David Brown

Activities & Honors

• Faculty Fellow, Bureau of Educational Research, 2008-2009
• Research Board Grant Awardee, UIUC Research Board, 2007-2008
• Editorial Board Member, International Journal of Science Education, 2007-
• Reviewer, Science Education, 2007-
• Reviewer, International Journal of Science Education, 2004-
• Reviewer, Journal of Research in Science Teaching, 2004-
• Reviewer, Science Education, 2004-
• Reviewer, Cambridge University Press, 2004-
• Editorial Board Member, International Journal of Science Education, 2003-
• Field Reviewer, Journal of Research in Science Teaching, 2003-
• Field Reviewer, Science Education, 2003-
• Faculty Fellow, Interpretive Microanalyses of Student Science Inquiry, College of Education, 1997-1998

Research Statement

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.

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

Publications

• Cheng, M. & Brown, D. E. (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. E., & Hammer, D. (2008). Conceptual change in physics. In S. Vosniadou (Ed.), International handbook of research on conceptual change (pp. 127-154). New York: Routledge.
• Chin, C. & Brown, D. E. (2006). Learning in science: A comparison of deep and surface approaches. In J. Gilbert (Ed.). Science Education: Major Themes in Education, Vol. III (Teaching and learning in science education), pp. 155-194 (ch. 47). London: Routledge.
• Chin, C., & Brown, D. E. (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. E. (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. E., and Clement, J. (1989). Overcoming misconceptions via analogical reasoning: Abstract transfer versus explanatory model construction. Instructional Science, 18(4), 237-261.