Indiana University
Profile
Title image

Gayle A Buck

Professor of Science Education
Faculty
W.W. Wright Education Building Room Ed bldg 3068
Phone : (812) 856-8171
Fax: (812) 856-8116
Send me an e-mail
Department:  Curriculum and Instruction
Affiliations:  Science Education
My website:  http://profile.educ.indiana.edu/gabuck
 
About Me | Degrees | Publications | Presentations | Grant Funding
 

ABOUT ME

My teaching objective is to prepare teachers to teach science to all children. My research both guides and supports my teaching. My research focuses on: 1) student populations traditionally under-served by public education, 2) 4th-8th grades, 3) teacher development, and 4) urban education. I serve as course coordinator for Q200: Introduction to Scientific Inquiry, as well as teach Q611: Research Issues in Science Education, Q612: Topical Seminar/Equity Issues in Science Education, and Q540: Teaching Environmental Education.

DEGREES

Ph.D. Curriculum & Instruction: Science Education/Middle Level Education, 1998, Kent State University, Kent, OH

M.A. Educational Studies: Science/Environmental Education, 1993, Ohio State University, Columbus, OH

B.S. Elementary Education, 1989, Youngstown State University, Youngstown, OH

PUBLICATIONS
  • Quigley, C., Buck, G., Hall, A.H. (Under review). Creating Space: Pedagogical choices to encourage a Third Space in an urban, kindergarten science classroom. Contemporary Issues in Early Childhood.
  • Walls, L., Buck, G., Akerson, V. (2013). Race, culture, gender and nature ofscience in elementary settings. In Bianchini, J., Akerson, V. L., Calabrese-Barton, A., Lee, O., Rodriguez, A. Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. Springer.
  • Varda, B., Koren, P, Rubin, E., Buck, G.A. (2013). Changing the image of scientists among college students in Israel. American Journal of Education Research, 17(1), 396-405.
  • Buck, G., Quigley, C. (2013). Allowing our research on urban, low SES,African-American girls and science education to actively and continually rewrite itself. In Bianchini, J., Akerson, V. L., Calabrese-Barton, A., Lee, O., Rodriguez, A. Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. Springer.
  • Wall, L., Buck, G., Akerson, V. (2013). Race, culture, gender and nature of science in elementary settings. In Bianchini, J., Akerson, V. L., Calabrese-Barton, A., Lee, O., Rodriguez, A. Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. Springer.
  • Quigley, C.F., Buck, G.A. (2012). The potential of photo-talks to reveal the development of scientific discourses. Creative Education, 3(2), 208-216.
  • Cook, K., Buck, G., Park Rogers, M. (2012). Preparing teachers to teach evolution in a project-based approach. Science Educator, 21(2), 18-30.
  • Buck, G., Quigley, C. (2013). Allowing our research on urban, low SES,African-American girls and science education to actively and continually rewrite itself. In Bianchini, J., Akerson, V. L., Calabrese-Barton, A., Lee, O., Rodriguez, A. Moving the Equity Agenda Forward: Equity Research, Practice, and Policy in Science Education. Springer.
  • Buck, G.A., Beeman-Cadwallader, N.M., Trauth-Nare, A.E. (2012). Keeping the girls visible in K-12 science education: A feminist case study on problem-based learning. Journal of Women and Minorities in Science and Engineering, 18(2), 153-178.
  • Park Rogers, M., Cross, D., Gresalfi, M., Trauth-Nare, A., Buck, G. (2011). First year implementation of a project-based learning approach: The need for addressing teachers orientations in the era of reform. International Journal of Science and Mathematics Education, 9: 893-917.
  • Quigley, C.F., Buck, G.A., Akerson, V.L. (2011). The NOS Challenge: Thirdy-days of explicit-reflective nature of science instruction for elementary students. Science and Children, 49(2), 57-61.
  • Quigley, C., Escbedo, A., Cook, K., Buck, G. (2011). All about Me/All about Gary: Kindergarteners use cameras to share the results of their localized research.
  • Trauth-Nare, A., Buck, G. (2011). Assessment for Learning. The Science Teacher, 78(1), 34-39.
  • Trauth-Nare, A., Buck, G., Morgan, A. (2011). Using Reflective Practice to Incorporate Formative Assessment in a Middle School Science Classroom: A Participatory Action Research Study. Educational Action Research, 19(3), 379-398.
  • Oliveira, A., Cook, K., Buck, G. (2011). Framing evolution discussion intellectually. Journal of Research in Science Teaching, 48(2), 257-280.
  • Akerson, V.L., Buck, G.A., Donnelly, L.A., Nargund, V., Weiland, I.S. (2011). The importance of teaching and learning nature of science in early childhood years. The Journal of Science Education and Technology, 20, 537-549.
  • Quigley, C., Oliveria, A., Curry, A., Horn, N., Buck, G. (2011). Coming to terms with language: A comparative discourse analysis of the translation techniques on technical terminology in science textbooks from English to Khmer. Language, Culture, and Curriculum, 24(2), 57-61.
  • Buck, G., Trauth-Nare, A., Kaftan, J. (2010). Making formative assessment discernible to preservice teachers: A pragmatic self-study. Journal of Research in Science Teaching, 47(4), 402-421.
  • Beeman-Cadwallader, N., Quigley, C., Buck, G. (2010). Fix the potholes! Helping students translate their interests into investigable questions. Science Scope, 33(8), 42-46.
  • Cook, K., Buck, G. (2010). Photovoice: A community-based socioscientific pedagogical tool. Science Scope, 33(7), 35-39.
  • Buck, G., Cook, K., Quigley, C., Eastwood, J., Lucas, Y. (2009). Four profiles of urban, low SES, African-American girls attitudes toward science: A sequential explanatory mixed-methods study. Journal of Mixed Methods Research, 3(4), 386-410.
  • Buck, G., Trauth-Nare, A., (2009). Making the formative assessment process integral to science education. Journal of Science Teacher Education, 20, 475-494.
  • Buck, G., Mast, C., Macintyre Latta, M., Kaftan, J. (2009). Fostering a theoretical and practical understanding of teaching as a relational process: A feminist participatory study of mentoring a doctoral student. Educational Action Research, 17, 505-521.
  • Buck, G., Trauth-Nare, A., Kaftan, J. (prepublished, 2009). Making formative assessment discernible to preservice teachers. Journal of Research in Science Teaching.
  • Quigley, C., Beeman-Cadwallader, N., Riggs, M., Rodriquez, A., Buck, G. (2009). Deer tracks in the city" Problem-based learning in a kindergarten classroom. Science and Children.
  • Buck, G., Plano Clark, V., Leslie-Pelecky, D., Cerda, P., Lu, Y. (2008). Examining the cognitive processes usd by adolescent girls and women scientists in identifying science role models: A feminist approach. Science Education, 92, 688-707.
  • Buck, G., Leslie-Pelecky,D., Plano Clark, V. (2008). Science Role Models for Adolescent Girls. Science Scope, 32, 40-43.
  • Macintyre Latta, M. and Buck, G. (2008). Enfleshing Embodiment: Falling into Trust with the Bodys Role in Teaching and Learning. Educational Philosophy and Theory, 40, 315-329.
  • Macintyre Latta, M., Buck, G., Leslie-Pelecky, D., and Carpenter, L. (2007). Terms of Inquiry. Teachers and Teaching: Theory and Practice, 13(1): 21-41.
  • Macintyre Latta, M., Buck, G. (2007). Risks and opportunities embodied within self-study. Studying Teacher Education, 3(2), 213-229.
  • Buck, G., Macintyre Latta, M., Leslie-Pelecky, D. (2007). Learning How to Make Inquiry into Electricity and Magnetism Discernible to Middle Level Teachers. Journal of Science Teacher Education, 18:377-397.
  • Macintyre Latta, M., Buck, G., Beckenhauer, A. (2007). Formative assessment demands artistic vision. International Journal of Education the Arts, 8(4). Retrieve from http://ijea.asu.edu/v8n4/.
  • Kaftan, J., Buck, G., Haack, A. (2006). Using Formative Assessments to Individualize Instruction and Promote Learning. Middle School Journal, 37(4), 44-47.
  • Buck, G., Leslie-Pelecky, D., Lu, Y., Plano Clark, V, Creswell, J. (2006). The Self-Definition of Women Experiencing a Non-Traditional Graduate Fellowship Program. Journal of Research in Science Teaching, 43(8), 852-873.

PRESENTATIONS
  • Cook, K., Buck, G. (2013, January). Understanding the nature of science through socio-scientific inquiry. Paper presentation at International Conference for the Association of Science Teacher Educators, Charleston, SC.
  • Buck, G., Erumit, B., Harris, T., Mills, M., Erumit, S. (May, 2013). Is there an app for that" Scientific inquiry enhanced by smartphones and electronic tablets. National Science Teachers Association 2013 STEM Forum, St. Louis, MO.
  • Beeman-Cadwallader, N., Buck, G. (2013, April). Scientific literacy and curricular goals in contemporary East Africa. Paper presentation at the National Association for Research in Science Teaching annual meeting, Rio Grande, Puerto Rico.
  • Wang, J., Buck, G. (2013, April). Promoting college students argumentation skills and NOS understanding through class debate. Paper presentation at the National Association for Research in Science Teaching annual meeting, Rio Grande, Puerto Rico.
  • Buck, G., Erumit, B., Erumit, S., Fouad, K., Harris, T., Mills, M. (2013). Is there an app for that" Scientific inquiry enhanced by smartphones and electronic tablets. Hoosier Association of Science Teachers, Inc. (HASTI), Indianapolis, IN.
  • Yin, X. Buck, G. (2013, January). Integrating formative assessment in high school chemistry classroom in an era of standardized testing. Paper presentation at International Conference for the Association of Science Teacher Educators, Charleston, SC.
  • Buck, G., Trauth-Nare, A., Wang, J. (2013, January). Preparing teachers to leverage formative assessment to foster scientific argumentation. Paper presentation at International Conference for the Association of Science Teacher Educators, Charleston, SC.
  • Beeman-Cadwallader, N., Buck, G., Trauth-Nare, A. (2013, January). Development and implementation of place-based science curricula for pre-service elementary teacher education. Paper presentation at International Conference for the Association of Science Teacher Educators, Charleston, SC.
  • Akerson, V., Buck, G., Donnelly, L., Nargund, V., Weiland, I. (2013, January). The importance of teaching and learning nature of science in the early childhood years. Paper presentation at International Conference for the Association of Science Teacher Educators, Charleston, SC.
  • Buck, G., Yin, X. (2013, January). Fostering fundamental understandings about scientific inquiry and scientists at the undergraduate level. Paper presentation at International Conference for the Association of Science Teacher Educators, Charleston, SC.
  • Beeman-Cadwallader, N., Buck, G., Trauth-Nare, A. (2012, March). Place-legitimaized Kenyan scientific knowledge and its relevance to science education. Paper presentation at the National Association for Research in Science Teaching annual meeting, Indianapolis, IN.
  • Lederman, N., Lederman, J., Akerson, V., Buck, G., Burton, E., Walls, L. (2012, March). Teaching and assessment of inquiry and NOS with early childhood students. Strand 13 sponsored panel at the National Association for Research in Science Teaching Annual Conference, Indianapolis, IN.
  • Cook, K. Buck, G. (2012). Pre-Service Teachers Experience in a Community of Practice through a Place-Based Socio-scientific Inquiry. Paper presentation at the American Educational Research Association, Vancouver, British Columbia, Canada.
  • Cook, K. Buck, G. (2012). Democratic Participation with Scientists through Place-Based Socio-Scientific Inquiry. Paper presentation at the American Educational Research Association, Vancouver, British Columbia, Canada.
  • Buck, G., Wang, J. (2012, March). Promoting students argumentation skills and NOS understandings through the nature of light. Presentationat the National Science Teacher Association Conference. Indianapolis, IN.
  • Buck, G. Yin, X. (March, 2012). Enhancing undergraduate students beliefs about scientific inquiry and scientists. Presentation at the national conference of the National Science Teachers Association, Indianapolis, IN.
  • Buck, G., Hudson, S., Harsh, J. (2012, March). Merging scientific inquiry, technology and the standards. Presentation at the national conference of the National Science Teachers Association, Indianapolis, IN.
  • Quigley, C, Buck, G., Akerson, A (2012, March). Take the 30-day NOS Science Challenge. Presentationat the National Science Teacher Association Conference. Indianapolis, IN.
  • Akerson, V., Buck, G., Donnelly, L., Nargund, V., Weiland, I. (2012, March). The importance of teaching and learning nature of science in the early childhood years. Presentation at the national conference of the National Science Teachers Association, Indianapolis, IN.
  • Cook, K., Buck, G., Quigley, C. (2012, March). Using the tool of photovoice to engage students in place-based socio-scientific inquiry. Presentation at the national conference of the National Science Teachers Association, Indianapolis, IN.
  • Beeman-Cadwallader, N., Buck, G. (2012, March). Confronting myths of the science teacher educator: Becoming a facilitator instead of an expert. Interactive poster paper presentation at the National Association for Research in Science Teaching annual meeting, Indianapolis, IN.
  • Presider and Discussant: Middle School Curriculum and evaluation. Strand 10. National Association for Research in Science Teaching Annual Conference, Indianapolis, IN.
  • Buck, G., Trauth-Nare, A., Wang, J. (2012, March). Leveraging formative assessment to foster scientific argumentation among students in a middle school classroom. Interactive poster paper presentation at the National Association for Research in Science Teaching annual meeting, Indianapolis, IN.
  • Cook, K. Buck, G. (2012, March). The effect of studying socio-scientific issues on pre-service teachers understanding of the nature of science. Interactive poster paper presentation at the National Association for Research in Science Teaching, Indianapolis, IN.
  • Yin, X., Buck, G. (2012, March). Exploring the potentials and challenges of integrating formative assessment in examination-oriented science classrooms. Paper presentation at the National Association for Research in Science Teaching, Indianapolis, IN.
  • Trauth-Nare, A., Buck, G. Beeman-Cadwallader, N. (2012, March).Levels of reasoning among girls engaged in technology-enhanced science inquiry in an urban elementary classroom. Paper presentation at the National Association for Research in Science Teaching annual meeting, Indianapolis, IN.
  • Buck, G., Yin, X., Koren, P., Bar, V. (2012, March). A self-study on reframing non-science majors fundamental understandings about scientific inquiry and scientists. Paper presentation at the National Association for Research in Science Teaching annual meeting, Indianapolis, IN.
  • Yin, X., Buck, G.A. (2012, January). Exploring a Chinese High School Chemistry Teachers Conceptual Understanding and Practical Interpretations of Formative Assessment. Presentation at the Association for Science Teacher Education Conference, Clearwater, FL.
  • Buck, G., Cook, K. (2010, March). Investigatin soil degradataion: Using photovoice to engage students in community-based inquiry. Presentation to the National Science Teachers Association Conference, Philadelphia, PA
  • Trauth-Nare, A., Buck, G., Morgan, A. (2010, March). Using formative assessment to enhance teaching and learning in problem-based curricula. Presentation to the National Science Teacher Association (NSTA), Philadelphia, PA.
  • Beeman-Cadwallader, N., Buck, G. (2010, February). Can a new foodball field be considered a green space": Learning about local environmental issues through problem-based learning. Hoosier Association of Science Teachers, Inc. (HASTI), Indianapolis, IN.
  • Trauth-Nare, A., Morgan, A., Buck, G. (2010, February). Reflecting, probing, and evaluating claims: Using everyday assessment to support teaching and learning in the science classroom. Hoosier Association of Science Teachers, Inc. (HASTI), Indianapolis, IN.
  • Beeman-Cadwallader, N., Buck, G. (2008). Satisfying the YouTube generations curiosities and building inquiry skills. NSTA Area Conference, Cincinnati, OH.
  • Cook, K., Buck, G. (2008). Evolution teaching practices: Striving for Scientific Literacy. NSTA Area Conference, Cincinnati, OH.
  • Trauth-Nare, A., Buck, G. (2008). Making students thinking visible: Using formative assessment effectively in a problem-based unit on evolutionary principles. NSTA Regional Conference, Cincinnati, OH.
  • Buck, G., Trauth-Nare, A.., Kaftan, J. (2008). Making formative assessment discernible to pre-service teachers: a pragmatic self-study. Paper presentation at the National Association for Research, Baltimore, MD.
  • Buck, G., Macintyre Latta, M., Kaftan, J., Trauth-Nare, A. (2008). An exploratory study of using formative assessment to guide inquiry-based instruction. Paper presentation at the Association for Science Teacher Educators, St. Louis, MO.
  • Buck, G., Amirshokoohi, A., Beeman-Cadwallader, N., Caylor, E., Eastwood, J., Nargund, V., Schmelz, R., Sher, M. (2007). Making inquiry into chemistry discernible to pre-service teachers. School Science and Mathematics Annual Conference, Indianapolis, IN.
  • Buck, G. (2007, November). A longitudinal study on the perceptions of science role models as held by adolescent girls and women scientists. School Science and Mathematics Annual Conference, Indianapolis, IN.
  • Buck, G., Macintyre Latta, M., Kaftan, J. (2007). Professional Development on Formative Assessment in Heterogeneous Science Classrooms. Poster paper presentation at the National Association for Research in Science Teaching, New Orleans, LA.
  • Buck, G., Plano Clark, V., Leslie-Pelecky, D. (2007). Perceptions of Science Role Models as Held by 8th Grade Girls and Women Scientists. Paper presentation at the American Educational Research Association, Chicago, IL.
  • Buck, G., Plano Clark, V., Leslie-Pelecky, D. (2007). Comparing and Exploring the Perceptions of Science Role Models for Adolescent Girls. Paper presentation at the National Association for Research in Science Teaching, New Orleans, LA
  • Macintyre Latta, M., Buck, G. (2007). The dynamics of formative assessment demands artistic vision. Paper Discussion at the American Educational Research Association, Chicago, IL.
  • Macintyre Latta, M. and Buck, G. (2006, April). Risks and Opportunities within Self-Study. Paper submitted to the American Educational Research Association, San Francisco. Available: http://digitalcommons.unl.edu/teachlearnfacpub/22
  • Macintyre Latta, M. and Buck, G. (2006, April). Enfleshing Embodiment: Falling into Trust with the Bodys Role in Teaching and Learning. Paper presentation at the Annual National Meeting of the American Association for the Advancement of Curriculum Studies, Berkeley, CA.

GRANT FUNDING
  • Collaborative Research Conference of Undergraduate Women in Physics
  • Power Up for Science
  • Power Up for Science II: Technology Enhanced Data Collection and Analysis in Middle School Science
  • Shifting Mindsets: A Study of a First-Year Implementation of "New Technology High School"
  • Staff Development in Science Education
Add or update your profile (requires an Indiana University Network Id and password)