Dr. Wayne Breslyn is a Senior Research Associate at the º¬Ðß²ÝÑо¿Ëù working on the Maryland and Delaware Climate Change Education, Assessment and Research () program, a Phase II Climate Change Education Partnership (CCEP) grant from the National Science Foundation. In addition research duties, he manages for the project.
Dr. Breslyn's research interests include technology in º¬Ðß²ÝÑо¿Ëù, disciplinary differences in secondary science instruction, inquiry-based teaching and learning, and climate change º¬Ðß²ÝÑо¿Ëù.
Refereed Journal Articles (within past five years)
Breslyn, W., Drewes, A., McGinnis, J, Mouza, C., & Hestness, E. (2017). Development of an empirically-based conditional learning progression for climate change. Science Education International. 28(3), 57-77.
Hestness, E., McGinnis, J.R., Breslyn, W., McDonald, C., & Mouza, C. (2017). Examining science educators' perspectives on learning progressions in a climate change º¬Ðß²ÝÑо¿Ëù professional development program, Journal of Science Teacher Education, 28(3), 250-274.
Breslyn, W., McGinnis, J. R., McDonald, C., & Hestness, E. (2017). Developing a learning progression for sea level rise, a major impact of climate change. Journal of Research in Science Teaching, 53(10), 1471-1499. DOI: 10.1002/tea.21333.
Hestness, E., McGinnis, J. R., & Breslyn, W. (2016). Examining the relationship between middle school students’ sociocultural participation and their ideas about climate change. Environmental Education Research (13 pages). DOI: 10.1080/13504622.2016.1266303
McGinnis, J.R., McDonald, C., Hestness, E., Breslyn, W. (2016). An investigation of science educators' views of roles and responsibilities for climate change º¬Ðß²ÝÑо¿Ëù. Science Education International, 27, 179-192.
Hestness, E., McDonald, R., Breslyn, W., McGinnis, J. R & Mouza, C. (2014). Science teacher professional development and climate change º¬Ðß²ÝÑо¿Ëù in the context of the Next Generation Science Standards. Journal of Geoscience Education, 62, 319-329.
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.