Jianlan Wang, Ph.D.
Office: Education 202A
Personal website: http://www.myweb.ttu.edu/jianlawa
Dr. 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 science education at the College of 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)
- Science Teacher Preparation
- Argumentation and Reasoning
- Scientific Inquiry and Inquiry Teaching
- Disciplinary Role Identity
Wang J. (PI), Thacker B. & Hart. S. (2019) Measuring and improving pedagogical content knowledge of student assistants in introductory physics classes, National Science Foundation (NSF), IUSE, $296,775. NSF#1838339
Zhang Y. (PI), Wang J., (2019) A logic programming approach to integrate computing with middle school science education, National Science Foundation, LPK12, $388,955, NSF#1901704.
Dwyer, J. (PI), White J. & Wang J. (2019) Lessons in global resources for undergraduate education students, Center for Global Communication, Texas Tech University, $40,000.
Wang, J. (2019). Scrutinizing the positions of students and teacher engaged in argumentation in a high school physics classroom. International Journal of Science Education. (in press).
Wang, J. (2019). Compare scaffolding pedagogical instruction with direct instruction for pre-service science teacher education. International Journal of Science and Mathematics Education. (in press).
Wang, J. & Sneed S. (2019). Exploring the Design of Scaffolding Pedagogical Instruction for Elementary Preservice Teacher Education. Journal of Science Teacher Education. 30(5), 483-506
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 Research, 14(2), 020111.
Wang, J., & Buck, G. A. (2018). Exploring the Use of Debate to Enhance Elementary Teacher Candidates' Argumentation Skills. New Waves-Educational Research & Development, 21(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 Education, 27(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.