College of Education *
College of Education *
Randy McGinnis (TLPL)
Randy McGinnis
Contact Information:
Room: 2226J Benjamin Building
Phone: (301) 405-6234
E-mail: jmcginni@umd.edu

Randy McGinnis (Ph.D., University of Georgia)
Professor
Teaching and Learning, Policy and Leadership (TLPL)

Research Labs, Centers, Affiliations and Special Appointments:
Center for Science and Technology in Education

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Research Interests | Bio | Honors & Awards | Grants & Projects | Publications | Curriculum Vitae |

Research Interests

Dr. McGinnis’s research is clustered in three areas and are reported in journal, book, and conference proceedings outlets: 1. Professional science teacher classroom identity development; 2. Equity; and, 3. Climate Change Education

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Professional Biography

I am the Director and a tenured faculty member in the Center for Science and Technology in Education (Department of Teaching and Learning, Policy, and Leadership) at the University of Maryland (UM). Prior to UM, I was a faculty member in the Department of Science Education at the University of Georgia (UGA). In addition to teaching science education, I have served as a Principal Investigator (Research) for the Maryland Collaborative for Teacher Preparation (MCTP), a NSF funded mathematics and science teacher education program and as Project Director for the NSF funded research study Project NEXUS that studied the recruitment, preparation and retention of upper elementary/middle school science teachers by infusing informal science education in formal science education. Currently I am PI (UM subcontract) of the NSF-funded MADE-CLEAR) Climate Change Education Program). I have provided science education expertise to the National Science Foundation, the American Meteorological Society, AGU, NOAA, and NASA.

My research interests are clustered in three areas and are reported in journal, book, and conference proceedings formats: 1. Professional science teacher classroom identity development; 2. Equity; and, 3. Climate Change Education. I present at the annual meetings of: NARST: A Worldwide Organization for the Improvement of Teaching and Learning in Science, the American Educational Research Association (AERA), the Association for the Education of Teachers of Science (AETS), and the National Science Teachers Association (NSTA).

I am a past president of NARST and a past editor of The Journal of Research in Science Teaching. I have served as an internationally elected Executive Board Member on the NARST Executive Board and the ASTE Board of Directors. I serve on the editorial board of the Journal of Elementary Science Education. I have received several award recognitions for my research during my career (e.g., NARST Early Career Award, University of Georgia David Butts Award,).

I became a science educator as result of my experience in the Peace Corps (Swaziland, Africa). I graduated from UGA with a B.S. (with honors) in Geology with a focus on hydrogeology (minor in Philosophy). I obtained an M.A. and an Ed. M. in Science Education from Teachers College, Columbia University, and a PhD in Science Education from UGA. My science teaching practice extends from 1981 and includes middle level (Africa), high school (Bronx, NYC), and elementary (Oregon and Georgia). My science education teaching practice in higher education (undergraduate and graduate levels) extends from 1992. I also regularly design and teach inservice workshops for science teachers (domestic and international). My honors include awards connected to my teaching and school service (Rookie Teacher of the Year in the Bronx, NYC; Outstanding Graduate Teaching Assistant, UGA; Lilly-Center for Teaching Excellence Fellowship, UMD; Outstanding Service to the Schools, UM; Global Awareness in Teacher Education Fellow, UMD, and Mentor of Fulbright Distinguished Teacher (Science).

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Honors & Awards

Research

Fifth Annual Faculty Scholarship Recognition, University of Maryland, 2012.

Fourth Annual Faculty Scholarship Recognition, University of Maryland, 2011.

David P. Butts' Distinguished Contributions to Research in Science Education, University of Georgia, 2010.

Early Career Research Award, National Association for Research in Science Teaching, 1998.

Finalist, National Association for Research in Science Teaching Dissertation Award, 1993.


Teaching & Advising

Fulbright Distinguished Teacher Mentor, College of Education, University of Maryland, 2010, 2011, 2012

William F. GATES Mentor, College of Education, University of Maryland, 2009-2010.

William F. GATES Fellowship, College of Education, University of Maryland, 2007-2008.

Outstanding Graduate Teaching Award, Science Education Department, University of Georgia,1992.

Ronald McNair Scholar Program Mentor, University of Maryland, 1996.

Lilly-Center for Teaching Excellence Fellow, University of Maryland, 1997/98.

District-wide First-Year Teacher of the Year Award, Bronx, New York, 1986.


Service

Outstanding Service as President (2011-2013), NARST: A Worldwide Organization for Promoting Science Teaching and Learning through Research, 2013.

Outstanding Service as Editor of the Journal of Research in Science Teaching, 2005-2010, NARST: A Worldwide Organization for Promoting Science Teaching and Learning through Research, 2011.

Outstanding Service as Program Section Coordinator (Science Learning), American Education Research Association, 2005.

Outstanding Service as a Board Member, National Association for Research in Science Teaching, 2004.

Outstanding Service as a Board Member, Association for the Education of Teachers in Science, 2003.

Outstanding Service to the Schools, University of Maryland, 2001.

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Grants & Projects

6. National Science Foundation Climate Change Education Partnership (CCEP Phase II) Program (2012-2017). MADE-CLEAR Phase II (Maryland and Delaware Climate Change Education, Assessment and Research). McGinnis, Senior Personnel (Research). Project Director, Don Boesch (USM/UMCES). The grant supports five years of a comprehensive climate change education program in the states of Maryland and Delaware ($6.3 million, total, $798,000 UM subcontract for Research, McGinnis, PI). [ClimateEdResearch.org].

5. National Science Foundation Climate Change Education Partnership (CCEP) Program (2010-2012). MADE-CLEAR (Maryland and Delaware Climate Change Education, Assessment and Research). McGinnis, Principal Investigator (Research, UM subcontract). Project Director, Don Boesch (USM/UMCES). The planning grant supports two years of planning for a comprehensive climate education program in the states of Maryland and Delaware ($999,949 total, $93, 744 UM subcontract for Research, McGinnis, PI). [Madeclear.org]

4. National Science Foundation Teacher Professional Continuum (2005-2012). Project NEXUS: The Maryland Upper Elementary/Middle School Teacher Professional Continuum Model. McGinnis, Project Director. The grant supports research in upper elementary/middle level science teacher recruitment, preparation, and induction ($1.605,937, Division of Elementary, Secondary, Informal Science Education, No. 0455752). [www.DrawnToScience.org]

3. National Association for Research in Science Teaching Editorship (2005-2010). Journal of Research in Science Teaching. McGinnis, Co-Editor. The grant supported the editing of the journal located at the University of Maryland ($172,000, NARST). [www.manuscriptcentral.com/jrst]

2. National Science Foundation Collaborative Programs (1998-2002). The Maryland Collaborative for Teacher Preparation II. McGinnis, Co-Principal Investigator of Research/Evaluation. Project Director, Kate Denniston, Towson University. The grant supported the research and scholarship aspects of the Maryland Collaborative for Teacher Preparation project. ($606,359, Division of Undergraduate Education, No. 9814650). [www.towson.edu/csme/mctp/mctp.asp]

1. National Science Foundation Collaborative Programs (1993-1998). Special Teachers for Elementary and Middle School Mathematics and Science. McGinnis, Director of Research, Project Director, James Fey, University of Maryland, College Park. ($6,500,000, Division of Undergraduate Education, No. 9255745).

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Selected Publications

Books

2. McGinnis, J., & Katz, P., (2012). Drawn to Science: Studying the Teaching and Learning of Science Through Drawings (DrawnToScience.org). University of Maryland: Project Nexus.

1. Dowd, J., Lopez, P., & McGinnis, J. R. (Eds.) (1985). Mathematics in Swaziland. Mbabane, Swaziland: U.S. Peace Corps Press.


Book Chapters in Edited Books

15. McGinnis, J. R. , Kahn, S. (accepted, 2013). Special needs and talents in science learning. In N. G. Lederman (Ed), The handbook of research in science (2nd Edition). New York, NY: Routledge.

14. McGinnis, J. R., Hestness, E., Riedinger, K., Katz, P., Marbach-Ad, G. & Dai, A. (2012). Informal science education in formal science teacher education. In K.Tobin, B. Frasier, & C. McRobbie (Eds.), Second international handbook of science education. The Netherlands: Kluwer.

13. McGinnis, J. R., Hestness, E., & Riedinger, K. (2011). Changing science teacher education in a changing global climate: Telling a new story. In Jing Ling and R. Oxford (Eds.), Transformative Eco-Education For Human Survival: Environmental Education In A New Era. Charlotte, North Carolina:Information Age Publishing.

12. McGinnis, J. R, & Stefanich, G. (2007). Special needs and talents in science learning. In S. K. Abell and N. G. Lederman (Eds.), The handbook of research in science education (pp. 287-318). Mahwah, New Jersey: Lawrence Erlbaum Press.

11. McGinnis, J. R. (2006). Standpoints and the cycle of inequity. In J. Wallace & B. Louden (Eds.), Dilemmas in science teaching: Perspective on problems of practice (pp. 66-69). [Reprinted: (2002 and 2009, Second Edition) as a Chinese translation (Trans. , C. Liu). Taipei, Taiwan: Psychological Publishing Co.]

10. McGinnis, J. R. (2005). Cultural considerations. In K. Appleton (Ed.), Elementary science teacher education: Contemporary issues and practice (pp. 275-298). Mahwah, New Jersey: Lawrence Erlbaum Press.

9. McGinnis, J. R. (2003). The morality of inclusive verses exclusive settings: Preparing teachers to teach students with developmental disabilities in science. In D. Zeidler (Ed.), The role of moral reasoning on socio-scientific issues and discourse in science education (pp. 195-216). Netherlands: Kluwer.

8. McGinnis, J. R. (2002). Research on teacher education. In C. Bell and K. Denniston (Eds.), Journeys of Transformation II: The impact of the Maryland Collaborative for Teacher Preparation on science and mathematics instruction, (pp. 17-43, 134-175). Maryland Collaborative for Teacher Preparation: Author.

7. McGinnis, J. R. (2002). MCTP teacher-written cases. In C. Bell & K. Denniston (Eds.), Journeys of Transformation II: The impact of the Maryland Collaborative for Teacher Preparation on science and mathematics instruction (pp. 45-55, 141-175). Maryland Collaborative for Teacher Preparation: Author.

6. McGinnis, J. R. (2002). Standpoints and the cycle of inequity. In J. Wallace & B. Louden (Eds.), Dilemmas in science teaching: Perspective on problems of practice (pp. 66-69). London: RoutledgeFalmer. [Reprinted: (2006) as a Chinese translation (Trans. , C. Liu). Taipei, Taiwan: Psychological Publishing Co.]

5. McGinnis, J. R., Kramer, S., Graeber, A., & Parker, C. (2001). Measuring the impact of reform-based teacher preparation on teacher candidates' attitudes and beliefs (mathematics and science focus). In J. Rainer & E. Guyton (Eds.), Research on the effects of teacher education on teacher performance: Teacher education yearbook IX (Association for Teacher Education) (pp. 9-28). Dubuque, Iowa: Kendall/Hunt Publishing Company.

4. McGinnis, J. R. (2000). Walking the tightrope between the world of academia and the world of work. In T. Koballa & D. J. Tippins (Eds.), The promises and dilemmas of teaching middle and secondary science: A classroom case handbook (pp. 244-248).Upper Saddle Ridge, NJ: Merrill/Prentice-Hall. [Reprinted: (2004). In T. Koballa & D. J. Tippins (Eds.), Cases in middle and secondary science education: The promise and dilemmas, second edition (pp. 270-273).Upper Saddle Ridge, NJ: Pearson Prentice-Hall.]

3. McGinnis, J. R. (2000). Teaching science as inquiry for students with disabilities. In J. Minstrell & E. van Zee (Eds.), Inquiring into inquiry learning and teaching in science (pp. 425-433). Washington, DC: American Association for the Advancement of Science.

2. McGinnis, J. R. (2000). A challenge and opportunity in science education: Differentiation of instruction (Gender and Disability foci). In Hsiao-lin Tuan (Ed.), The small class science teaching academy conference (pp.105-144, 151-154). Changhua, Taiwan: National Science Council.

1. McGinnis, J. R. (1994). Paths to multiculturalism: One perspective. In M. Atwater, K. Radzik-March, & M. Strutchens (Eds.), Multicultural education: Inclusion of all (pp. 277-289).Athens, GA: University of Georgia Press.


Journal Articles

37. McGinnis, J. R. (2013). Teaching science to learners with special needs. Special Issue, Diversity and Equity in Science Education (O. Lee & C. Buxton, Eds.), Theory into Practice, 52(1), 43-50. DOI: 10.1080/07351690.2013.743776

36. Katz, P., McGinnis, J. R., Riedinger, K., Marbach-Ad, G. , Dai, A. (2012). The influence of informal science education experiences on the development of two beginning teachers' classroom science teacher identity. Journal of Science Teacher Education, 23(8), online. DOI) 10.1007/s10972-012-9330-z.

35. Breslyn, W., & McGinnis, J. R. (2012). A comparison of exemplary biology, chemistry, earth science, and physics teachers' conceptions and enactment of inquiry. Science Education, 96, 1, 48-77. DOI: 10.1002/sce.20469.

34. Hestness, E. McGinnis, J. R., Riedinger, K., & Marbach-Ad, G. (2011). A study of teacher candidates' experiences investigating global climate change education within an elementary science methods course. Journal of Science Teacher Education, 22, 351-369. DOI: 10.1007/s10972-011-9234-2

33. Riedinger, K, Marbach-Ad, G, McGinnis, J. R., Hestness, E. & Pease, R. (2010). Transforming elementary science teacher education by bridging formal and informal science education in an innovative science methods course. Journal of Science Education and Technology. First published on: 27 June, 2010 (Online First).DOI: 10.1007/s10956-010-9233-8

32. Katz, P., McGinnis, J. R., Hestness, E., Riedinger, K., Dai, A., Pease, R., & Marbach-Ad, G. (2010). Professional identity development of teacher candidates participating in an informal science education internship: A focus on drawings as evidence. International Journal of Science Education. First published on: 26 August, 2010 (iFirst). DOI: 10.1080/09500693.2010.489928 URL: http://dx.doi.org/10.1080/09500693.2010.489928

31. Marbach-Ad, G., & McGinnis, J. R., Pease, R., Dai, A., Schalk, K., & Benson, S. (in press, 2010). Clarity in Teaching and active learning in undergraduate microbiology course for non-majors. Bioscene.

30. McGinnis, J. R., & Robert-Harris, D. (2009). A new vision for teaching science. Scientific American Mind, September/October 2009), p. 62-67.

29. Marbach-Ad, G., & McGinnis, J. R. (2009). A measurement of beginning mathematics teachers' beliefs of subject matter and instructional actions over time. School Science and Mathematics, 109 (6), 338-351.

28. Marbach-Ad, G., & McGinnis, Pease, R., Dai, A., J. R., Benson, S. & Schalk, K. (2009). Clarity in Teaching and Active Learning in Undergraduate Microbiology Course For Non-Majors. Journal of Microbiology Education, 10, 58-67

27. Schalk, K., McGinnis, J. R. , Harrington, J. , Hendrickson, A., & Smith, A. C. (2009). The undergraduate teaching assistant experience offers opportunities similar to the undergraduate research experience. Journal of Microbiology Education, 10, 32-42.

26. Marbach-Ad, G., McGinnis, J. R., & Dantley, S. (2008). Beliefs and reported science teaching practices of recently graduated elementary and middle school teacher education majors from a historically black college/university and a predominately white college/university. Electronic Journal of Science Education, 12(2), 171-198.

25. Marbach-Ad, & McGinnis, J. R. (2008). A measurement of beginning science teachers' beliefs of subject matter and instructional actions over time. Journal of Science Teacher Education, 18(2), 13-30.

24. McGinnis, J.R., & Marbach-Ad, G. (2007). What beliefs and intended actions do reform-prepared mathematics and science teachers convey to the workplace? The Journal of Mathematics and Science: Collaborative Exploration, 9, 81-113.

23. McGinnis, J. R., Roth McDuffie, A., & Graeber, A. (2006). Perceptions of Making Connections between science and mathematics in a science methods course. Journal of Elementary Science Education, 18(2), 13-29.

22. McGinnis, J. R, Watanabe, T., & Roth McDuffie, A (2005). University mathematics and science faculty modeling their understanding of reform based instruction in a Teacher Preparation Program: Voices of faculty and teacher candidates. International Journal of Mathematics and Science Education, 3, 407-428.

21. McGinnis, J. R., Parker, A., & Graeber, A. (2004). A cultural perspective of the induction of five reform-minded new specialist teachers of mathematics and science. Journal of Research in Science Teaching, 41(7), 720-747.

20. McGinnis, J. R. (2003). College science, mathematics, and methods teaching faculty talk about science and mathematics: An examination of faculty discourse in a reform-based teacher preparation program. International Journal of Mathematics and Science Education, 1, 5-38.

19. McGinnis, J. R., Kramer, S., Shama, G., Graeber, A., Parker, C. & Watanabe, T (2002, October). Undergraduates' attitudes and beliefs of subject matter and pedagogy measured periodically in a reform-based mathematics and science teacher preparation program. Journal of Research in Science Teaching, 39(8), 713-737.

18. McGinnis, J.R. (2000, April). Practitioner research and gender-inclusive science education: Reply to Atwater. Journal of Research in Science Teaching, 37(4), 388-390.

17. Roth McDuffie, A., McGinnis, J. R., & Graeber, A. (2000, December). Perceptions of reform-style teaching and learning in a college mathematics class. Journal of Mathematics Teacher Education, 3, 225-250.

16. McGinnis, J. R., & Watanabe, T. (1999, Spring). The use of research to inform the evaluation of the Maryland Collaborative for Teacher Preparation. The Journal of Mathematics and Science: Collaborative Explorations, 2(1), 91-104.

15. Katz, P., & McGinnis, J. R. (1999, Spring).An informal elementary science education program's response to the national science education reform movement. Journal of Elementary Science Education, 11(1), 1-16.

14. McGinnis, J. R., & Simmons, P. (1999, March). Teachers' perspectives of teaching science-technology-society in local cultures: A socio-cultural analysis. Science Education, 83, 179-211.

13. McGinnis, J. R., & Pearsall, M. (1998, October). Teaching elementary science methods to women: A male professor's experience from two perspectives. Journal of Research in Science Teaching, 35(8), 919-949.

12. McGinnis, J. R., & Oliver, J. S. (1998, July). Teaching about sound: A select historical examination of research. Science & Education, 7(4), 381-401.

11. Pearsall, M., & McGinnis, J.R. (1997). Can a consensus form among science educators about implementation possibilities of Project 2061? A report of research and discussion. The Maryland Association for Science Teachers' Journal, 22 (4), 22-32.

10. McGinnis, J. R., & Ryabinin, N. (1996, Winter). Development of environmental education objectives in Russia and in the United States of America: A comparative historical review. Problemy Edologyi Yujznogy [Ecological Problems of the South Urals], 7(4), 10-13.

9. McGinnis, J. R., Simmons, P., Atwater, M.M., Hatfield, L., Olive, J., & Hunt, A. (1996, June). Beliefs and perceived needs of rural K-12 teachers of science toward the uses of computing technologies. Journal of Science Education and Technology, 5(2), 111-120.

8. McGinnis, J. R. (1996, Winter). Promoting an electronic community with the use of communication technology in a graduate elementary science methods class. Journal of Elementary Science Education, 8(1), 39-63.

7. Smith, J., & McGinnis, J. R. (1995, December). Experiential education for urban African Americans. The Journal of Experiential Education, 18(3), 153-157.

6. McGinnis, J. R. (1995, Spring). Preparing to teach middle level science in the 1990s: Embedding science instruction in an awareness of diversity. Journal of Science Teacher Education, 6(2), 108-111.

5. McGinnis, J. R., & Nolet, V. (1995, Spring). Diversity, the science classroom, and inclusion: A collaborative model between the science teacher and the special educator. Journal of Science for Persons with Disabilities, 3(1), 31-36.

4. McGinnis, J. R. (1994, Fall). A case study of molding the new generation: The professor's impact on science education graduate students' attitudes and behavior. The Journal of Graduate Teaching Assistant Development, 2(1), 21-29

3. McGinnis, J.R. (1993). A science educator's response to the anti-pedagogy teacher education movement. The Georgia Science Teachers Association's Journal, XXXIV (2), 19-20.

2. McGinnis, J. R. (1991). History of earth science education: Secondary science education 1900-1948. The Earth Scientist, VIII(4), 6-9.

1. McGinnis, J. R. (1991). Better teachers for our nation's schools. The Georgia Science Teachers Association's Journal, XXXII (3), 8-9.


Other Articles: Editorials; Conference Proceedings; Science Activities

20. McGinnis, J. R. (2012). A Message from the Past President. ENARST NEWS, NARST Electronic Newsletter, 55 (1), 3.

19. McGinnis, J. R. (2011). A Message from the President. ENARST NEWS, NARST Electronic Newsletter, 54 (1), 1-2.

18. McGinnis, J. R. (2010). A Message from the President-Elect. ENARST NEWS, National Association for Research in Science Teaching Electronic Newsletter, 53 (2), 2.

17. McGinnis, J. R., & Collins, A. (2010). Journal of Research in Science Teaching Annual Report, January 1, 2009-December, 31, 2009. Journal of Research in Science Teaching, 47(6), 609-613.

16. McGinnis, J. R., & Collins, A. (2009). Editor's Note for Special Issue on Scientific Literacy and Contexts in PISA Science. Journal of Research in Science Teaching, 46,8, 861.

15. McGinnis, J. R., & Collins, A. (2009). Editor's Note for Special Issue on Learning Progressions. Journal of Research in Science Teaching, 46,6, 605.

14. McGinnis, J. R., & Collins, A. (2008). Journal of Research in Science Teaching Annual Report, January 1, 2007-December, 31, 2007. Journal of Research in Science Teaching, 45(6), 587-591.

13. McGinnis, J. R., & Collins, A. (2007). Journal of Research in Science Teaching Annual Report, January 1, 2006-December, 31, 2006. Journal of Research in Science Teaching, 44(6).769-773.

12. McGinnis, J. R., & Collins. A. (2007). The JRST editorial review process. Journal of Research in Science Teaching, 44(4), 529-531.

11. McGinnis, J. R., & Collins, A. (2006). Journal of Research in Science Teaching Annual Report, January 1, 2005-December, 31, 2005. Journal of Research in Science Teaching, 43(6).531-534.

10. McGinnis, J.R., & Collins, A. (2005). Our vision for the Journal of Research in Science Teaching. Journal of Research in Science Teaching, 42(1), 1-2.

9. McGinnis, J. R., & Oliver, J. S. (1995). Teaching about the science topic sound: An inductive analysis of the shifting recommendations made to guide teaching practice during the last century. In F. Finley, D. Allchin, D. Rhees, & S. Fifield (Eds.), Proceedings Of The Third International History, Philosophy, And Science Teaching Conference (2, 738-749). University of Minnesota, MN: International History, Philosophy, and Science Teaching Group.

8. Page, S., & McGinnis, J. R. (1994, Fall). A constructivist's storytelling trip with rocks and minerals. The Georgia Science Teachers Association's Journal, XXXVI (1), 14-16.

7. McGinnis, J. R., & Oliver, J. S. (1992). An examination of the interplay of science and religion using the cases of Galileo Galilei and Charles Darwin. In S. Hill (Ed.), The History And Philosophy Of Science In Science Education (pp. 155-163). Queens College, Canada: International History, Philosophy, and Science Teaching Group.

6. McGinnis, J. R., & Guy, M. (1992). Evaluating a preservice elementary science education program using the Stake responsive evaluation model. In M.J. McGee-Brown (Ed.), Diversity and design: Studying culture and the individual (pp. 305-311). Athens, GA: University of Georgia Press.

5. McGinnis, J. R. (1992). Magnetic fields and conceptual change. The Georgia Science Teachers Association's Journal), XXXII (1), 8-9.

4. McGinnis, J. R., & Padilla, M. (1991). Earthquake treasure hunt. Science Scope, 15(1), 20-23.

3. McGinnis, J. R., & Halutick, N. (1991). Leafing it to your imagination. The Georgia Science Teachers Association's Journal, XXXI (2), 2-4.

2. McGinnis, J. R., & Padilla, M. (1990). The great hydrometer construction contest. The Science Teacher, 58(4), 20-25.

1. McGinnis, J. R. (1988). The case of the flooded island: A contour mapping guided inquiry activity for inner city earth science students. Science Activities, 25(3), 8-10.[Note: This article was selected by the publisher to be reprinted in another journal. The full citation is: McGinnis, J. R. (1989). The Social Studies, 80(4), 163-165.]

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Curriculum Vitae

Curriculum Vitae

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