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.

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

• 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. (2012). 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.
• Wall, L., Buck, G., Akerson, V. (2012). 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.
• 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., 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., 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.
• Trauth-Nare, A., Buck, G. (2011). Assessment for Learning. The Science Teacher, 78(1), 34-39.
• 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.
• 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.
• 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., 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., (2009). Making the formative assessment process integral to science education. Journal of Science Teacher Education, 20, 475-494.
• 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., Trauth-Nare, A., Kaftan, J. (prepublished, 2009). Making formative assessment discernible to preservice teachers. Journal of Research in Science Teaching.
• 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.
• 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.
• Buck, G., Leslie-Pelecky,D., Plano Clark, V. (2008). Science Role Models for Adolescent Girls. Science Scope, 32, 40-43.
• 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.
• 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/.
• Macintyre Latta, M., Buck, G. (2007). Risks and opportunities embodied within self-study. Studying Teacher Education, 3(2), 213-229.
• 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.

• 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.
• Quigley, C, Buck, G., Akerson, A (2012, March). Take the 30-day NOS Science Challenge. 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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.
• 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., 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. (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.
• 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.
• Macintyre Latta, M., Buck, G. (2007). The dynamics of formative assessment demands artistic vision. Paper Discussion 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
• 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.
• 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.
• 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

• 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