The Curiosity Cycle: A Practical Framework for Wonder-Driven Science Instruction
April, 17 2026
National Science Teaching Association (NSTA) Annual Conference, Anaheim, CA
How do we keep wonder alive in elementary science instruction? This session introduced 'the Curiosity Cycle', a simple yet powerful four-phase framework that supports inquiry-based, student-centered learning aligned with the Next Generation Science Standards (NGSS). Built around the phases of Provocation, Questioning, Exploration, and Reflection, the Curiosity Cycle offers concrete strategies and tech tools—such as digital Wonder Walls, visual modeling apps, and journaling platforms—that can be immediately used in the classroom by in-service teachers and pre-service teacher candidates. This approach is designed to deepen conceptual understanding, boost student engagement, and foster inclusive participation across diverse learning environments.
Engaging Early Learners: A Look into High Quality Education in Early Childhood
November 2024
A Look into High Quality Education in Early Childhood, Virtual
I was invited to speak at a webinar on early childhood science education by organizers of NSTA’s annual webinar series. The panel, consisting of myself and three science teacher educators, discussed early childhood science education. I shared my philosophy on high-quality early childhood teacher practices, research on the current state of early childhood science education, as well as, strategies for teachers to use in classroom settings.
The Influence of Maker Education on Pre-Service Early Childhood and Elementary Educators
November, 30 2023
Literacy Research Association (LRA) Annual Conference, Atlanta, GA
The Roundtable presentation describes a research project that is currently in progress at the Department of Early and Elementary Education. The project investigates the impact of maker education on pre-service teacher instruction when infused into an early literacy methods course (ELED 330: Integrated Language Arts, grades 3-6). We are currently investigating pre-service teacher use of maker educational practices when working with students in an upper-level literacy course (ELED 410: Literacy Assessment and Intervention; taken the semester following ELED 330), which has a clinical component in the May Literacy Center (literacy clinic based on campus), and in their internship settings (in a local public-school classroom). Work on publishing final results in academic and practitioner journals is ongoing.
