Jianlan Wang, Ph.D.

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 

Awarded Grants

Thacker, B. (PI), Wang, J., Zhang, Y. & Farias, I. (2023). Evidence-Based Materials for Teaching Quantum Information Science and Technology. National Science Foundation (NSF), IUSE, $299,390. NSF#2235464.

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.

Selected Publications

Wang, J. & Wang, Y. (2023) Investigating the authenticity of “students” in microteaching for science pre-service teacher education,Research in Science & Technological Education.DOI: 10.1080/02635143.2023.2264194. 

Wang, J., Wang, Y., Guo, Y., Sneed, S. Thacker, B., & Hart, S. (2023) Analyzing the patterns of questioning chains and their intervention on student learning in science teacher preparation. International Journal ofScience and Mathematics Education.DOI: 10.1007/s10763-023-10408-4. 

Wang, J., Wang, Y. Wipfli, K., Thacker, B., & Hart, S. (2023) Measuring learning assistants' use of questioning in online courses about introductory physics. Physical Review Physics Education Research. 19(1), 1-18. 

Wang, J., Zhang, Y., Jones, A., Eckel, R., Hawkins, J., & Musslewhite D. (2023). Promote computational thinking of middle-school students through SPARC-integrated science instruction.Journal of Computers in Mathematics and Science Teaching, 41(3), 265-293. 

Wang, J., Li, Q., & Luo, Y. (2020)Physics identity of Chinese students before and after Gaokao: the effect of high-stake testing, Research in Science Education. DOI:10.1007/s11165-020-09978-y. 

Wang, J. & Wang, Y. (2020). Compare synchronous and asynchronous online instruction for science teacher preparation,Journal of Science Teacher Education,32(3), 265-285, DOI: 10.1080/1046560X.2020.1817652. 

Wang, J. (2020). Scrutinizing the positions of students and teacher engaged in argumentation in a high school physics classroom. International Journal of Science Education. 42(1), 25-49. DOI: 10.1080/09500693.2019.1700315.  

Wang, J. (2020).Compare inquiry-based pedagogical instruction with direct instruction for pre-service science teacher education. International Journal of Science and Mathematics Education, 18(6), 1063-1083, DOI:10.1007/s10763-019-10010-7. 

Wang, J., Sneed, S., & Wang, Y. (2019). Validating a 3E rubric assessing pre-service science teachers' practical knowledge of Inquiry Teaching. Eurasia Journal of Mathematics, Science and Technology Education, 16(2), em1814. https://doi.org/10.29333/ejmste/112547. 

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. DOI: 10.1080/1046560X.2019.1583035. 

Wang, J., & Hazari, Z. (2018). Promoting high school students' physics identity through explicit and implicit recognition. Physical Review Physics Education Research, 14(2), 020111, 1-12. DOI: 10.1103/PhysRevPhysEducRes.14.020111. 

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. DOI: 10.1080/09500693.2018.1486522. 

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. DOI 10.1007/s10972-016-9476-1.  

Wang, J., & Buck G. (2014). The relationship between Chinese students' subject matter knowledge and argumentation skills. International Journal of Science Education, 37(2), 340-366. DOI: 10.1080/09500693.2014.987713.