Texas Tech University

Jianlan Wang, Ph.D.

Assistant Professor
Teacher Education Department

Email: jianlan.wang@ttu.edu

Office: Education 202A

Jianlan Wang is an assistant professor of science education in the Department of Teacher Education. Since the fall of 2016, he has served as an anchor for undergraduate mathematics education at the College of Education.

Education

  • Post doc, STEM education – Physics Education, Florida International University, 2014-2016
  • Ph.D., Curriculum and Instruction – Science Education, Indiana University, 2009-2014
  • M.S., Physics – Condensed Matter Physics, Beijing Normal University, China, 2006-2009
  • B.S., Physics – Beijing Normal University, China, 2002-2006

Areas of Expertise

  • Science Education (K-8)
  • Physics Education (9-College)
  • Teacher Preparation
  • Argumentation and Reasoning
  • Scientific Inquiry and Inquiry Teaching
  • Disciplinary Role Identity 

Selected Publications

Wang, J. & Sneed S. (In Press). Exploring the efficacy of scaffolding pedagogical instruction on elementary preservice teachers' competence and disposition for science teaching. Journal of Science Teacher Education.

Zhang, Y., Wang, J., Bolduc, F., and Murray, W. G. (2019). LP based Integration of Computing and Science Education in middle schools. the First ACM Global Computing Education Conference (CompEd 2019).

Wang, J., & Hazari, Z. (2018). Promoting high school students' physics identity through explicit and implicit recognition. Physical Review Physics Education Research14(2), 020111.

Wang, J., & Buck, G. A. (2018). Exploring the Use of Debate to Enhance Elementary Teacher Candidates' Argumentation Skills. New Waves-Educational Research & Development21(1), 30-47.

Wang, J., Hazari, Z., Cass, A.P., & Lock, R.M. (2018). Episodic memories and the longitudinal impact of high school physics on female students' physics identity. International Journal of Science education, 40(13), 1543-1566.

Wang, J., & Buck, G. (2016). Understanding a High School Physics Teacher's Pedagogical Content Knowledge of Argumentation. Journal of Science Teacher Education27(5), 577-604.

Wang, J., & Buck G. (2015). The relationship between Chinese students' subject matter knowledge and argumentation skills. International Journal of Science Education, 37(2), 340-366.

Buck, G., Mills, M., Wang, J., & Yin, X. (2014). Evaluating and exploring a professional conference for undergraduate women in physics: Can one weekend make a difference?  Journal of Women and Minorities in Science and Engineering, 20(4), 359-377.