 2007
  • Early Research Affiliate, Project 2061, 2005-2007

Research Statement

My work focuses on developing and using curriculum materials that support inquiry learning in science. There exists a need to develop curriculum materials that allow teachers and students to engage in the teaching and learning of science as described in the national reform documents. Much of my work to date has addressed this need by working on developing materials that allow students to engage in extended inquiry investigations. I am interested in understanding the inquiry practices of the students as they engage in extended investigations and what learning occurs. My research examines the supports that are needed by both the teachers and students as they engage in inquiry practices.

My current work is done in a collaborative manner with teachers, scientists, and graduate students and includes examining both professional development and classroom environments.


  • Principal Investigator, Project NEURON (Novel Education for Understanding Research On Neuroscience), National Institutes of Health, 2009-2015
  • Senior Personnel, Entrepreneurial Leadership in STEM Teaching & Learning (EnLiST), National Science Foundation, 2009-2014
  • Senior Personnel, I-LLINI Partnerships: Lifelong Learning IN Illinois for 21st Century Teachers, Illinois Board of Higher Education, 2007-2011
  • Advisor, The Illinois Critical Technologies Partnership, Illinois State Board of Education, 2007-2009
  • Principal Investigator, Mathematics Science Partnership: Sense-Making in Science and Mathematics, Illinois State Board of Education, 2007-2012
  • Principal Investigator, Examining Firsthand and Secondhand Experiences: Understanding Investigative Design, Data Collection and Analysis in Science Learning as Practiced in the Classroom, Campus Research Board, 2006-2007
  • Principal Investigator, A Learning Progression for Scientific Modeling, National Science Foundation (Northwestern University), 2006-2011
  • Principal Investigator, Collaborative Research: Developing the Next Generation of Middle School Science Materials -- Investigating and Questioning Our World through Science and Technology, National Science Foundation (Northwestern University), 2004-2008

Select Publications

  • Copur-Gencturk, Y., Hug, B., Lubienski, S. (2014). The Effects of a Master’s Program on Teachers’ Inquiry-Oriented Science Instruction: Results from Classroom Observations, Teacher Reports, and Student Survey. Journal of Research on Science Teaching, 51(2), 219–249.
  • Dash, C., Hug, B. (2014). Using Google Trends to Demystify Climate Change Data. The Science Teacher, 81(8), 51-56.
  • Jasti, C., Hug, B., Waters, J., Rachel, W. (2014). How do small things make a big difference? Activities to teach about human-microbe interactions. American Biology Teacher, 76(9), 601-608.
  • Gonzalez, M., Hug, B. (2014). Integrating and Adapting an Inquiry Technology-Rich Curriculum in the Context of a Latin American Science Methods Course. Research on Technology Use in Multicultural Settings. Charlotte, NC.
  • Jasti, C., Hug, B. (2014). Simulation game helps students understand traumatic brain injury. International Society for Technology in Education (
  • Lubienski, S., Hug, B., Copur-Gencturk, Y. (2014). Lessons from a Math-Science Partnership. Teacher Education and Practice, 27(2-3), 316-331.
  • Blattner, M., Hug, B., Ogrodnik, J., Korol, D. (2013). What color do you see? A color-sorting activity in which students collect data and articulate scientific explanation. The Science Teacher, 80(3), 62-65.
  • Talbot, K., Hug, B. (2013). What makes us tick...tock?: Using fruit flies to study circadian rhythms. The Science Teacher, 80(9), 37-43.
  • Blattner, M., Hug, B., Watson, P., Korol, D. (2012). The Guppy Game: Understanding the big ideas of natural and sexual selection. The Science Teacher, 79(5), 32-37.
  • Planey, J., Hug, B. (2012). Establishing Media Awareness in the Classroom: A Pyramid of Sources. The Science Teacher, 79(1), 37-40.
  • Kenyon, L., Davis, B., Hug, B. (2011). Design approaches to support preservice teachers in scientific modeling. Journal of Science Teacher Education, 22, 1-21.
  • Muskin, J., Wattnem, J., Hug, B. (2010). Linking science, technology, and society by examining the impact of nanotechnology on a local community. Exemplary science for resolving societal challenges. NSTA Press: Arlington, VA.
  • Schwarz, C., Reiser, B., Davis, B., Andres, A., Fortus, D., Davis, E., Kenyon, L., Hug, B., Krajcik, J. (2009). Developing a learning progression of scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46, 632–654.
  • Hug, B. (2008). Re-examining the practice of dissection: What does it teach? Journal of Curriculum Studies, 40(1), 91-105.
  • Muskin, J., Wattnem, J., Ragusa, M., Hug, B. (2008). Real Science or Marketing Hype? Science Teacher, 74(4), 57-61.
  • Hug, B., McNeill, K. (2008). First and second hand experiences in science: Does data type influence classroom conversations? International Journal of Science Education, 30(13), 1725-1751.
  • Kenyon, L., Schwarz, C., Hug, B. (2008). Scientific modeling as an investigative thinking practice. Science and Children, 74, 40-44.