Greg Kelly is a Distinguished Professor of science education and Senior Associate Dean for Research, Outreach, Technology in the College of Education. He was a physics and mathematics teacher and served for four years as a Peace Corps Volunteer. His research explores issues of knowledge and discourse in science education settings. Greg teaches course on teaching and learning science in secondary schools and uses history, philosophy, and sociology of science in science education. Recent research includes development of theories of epistemic cognition and analysis of engineering classrooms.
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Recent publications include:
Kelly, G. J., & Green, J. (Eds.). (2019). Theory and methods for sociocultural research in science and engineering education. New York, NY: Routledge. https://www.crcpress.com/Theory-and-Methods-for-Sociocultural-Research-in-Science-and-Engineering/Kelly-Green/p/book/9780815351924
Kelly, G. J., & Cunningham, C. M., & (2019). Epistemic Tools in Engineering Design for K-12 Education. Science Education, 103, 1080-1111. https://doi.org/10.1002/sce.21513.
Pierson, A. E., Clark, D. B., & Kelly, G. J. (2019). Learning progressions and science practices: Tensions in prioritizing content, epistemic practices, and social dimensions of learning, Science & Education. https://doi.org/10.1007/s11191-019-00070-0
Licona, P., & Kelly, G. J. (2019). Translanguaging in a middle school science classroom: Constructing scientific arguments in English and Spanish. Cultural Studies of Science Education. https://doi.org/10.1007/s11422-019-09946-7.
Kelly, G. J., & Licona, P. (2018). Epistemic practices and science education. In M. Matthews (Ed.), History, philosophy and science teaching: New research perspectives (pp. 139-165). Springer: Dordrecht. https://link.springer.com/chapter/10.1007/978-3-319-62616-1_5.