- Equity in science education
- Design-based research
- Addressing issues of equity in science education through the design of curriculum materials
- How teachers support inquiry science
- Leveraging ethnographic findings into the design of formal classroom instruction
B EDUC 421 - Knowing, Teaching, and Assessing in: Earth, Physical, and Life Sciences
B EDUC 423 - Knowing, Teaching, and Assessing in Health, Fitness and Issues of Abuse
B EDUC 537 - Assessment
B EDUC 552 - Curriculum, Instruction, and Assessment in Middle and Secondary Science I
B EDUC 554 - Curriculum, Instruction, and Assessment in Middle and Secondary Science
Cobb, P., & Tzou, C. (in press). Learning about data analysis. In Roth, W.-M. (Ed.) Mathematical representation at the interface of the body and culture. Charlotte, NC: Information Age Publishing.
Goldman, S.R., Duschl, R.A., Ellenbogen, K, Williams, S.M., & Tzou, C.T. (2002). Science Inquiry in a Digital World: Possibilities for Making Thinking Visible. In H. Van Oostendorp (Ed.), Cognition in a Digital World. Mahwah, NJ: Lawrence Erlbaum.
Kemp, E.K., Tzou, C.T., Reiser, B.J., & Spillane, J.P. (2002). Managing dilemmas in inquiry science. In P. Bell, R. Stevens, & T. Satwicz (Eds.), Keeping learning complex: The proceedings of the fifth International Conference of the Learning Sciences (ICLS) (pp. 206-213). Mahwah, NJ: Erlbaum.
Refereed Conference Presentations
Tzou, C.T., Litvack, E., & Bell, P. (February 2008). Micros and Me: Applying Ethnographic Data to the Design of a Personally Consequential Science and Health Curriculum . In C.Tzou (organizer). Using ethnographic findings and methods in the design of a personally relevant science curriculum: A university-practitioner partnership. Symposium conducted at the annual meeting of the Ethnography in Education Research Forum, Philadelphia, PA.
Tzou, C.T. & Bell, P. (March 2008). Micros and Me: Architecting learning pathways between home and school through the design of a personally consequential science curriculum. In L. Bricker (chair). Listening to children: Understanding the development of everyday expertise in using evidence, keeping healthy, and understanding scientific practices. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching (NARST), Baltimore, MD.
Tzou, C.T., Scalone, G., & Bell, P. (June 2008). Developing a sense of place: Privilege, class and positioning in formal and informal environmental learning. In P. A. Kirschner, J. van Merriënboer & T. de Jong (Eds.), Proceedings of the Eighth International Conference of the Learning Sciences (ICLS) in a session entitled "Mapping the learning pathways and processes associated with the development of expertise and learner identities " (Leah Bricker, organizer).
Bricker, L., Tzou, C.T., McGaughey, M., & Bell, P. (April 2007). Techniques to make students' ideas visible and to bridge their home and school experience. In L. Bricker (organizer). Presentation as part of Teacher Researcher Day at the annual national meeting of the National Science Teachers' Association, St. Louis, MO.
White, B.D., Tzou, C.T., & Philips, J. (April 2007). Is seeing believing? How your brain interprets the world around you. Workshop sponsored by the Society for Neuroscience at the annual national meeting of the National Science Teachers' Association, St. Louis, MO.
Tzou, C.T., Zimmerman, H. T., & Bell, P. (April 2007). Bringing students' activity structures into the classroom: Curriculum design implications from an ethnographic study of fifth graders' images of science. In P. Bell (chair). Understanding the nature of science is not enough: the cultural nature of elementary school children's images of science. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Tzou, C.T. (April 2006). Characterizing teachers' support of constructing scientific explanations from a Discourse perspective. In J. Krajick and B. Reiser (chairs). Supporting the practices of argumentation and explanation in middle school classrooms. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.
Tzou, C.T. (April 2006). Describing teaching dilemmas that arise during inquiry science teaching from a Discourse perspective. Paper presented at the annual meeting of the National Association for Research in Science Teaching, San Francisco, CA.
Tzou, C.T. and Reiser, B.J. (June 2004). Inquiry practices as systems: Characterizing important elements of reasoning. Poster session presented at the meeting of the International Conference of the Learning Sciences, Santa Monica, CA.
Tzou, C.T. and Reiser, B.J. (April 2004). Balancing multiple demands of inquiry: A multidimensional perspective on teachers' support of inquiry practices. In J. Krajick (chair). Science teachers becoming adept with promoting inquiry using technology. Structured poster session conducted at the annual meeting of the American Educational Research Association, San Diego, CA.
Tzou, C.T. and Reiser, B.J. (April 2004). Support for Discourse practices in inquiry science: A multidimensional perspective. Annual meeting of the National Association for Research in Science Teaching, Vancouver, B.C.
Tzou, C.T. , Reiser, B.J., Hug, B., Finn, L., Dodick, J., & Bruozas, M. (March 2003). Teaching about ecosystems in a project-based curriculum: Challenges and promises. In J. Krajick (chair). Middle school science curriculum materials: Meeting standards and fostering inquiry using Backwards Design. Symposium conducted at the annual meeting of the National Association for Research in Science Teaching, Philadelphia, PA.
Kemp, E.K., Tzou, C.T., Reiser, B.J., & Spillane, J.P. (October, 2002). Managing dilemmas in inquiry science. Meeting of the International Conference of the Learning Sciences, Seattle, WA.
Tzou, C.T., Reiser, B.J., Spillane, J.P., & Kemp, E.K. (April, 2002). Characterizing the multiple dimensions of teachers' inquiry practice. Annual meeting of the American Educational Research Association, New Orleans, LA.
Tzou, C.T. (April, 2000). Learning about data creation. In P. Cobb (chair), Supporting the learning of classroom communities: A case from middle school statistics. Symposium conducted at the annual meeting of the American Educational Research Association, New Orleans, LA.
Tzou, C.T. (April, 2000). Supporting students' development of an understanding of the data creation process. Annual meeting of the National Association for Research in Science Teaching, New Orleans, LA.
Tzou, C., Bricker, L. A., & Bell, P. (2007). Micros & Me: A Fifth-Grade Science Exploration into Personally and Culturally Consequential Microbiology. Seattle, WA: Everyday Science & Technology Group, University of Washington.
Tzou, C.T., White, B.D., Phillips, J. (2007). Is seeing believing? A high school exploration in how the brain interprets the world around us. Seattle, WA
Honors and Awards
2004-05: Graduate Student Fellow, Center for Curriculum Materials in Science
2003-04: Graduate Student Fellow, Center for Curriculum Materials in Science
2003: Semi-Finalist, Spencer Foundation Dissertation Fellowship
Ph.D. in Learning Sciences from Northwestern University, June 2008. Dissertation: Inquiry science as a Discourse: New challenges for teachers, students, and the design of curriculum materials. Committee: Brian Reiser (Chair), Carol Lee, Daniel Edelson
M.S. in Science Education from Peabody College at Vanderbilt University, 2000
B.S. in Biology and B.A. in English from Stanford University, 1996
Full-time Lecturer, 2008 - present, University of Washington Bothell, Department of Education. Conducting field supervision of science and language arts secondary science teacher candidates, teaching elementary and secondary science methods courses.
Post-Doctoral Scholar, 2006-2008, University of Washington, LIFE Center, COSEE-OLC Center. LIFE center work: leveraging findings from ethnographic research into the design of fifth grade science curriculum materials. For COSEE: conducting ethnographic research on underrepresented youth's learning about the environment and leveraging those findings into the design of a multicultural environmental education curriculum.
Graduate Assistant, 2000-2005, Northwestern University School of Education and Social Policy, Learning Sciences Department. One of the lead designers for a middle-school science curriculum centered around ecosystems and natural selection as part of the IQWST project (Iinvestigation and Qquestioning my Wworld through Sscience and Ttechnology) in the Center for Curriculum Materials in Science (CCMS). Designed lessons, assessments, and student materials; supported teachers in the pilot tests of the curriculum; conducted professional development with pilot teachers; conducted research on how teachers support inquiry science.
Teaching Assistant, 2002-2003, Northwestern University School of Education and Social Policy, Learning Sciences Department. Assisted professors in teaching courses in design of learning environments. Participated in planning and running class discussions, and gave feedback on papers and students' design projects.
Co-coordinator and Instructor, Summer 2000, Girls and Science Camp, Vanderbilt University School of Medicine. Taught biology to seventh and eighth grade girls, connected girls with women working in science-related fields.
Graduate Assistant, 1998-2000, Peabody School of Education, Department of Teaching and Learning, Vanderbilt University, Nashville, TN. Assisted in classroom-based research in both science and mathematics education. Science education: studied the development of argumentation in middle school science through inquiry science instruction (study PI: Dr. Richard Dushl). Mathematics education: studied the development of a learning trajectory for instruction in middle school statistics (study PI: Dr. Paul Cobb).
Middle school science teacher, 1996-1998, Martin Murphy Middle School, Morgan Hill Unified School District, San Jose, CA. Taught seventh grade general science (physical science), seventh grade health, and eighth grade science (biology). Was one of four teachers involved in developing the new health curriculum for Morgan Hill Unified School district. Assisted in writing grants for improvement of technology resources for the health program. Sponsored the school's Yearbook.
Research Assistant, 1993-1996, Stanford University School of Medicine, Department of Dermatology, Stanford, CA. Investigated possible genetic mutations which cause the skin disease, pidermolysis Bullosa. Responsibilities included DNA purification and sequencing, cell culture, and mutation detection analysis (MDA). Trained incoming laboratory assistants and postdoctoral fellows on the use of DNA sequencing techniques. Assisted in troubleshooting and improvement of DNA sequencing technologies.