Dr. Wayne Breslyn is a Senior Research Associate at the ºÚÁÏ´óÊÂ working on the Maryland and Delaware Climate Change ºÚÁÏ´óÊÂ, Assessment and Research () program, a Phase II Climate Change ºÚÁÏ´óÊÂ 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 education, disciplinary differences in secondary science instruction, inquiry-based teaching and learning, and climate change education.
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 ºÚÁÏ´óÊÂ 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 education professional development program, Journal of Science Teacher ºÚÁÏ´óÊÂ, 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 ºÚÁÏ´óÊ 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 education. Science ºÚÁÏ´óÊÂ International, 27, 179-192.
Hestness, E., McDonald, R., Breslyn, W., McGinnis, J. R & Mouza, C. (2014). Science teacher professional development and climate change education in the context of the Next Generation Science Standards. Journal of Geoscience ºÚÁÏ´óÊÂ, 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 ºÚÁÏ´óÊÂ, 96, 1, 48-77. DOI: 10.1002/sce.20469.