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Barbara Hug

Profile Picture for Barbara Hug

Teaching Professor, Curriculum & Instruction

Contact

303 Education Building
303 Education Bldg (mail code 708)
(UIUC Campus Mail) Champaign, IL 61820

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Barbara Hug

Key Professional Appointments

Teaching Professor, Curriculum and Instruction, University of Illinois, Urbana-Champaign

Research & Service

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.

Publications

Wallon, R. C., Jasti, C., Lauren, H. Z. G., & Hug, B. (2018). Implementation of a Curriculum-Integrated Computer Game for Introducing Scientific Argumentation. Journal of Science Education and Technology, 27(3), 236-247.  link >

Wallon, R. C., Jasti, C., & Hug, B. (2017). A Card-Sorting Activity to Engage Students in the Academic Language of Biology. American Biology Teacher, 79(3), 233-237.  link >

Bakir, N., Devers, C. J., & Hug, B. (2016). Affordances and constraints of a blended course in a teacher professional development program. Journal of Educational Multimedia and Hypermedia, 25(4), 323-341.

Jasti, C., Lauren, H., Wallon, R. C., & Hug, B. (2016). The Bio Bay Game: Three-dimensional learning of biomagnification. American Biology Teacher, 78(9), 748-754.  link >

Lauren, H., Lutz, C., Wallon, R. C., & Hug, B. (2016). Integrating the dimensions of NGSS within a collaborative board game about honey bees. American Biology Teacher, 78(9), 755-763.  link >

Atkins, L., Martinez-Moreno, J. E., Patil, L., Andrews, K. J., Wu, M. S., Dutta, D., Hug, B., & Bresler, L. (2015). Fostering innovative skills within the classroom: A qualitative analysis from interviews with 60 innovators. ASEE Annual Conference and Exposition, Conference Proceedings, 122nd ASEE Annual Conference and Exposition: Making Value for Society(122nd ASEE Annual Conference and Exposition: Making Value for...).

Copur-Gencturk, Y., Hug, B., & Lubienski, S. T. (2014). The effects of a master's program on teachers' science instruction: Results from classroom observations, teacher reports, and student surveys. Journal of Research in Science Teaching, 51(2), 219-249.  link >

Jasti, C., Hug, B., Waters, J. L., & Whitaker, R. J. (2014). How do small things make a big difference? Activities to teach about human-microbe interactions. American Biology Teacher, 76(9), 601-608.  link >

Lubienski, S. T., Hug, B., & Copur-Gencturk, Y. (2014). Lessons from a Math-Science Partnership. Teacher Education and Practice, 27(2), 316-331.

Kenyon, L., Davis, E. A., & Hug, B. (2011). Design Approaches to Support Preservice Teachers in Scientific Modeling. Journal of Science Teacher Education, 22(1), 1-21.  link >

Schwarz, C. V., Reiser, B. J., Davis, E. A., Kenyon, L., Achér, A., Fortus, D., Shwartz, Y., Hug, B., & Krajcik, J. (2009). Developing a learning progression for scientific modeling: Making scientific modeling accessible and meaningful for learners. Journal of Research in Science Teaching, 46(6), 632-654.  link >

Hug, B. (2008). Re-examining the practice of dissection: What does it teach? Journal of Curriculum Studies, 40(1), 91-105.  link >

Hug, B., & McNeill, K. L. (2008). Use of first-hand and second-hand data in science: Does data type influence classroom conversations? International Journal of Science Education, 30(13), 1725-1751.  link >

Kenyon, L., Schwarz, C., & Hug, B. (2008). The Benefits of Scientific Modeling. Science and Children, 46(2), 40-44.

Kolodner, J. L., Starr, M. L., Edelson, D., Hug, B., Kanter, D., Krajcik, J., Lancaster, J. A., Laster, T. A., Leimberer, J., Reiser, B. J., Ryan, M. T., Schneider, R., Sutherland, L. A. M., & Zahm, B. (2008). Implementing what we know about learning in a middle-school curriculum for widespread dissemination: The Project-Based Inquiry Science (PBIS) story. Computer-Supported Collaborative Learning Conference, CSCL, (PART 3), 274-281.

Abi-El-Mona, I., & Hug, B. (2006). Showing evidence; analysis of students' arguments in a range of settings. In ICLS 2006 - International Conference of the Learning Sciences, Proceedings (pp. 888-889). (ICLS 2006 - International Conference of the Learning Sciences, Proceedings; Vol. 2).

Hug, B., & Reese, G. (2006). How technology integration in mathematics and science teaching can occur: The role of the maverick teacher. Teaching Education, 17(2), 167-179.  link >

Hug, B., & Reese, G. C. (2006). Integrating Squeak into a Community: A Collaborative Effort. Advances in Educational Administration, 8, 181-199.  link >

FitzSimmons, J., & Hug, B. (2005). Web modules: New toys for engineering students to learn with. In 2005 ASEE Annual Conference and Exposition, Conference Proceedings (pp. 15773-15781)

Hug, B., & Möller, K. J. (2005). Collaboration and Connectedness in Two Teacher Educators' Shared Self-Study. Studying Teacher Education, 1(2), 123-140.  link >

Hug, B. (2005). Dissection reconsidered: A reaction to de Villiers and Monk's 'The first cut is the deepest'. Journal of Curriculum Studies, 37(5), 601-606.  link >

Hug, B., Krajcik, J. S., & Marx, R. W. (2005). Using innovative learning technologies to promote learning and engagement in an Urban science classroom. Urban Education, 40(4), 446-472.  link >

Goering, L. M., Hoshijima, K., Hug, B., Bisgrove, B., Kispert, A., & Grunwald, D. J. (2003). An interacting network of T-box genes directs gene expression and fate in the zebrafish mesoderm. Proceedings of the National Academy of Sciences of the United States of America, 100(16), 9410-9415.  link >

Hug, B., Walter, V., & Grunwald, D. J. (1997). tbx6, a Brachyury-related gene expressed by ventral mesendodermal precursors in the zebrafish embryo. Developmental Biology, 183(1), 61-73.  link >

Liao, W., Bisgrove, B. W., Sawyer, H., Hug, B., Bell, B., Peters, K., Grunwald, D. J., & Stainier, D. Y. R. (1997). The zebrafish gene cloche acts upstream of a flk-1 homologue to regulate endothelial cell differentiation. Development, 124(2), 381-389.

Courses

Intro Tchg in a Diverse Societ (CI 401) Orients the student to ways in which English, Mathematics, Science, Social Studies or Computer Science is learned in 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, Social Studies or Computer Science from an inquiry oriented perspective. Coursework is integrated with a school field experience to connect theory with practice in an examination of research and current trends. Section S: Reserved for students in Science Education.

Tchg Elem Science I (CI 450) Course is the first of two, 3-hour science methods courses in the elementary education program, which will examine elementary science content, learning theory, and the teaching of science in the elementary school.

Tchg Elem Science II (CI 451) Course is the second of two 3-hour science methods courses in the elementary education program. Focus on in-depth understanding of inquiry science teaching. Coursework is integrated with field assignments in schools. Topics include curriculum materials; literacy instruction in science; children's "thinking" about science; differentiated instruction; assessment; incorporating technology.

Tchg Elem Science II (CI 451) Course is the second of two 3-hour science methods courses in the elementary education program. Focus on in-depth understanding of inquiry science teaching. Coursework is integrated with field assignments in schools. Topics include curriculum materials; literacy instruction in science; children's "thinking" about science; differentiated instruction; assessment; incorporating technology. This section is for students in C3 who have instructor approval to take the course fully remote.

Translating science (CI 499) Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. ONLINE STUDENT SECTION. Translating science: Connecting the Next Generation Scientist with K12 Educators. This graduate level seminar course will help interested science graduate students learn about and engage in meaningful outreach activities. Students will work with licensed science educators in addition to their traditional university level instructors and mentors to learn how to better reach teachers and K-12 students. It will provide the theoretical foundation and practical tools needed to develop outreach materials grounded in science education literature, policy, and best practices. Course work will focus on developing a science investigation or outreach activity for use in a K-12 classroom linked to graduate students’ science interests and/or personal research projects. Optional work in subsequent semesters would include implementation in K-12 settings and writing a practitioner-focused manuscript in collaboration with practicing teachers.

Translating Science (CI 499) Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Translating Science: Connecting the Next Generation Scientist with K12 Educators. This graduate level seminar course will help interested science graduate students learn about and engage in meaningful outreach activities. Students will work with licensed science educators in addition to their traditional university level instructors and mentors to learn how to better reach teachers and K-12 students. It will provide the theoretical foundation and practical tools needed to develop outreach materials grounded in science education literature, policy, and best practices. Course work will focus on developing a science investigation or outreach activity for use in a K-12 classroom linked to graduate students’ science interests and/or personal research projects. Optional work in subsequent semesters would include implementation in K-12 settings and writing a practitioner-focused manuscript in collaboration with practicing teachers.

Translating science (CI 499) Seminar course on topics not treated by regularly scheduled courses; requests for initiation may be made by students or faculty member. Translating science: Connecting the Next Generation Scientist with K12 Educators. This graduate level seminar course will help interested science graduate students learn about and engage in meaningful outreach activities. Students will work with licensed science educators in addition to their traditional university level instructors and mentors to learn how to better reach teachers and K-12 students. It will provide the theoretical foundation and practical tools needed to develop outreach materials grounded in science education literature, policy, and best practices. Course work will focus on developing a science investigation or outreach activity for use in a K-12 classroom linked to graduate students’ science interests and/or personal research projects. Optional work in subsequent semesters would include implementation in K-12 settings and writing a practitioner-focused manuscript in collaboration with practicing teachers.

Ed Reforms & Inquiry (CI 544) This course examines the history of educational reform efforts since the 1950s from the lens of inquiry, teaching and learning. The course examines developments in our understandings of inquiry as a pedagogical approach and set of instructional outcomes in middle and high school STEM education, as well as implications for instruction in classrooms.

Capstone Project 2 (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. Please note you must have taken Part 1 before Part 2.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. OMST students are the only students who can register for this section. Please note you must have taken Part 1 before Part 2. Synchronous attendance Required.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. Please note you must have taken Part 1 before Part 2. Synchronous attendance Required.

Capstone Project 1 (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice.

Capstone Project (CI 548) Part I of the course focuses on the design on an action research project (capstone project), which integrates pedagogical and science content ideas addressed in the program courses. The project amounts to an empirical investigation of a student-generated research question around issues focused on science teaching and learning. Students are expected to collect date for their project, preferably in their own classrooms, in the period between Parts I and II of the course. Part II focuses on the analysis, interpretation, and discussion of the data collected, and the implications of the findings for classroom practice. OMST students are the only students who can register for this section. Please note you must have taken Part 1 before Part 2.

Independent Study (CI 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student, and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Topic: Independent Study for ESL/Bilingual Certification

Independent Study (CI 595) Offers opportunity and challenge of self-directive, independent study; develops the individual's ability as an independent student, and enables the student to pursue needed study in a field in which appropriate courses are not being offered during a given term. Online and Continuing Education restrictions and assessments apply, see http://oce.illinois.edu. Please contact the instructor of the course for permission to enroll in this section (bhug@illinois.edu).