Education

  • Ph.D. 1998 – Oregon State University; Science Education
  • M.A. 1995 – American University of Beirut, Lebanon; Science Education
  • Secondary Science Teaching Diploma 1993 – American University of Beirut, Lebanon
  • B.S. 1991 – American University of Beirut, Lebanon; Biology

Areas of Expertise

  • Nature of science in science education
  • Inquiry teaching and learning
  • Science teacher education
  • Philosophical foundations of science education

Overview

Fouad Abd-El-Khalick has served as dean of the UNC-Chapel Hill School of Education since 2016. An elected Fellow of the American Association for the Advancement of Science, Abd-El-Khalick is a leading researcher on the teaching and learning about nature of science in precollege grades and teacher-education settings. Abd-El-Khalick has served as editor of the Journal of Research in Science Teaching (JRST) and associate editor of the Journal of Science Teacher Education, JRST, and School Science and Mathematics. He has held leadership positions in his field, including on the executive board of the National Association for Research in Science Teaching (NARST). In 2022, NARST bestowed on Abd-El-Khalick their highest honor by selecting him to receive the “Distinguished Contributions to Science Education through Research Award.” At the School of Education, Abd-El-Khalick has recruited exceptional faculty and staff members, and led efforts that have boosted research funding, grown enrollment, increased credit hours taught, and expanded student and faculty diversity. Before coming to UNC-Chapel Hill, Abd-El-Khalick worked for 16 years at the University of Illinois at Urbana-Champaign, where he served as head of the Department of Curriculum & Instruction and associate dean for research & research education in the College of Education, won teaching and research awards, and was invested as the Grayce Wicall Gauthier Professor of Education.

Appointments (Selected)

University of North Carolina at Chapel Hill, NC

  • 2022–present: Alumni Distinguished Professor, School of Education
  • 2016–present: Dean, School of Education
  • 2016–2022: Professor of Science Education (with Tenure), School of Education

University of Illinois at Urbana-Champaign, IL

  • 2014–2016: Associate Dean for Research & Research Education, College of Education
  • 2014–2016: Grayce Wicall Gauthier Professor of Education, College of Education
  • 2011–2015: Head, Department of Curriculum and Instruction, College of Education
  • 2010–2016: Professor of Science Education (with Tenure), Department of Curriculum and Instruction, College of Education
  • 2009–2011: Director, STEM Education Collaborative, College of Education
  • 2004–2009: Associate Professor of Science Education (with tenure), Department of Curriculum and Instruction, College of Education.
  • 2004–2006: Division Chair, MST (Mathematics, Science, and Technology), Department of Curriculum and Instruction, College of Education.
  • 2000–2004: Assistant Professor of Science Education, Department of Curriculum and Instruction, College of Education.

Honors and Awards (Selected)

National and International

Distinguished Contributions to Science Education through Research Award, National Association for Research in Science Teaching (NARST), 2022.

Distinguished Research Associate, Faculty of Education, University of Johannesburg, South Africa, 2014–2017.

Fellow, Committee on Institutional Cooperation, Academic Leadership Program, 2013–2014.

Fellow, American Association for the Advancement of Science, elected, 2011.

Early Career Research Award, National Association for Research in Science Teaching (NARST), 2003.

Journal of Research in Science Teaching Award, National Association for Research in Science Teaching (NARST), 2001.

Outstanding Doctoral Dissertation Award, National Association for Research in Science Teaching (NARST), 1999.

University

Grayce Wicall Gauthier Professor of Education, College of Education, University of Illinois at Urbana-Champaign, 2014–2016.

Distinguished Senior Scholar Award, College of Education, University of Illinois at Urbana-Champaign, 2011–2012, $2,500.

University Scholar, University Scholars Program, University of Illinois at Urbana-Champaign, 2006–2009, $30,000.

Distinguished Scholar Award, College of Education, University of Illinois at Urbana-Champaign, 2005–2006, $1,500.

Outstanding Undergraduate Teaching Award for Faculty, College of Education, University of Illinois at Urbana-Champaign, 2004.

Faculty Fellow, Bureau of Educational Research, College of Education, University of Illinois at Urbana-Champaign, 2001–2002.

Teacher of the Year Award, Education Students Society, Department of Education, American University of Beirut, Beirut, Lebanon, 2000.

Funded Research and Projects (Selected)

“Editorship of the Journal of Research in Science Teaching,” Fouad Abd-El-Khalick, Principal Investigator; National Association for Research in Science Teaching (NARST) and Wiley®, $464,757. (2016–2020)

“Power Optimization of Electro-Thermal Systems” (P.O.E.T.S), Fouad Abd-El-Khalick, Co-Director, Education and Workforce Development; National Science Foundation, Directorate for Engineering, Division for Engineering Education and Centers, Engineering Research Centers, $18,500,000. (2015–2016)

“Qatari students’ Interest in, and Attitudes toward Science” (QIAS), Fouad Abd-El-Khalick, Co-Principal Investigator; Qatar Foundation, Qatar National Research Fund, National Priorities Research Program, $1,031,878. (2010–2013)

“Entrepreneurial Leadership in STEM Teaching & learning” (EnLiST), Fouad Abd-El-Khalick, Co-Principal Investigator; National Science Foundation, Division of Undergraduate Education, MSP–Teacher Institutes, $5,000,000. (2009–2014)

“Qatar Science Teachers Energy Project” (QSTEP), Fouad Abd-El-Khalick, Co-Principal Investigator; Qatar Foundation, Qatar National Research Fund, National Priorities Research Program, $578,998. (2009–2012)

“An Alternative Program for Recruiting, Educating, Certifying, and Retaining Underrepresented Populations in Teaching Science and Mathematics” (RECRUIT), Fouad Abd-El-Khalick, Principal Investigator; National Science Foundation, Division of Undergraduate Education, Science, Technology, Engineering and Mathematics Teacher Preparation (STEMTP), $866,015. (2002–2008)

“Using technology to enhance achievement in math, science, and literacy: A middle school-university partnership,” Fouad Abd-El-Khalick, Co-Principal Investigator; Hewlett Packard Mobile Computing K-12 Classroom Grant, $128,934. (2002–2003)

Service (Selected)

Editorships

Co-Editor, Journal of Research in Science Teaching, 2015–2019

Associate Editor, Journal of Science Teacher Education, 2013–2018

Associate Editor, Journal of Research in Science Teaching, 2004–2009

Associate Editor, School Science and Mathematics, 2001–2006

State of North Carolina

Member, Governor’s Commission on Access to Sound, Basic Education; Office of Governor Roy Copper, 2017–2021.

Member, Advisory Council, North Carolina New Teacher Support Program, 2020–2022.

Member, Advisory Council, North Carolina Strategic Partnerships, North Carolina Office of State Budget and Management, 2020–present.

Member, North Carolina Strategic Research Capacity and Partnership Initiative, Office of Governor Roy Cooper, 2019–2020.

Member, “Color of Education” Guiding Committee, Public School Forum of North Carolina, Duke Policy Bridge, and the Samuel DuBois Cook Center on Social Equity at Duke University, NC, 2018–present.

Expert panelist, “School leadership: Identification, preparation, and retention,” 2018 Holshouser Legislators Retreat, The Hunt Institute, Pinehurst, NC, March 19, 2018.

University of North Carolina at Chapel Hill

Member, Chancellor’s Advisory Committee for Naming University Facilities and Units, 2020–2022.

Chair, Search Committee, Vice Chancellor for Student Affairs, 2019–2020.

Member, Steering Committee, Carolina Operational Excellence, 2018–present.

Member, Advisory Board, Center for Faculty Excellence, 2016–present.

Member, Curriculum 2019 Coordinating Committee, College of Arts & Sciences, 2017–2019.

Member, Taskforce on the New Learning Initiative, Carolina Strategic Framework Working Groups, 2016–2018.

Member, Working Group on Online Learning to Improve Access and Success, 2016–2017.

Member, Search Committee, Associate Vice Chancellor for Diversity, 2016–2017.

University of Illinois at Urbana-Champaign

Member, I-STEM Review Team, Office of the Provost and Vice Chancellor for Academic Affairs, 2016.

Member, Research Policy Committee, Office of the Vice Chancellor for Research, 2015–2017.

Member, Design Center Initiative Executive Committee, Office of the Provost and Vice Chancellor for Academic Affairs, 2015–2016.

Member, Construction Management Selection Committee for the Design Center project, Facilities and Services, 2015–2016.

Member, Campus Budget Advisory Task Force, Office of the Provost and Vice Chancellor for Academic Affairs, 2015–2016.

Member, Institutional Review Board – Social & Behavioral Sciences, Office of the Vice Chancellor for Research, 2015–2016.

Member, Design Center Program Working Group, Office of the Vice Chancellor for Academic Affairs and Provost, 2015-2016.

Program Chair, “Toward an Illinois Learning Sciences Design Laboratory: A Lightning Symposium,” February 27, 2015.

Member, Review Committee for Equipment Funding Proposals, Special Programs, Office of the Vice Chancellor for Research, 2014-2015.

Member, Sesquicentennial Design Building Planning Committee, Office of the Vice Chancellor for Academic Affairs and Provost, 2014-2015.

Member, Faculty Senate, 2009–2011.

Member, Academic Freedom and Tenure Committee, Faculty Senate, 2009-2011.

Leadership in Professional Organizations

Executive Committee Member, AERA-CURI: Consortium of University and Research Institutions, American Educational Research Association, 2018–2021. (Elected position)

Executive Board Member, National Association for Research in Science Teaching, 2015–2019. (Ex-officio position)

Executive Board Member, National Association for Research in Science Teaching, 2004–2007. (Elected position)

Member, Advisory Council, International History, Philosophy, and Science Teaching Group, 2001–2005.

Publications (Selected)

Journal Article

Brunner, J. L., & Abd-El-Khalick, F. (2020). Improving nature of science instruction in elementary classes with modified science trade books and educative curriculum materials. Journal of Research in Science Teaching, 57(2), 154-183. https://doi.org/10.1002/tea.21588

Summers, R., Alameh, S., Brunner, J., Maddux, J., Wallon, R., & Abd-El-Khalick, F. (2019). Representations of nature of science in U.S. science standards: A historical account with contemporary implications. Journal of Research in Science Teaching, 56(9), 1234-1268. https://doi.org/10.1002/tea.21551

Summers, R., & Abd-El-Khalick, F. (2019). An exploration of Illinois students’ attitudes toward science using multi-level modeling with a cross-sectional sample of responses from grades 5 though 10. Journal of Research in Science Teaching, 56(8), 1106-1134. https://doi.org/10.1002/tea.21552

Lederman, N. G., Abd-El-Khalick, F., & Smith, M. U. (2019). Teaching nature of scientific knowledge to Kindergarten through university students. Science & Education, 28, 197-203. https://doi.org/10.1007/s11191-019-00057-x

Summers, R., & Abd-El-Khalick, F. (2019). Examining the representations of NOS in instructional resources: An analysis of lesson plans aligned with the Next Generation Science Standards. Science & Education, 28, 269-289. https://doi.org/10.1007/s11191-018-0018-4

Summers, R., Wang, S., Abd-El-Khalick, F., & Said, Z. (2019). Comparing Likert scales functionality across culturally and linguistically diverse groups in science education research: An illustration using Qatari students’ responses to an attitudes toward science survey. International Journal of Science and Mathematics Education, 17(5), 885-903. https://doi.org/10.1007/s10763-018-9889-8

Alameh, S., & Abd-El-Khalick, F. (2018). Towards a philosophically-guided schema for studying scientific explanation in science education. Science & Education, 27, 831-861. https://doi.org/10.1007/s11191-018-0021-9

Martin, A. M., Abd-El-Khalick, F., Mustari, E., & Price, R. (2018). Effectual reasoning and innovation among entrepreneurial science teacher leaders: A correlational study. Research in Science Education, 48, 1297-1319. https://doi.org/10.1007/s11165-016-9603-1

Summers, R., Abd-El-Khalick, F., & Wang, S. (2018). Development and validation of an instrument to assess student attitudes toward science across grades 5 through 12. Journal of Research in Science Teaching, 55(2), 172-205. https://doi.org/10.1002/tea.21416

Abd-El-Khalick, F., Myers, J., Summers, R., Brunner, J., Waight, N., Wahbeh, N., Zeineddin, A., & Belarmino, J. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school biology and physics textbooks. Journal of Research in Science Teaching, 54(1), 82-120. https://doi.org/10.1002/tea.21339

Myers, J., & Abd-El-Khalick, F. (2016). “A ton of faith in science!”: Ideas about science and epistemology generated upon watching a sci-fi film. Journal of Research in Science Teaching, 53(8), 1143-1171. https://doi.org/10.1002/tea.21324

Said, Z., Summers, R., Abd-El-Khalick, F., & Wang, S. (2016). Attitudes toward science among grades 3 through 12 Arab students in Qatar: Findings from a cross-sectional national study. International Journal of Science Education, 38(4), 621-643. https://doi.org/10.1080/09500693.2016.1156184

Abd-El-Khalick, F., Summers, R., Said, Z., Wang, S., & Culbertson, M. (2015). Development and large-scale validation of an instrument to assess Arabic-speaking students’ attitudes toward science. International Journal of Science Education, 37(16), 2637-2663. https://doi.org/10.1080/09500693.2015.1098789

Abed, O. H., & Abd-El-Khalick, F. (2015). Jordanian pre-service primary teachers’ perceptions of mentoring in science teaching. International Journal of Science Education, 37(4), 703-726. https://doi.org/10.1080/09500693.2015.1010629

Wahbeh, N., & Abd-El-Khalick, F. (2014). Revisiting the translation of nature of science understandings into instructional practice: Teachers’ nature of science pedagogical context knowledge. International Journal of Science Education, 36(3), 425-466. https://doi.org/10.1080/09500693.2013.786852

Houseal, A., Abd-El-Khalick, F., & DeStefano, L. (2014). Impact of a student-teacher-scientist partnership on students’ and teachers’ content knowledge, attitudes toward science, and pedagogical practices. Journal of Research in Science Teaching, 51(1), 84-115. https://doi.org/10.1002/tea.21126

Abd-El-Khalick, F. (2013). Teaching with and about nature of science, and science teacher knowledge domains. Science & Education, 22(9), 2087-2107. https://doi.org/10.1007/s11191-012-9520-2

Cope, W., Kalantzis, M., Abd-El-Khalick, F., & Bagley, E. (2013). Science in writing: Learning scientific argument in principle and practice. E-Learning and Digital Media, 10(4), 420-441. https://doi.org/10.2304/elea.2013.10.4.420

Waight, N., & Abd-El-Khalick, F. (2012). Nature of technology: Implications for design, development, and enactment of technological tools in school science classrooms. International Journal of Science Education, 34(18), 2875-2905. https://doi.org/10.1080/09500693.2012.698763

Schwartz, R., Lederman, N., & Abd-El-Khalick, F. (2012). A series of misrepresentations: A response to Allchin’s whole approach to assessing nature of science understandings. Science Education, 96(4), 685-692. https://doi.org/10.1002/sce.21013

Abd-El-Khalick, F. (2012). Examining the sources for our understandings about science: Enduring conflations and critical issues in research on nature of science in science education. International Journal of Science Education, 34(3), 353-374. https://doi.org/10.1080/09500693.2011.629013

Abi-El-Mona, I., & Abd-El-Khalick, F. (2011). Perceptions of the nature and “goodness” of argument among college students, science teachers, and scientists. International Journal of Science Education, 33(4), 573-605. https://doi.org/10.1080/09500691003677889

Waight, N., & Abd-El-Khalick, F. (2011). From scientific practice to high school science classrooms: Transfer of scientific technologies and the realization of authentic inquiry. Journal of Research in Science Teaching, 48(1), 37-70. https://doi.org/10.1002/tea.20393

Zeineddin, A., & Abd-El-Khalick, F. (2010). Scientific reasoning and epistemological commitments: Coordination of theory and evidence among college science students. Journal of Research in Science Teaching, 47(9), 1064-1093. https://doi.org/10.1002/tea.20368

Salloum, S., & Abd-El-Khalick, F. (2010). A study of practical-moral knowledge in science teaching: Case studies in physical science classrooms. Journal of Research in Science Teaching, 47(8), 929-951. https://doi.org/10.1002/tea.20361

Abd-El-Khalick, F., & Akerson, V. L. (2009). The influence of metacognitive training on preservice elementary teachers’ conceptions of nature of science. International Journal of Science Education, 31(16), 2161-2184. https://doi.org/10.1080/09500690802563324

Abi-El-Mona, I., & Abd-El-Khalick, F. (2008). The influence of mind mapping on eighth graders’ science achievement. School Science and Mathematics, 108(7), 298-312. https://doi.org/10.1111/j.1949-8594.2008.tb17843.x

Dogan, N., & Abd-El-Khalick, F. (2008). Turkish grade 10 students’ and science teachers’ conceptions of nature of science: A national study. Journal of Research in Science Teaching, 45(10), 1083-1112. https://doi.org/10.1002/tea.20243

Abd-El-Khalick, F., Waters, M., & Le, A. (2008). Representations of nature of science in high school chemistry textbooks over the past four decades. Journal of Research in Science Teaching, 45(7), 835-855. https://doi.org/10.1002/tea.20226

Zeineddin, A., & Abd-El-Khalick, F. (2008). On coordinating theory with evidence: The role of epistemic commitments in scientific reasoning among college students. Eurasia Journal of Mathematics, Science & Technology Education, 4(2), 159-174. https://doi.org/10.12973/ejmste/75315

Abd-El-Khalick, F., & Akerson, V. L. (2007). On the role and use of “theory” in science education research: A response to Johnston, Southerland, and Sowell. Science Education, 91(1), 187-194. https://doi.org/10.1002/sce.20189

Waight, N., & Abd-El-Khalick, F. (2007). The impact of technology on the enactment of “inquiry” in a technology enthusiast’s sixth grade science classroom. Journal of Research in Science Teaching, 44(1), 154-182. https://doi.org/10.1002/tea.20158

Abi-El-Mona, I., & Abd-El-Khalick, F. (2006). Argumentative discourse in a high school chemistry classroom. School Science and Mathematics, 106(8), 349-361. https://doi.org/10.1111/j.1949-8594.2006.tb17755.x

Abd-El-Khalick, F. (2006). Preservice and experienced biology teachers’ global and specific subject matter structures: Implications for conceptions of pedagogical content knowledge. Eurasia Journal of Mathematics, Science & Technology Education, 2(1), 1-29. https://doi.org/10.12973/ejmste/75435

Lee, H., Abd-El-Khalick, F., & Choi, K. (2006). Korean science teachers’ perceptions of the introduction of socioscientific issues into the science curriculum. Canadian Journal of Science, Mathematics and Technology Education, 6(2), 97-117. https://doi.org/10.1080/14926150609556691

Abd-El-Khalick, F. (2005). Developing deeper understandings of nature of science: The impact of a philosophy of science course on preservice science teachers’ views and instructional planning. International Journal of Science Education, 27(1), 15-42. https://doi.org/10.1080/09500690410001673810

Akerson, V. L., & Abd-El-Khalick, F. (2005). “How should I know what scientists do–I am just a kid”: Fourth-grade students’ conceptions of nature of science! Journal of Elementary Science Education, 17(1), 1-11. https://doi.org/10.1007/BF03174669

Abd-El-Khalick, F., & Akerson, V. L. (2004). Learning as conceptual change: Factors that mediate the development of preservice elementary teachers’ views of nature of science. Science Education, 88(5), 785-810. https://doi.org/10.1002/sce.10143

Abd-El-Khalick, F., BouJaoude, S., Duschl, R. A., Hofstein, A., Lederman, N. G., Mamlok, R., Niaz, M., Treagust, D., & Tuan, H. (2004). Inquiry in science education: International perspectives. Science Education, 88(3), 397-419. https://doi.org/10.1002/sce.10118

BouJaoude, S., Salloum, S., & Abd-El-Khalick, F. (2004). Relationships between selective cognitive variables and students’ ability to solve chemistry problems. International Journal of Science Education, 26(1), 63-84. https://doi.org/10.1080/0950069032000070315

Akerson, V. L., & Abd-El-Khalick, F. (2003). Teaching elements of nature of science: A yearlong case study of a fourth grade teacher. Journal of Research in Science Teaching, 40(10), 1025-1049. https://doi.org/10.1002/tea.10119

Niaz, M., Abd-El-Khalick, F., Benarroch, A., Cardellini, L., Laburú, C. E., Marín, N., Montes, L. A., Nola, R., Orlik, Y., Scharmann, L. C., Tsai, C., & Tsaparlis, G. (2003). Constructivism: Defense or a continual critical appraisal: A response to Gil-Pérez, et al. Science & Education, 12(8), 787-797. https://doi.org/10.1023/B:SCED.0000004555.57519.8f

Abd-El-Khalick, F., & BouJaoude, S. (2003). Lebanese middle school students’ views of nature of science. Mediterranean Journal of Educational Studies, 8(1), 61-79. Available https://www.researchgate.net/publication/298215068_LEBANESE_STUDENTS%27_VIEWS_OF_THE_NATURE_OF_SCIENCE

Haidar-Makki, M., Abd-El-Khalick, F., & BouJaoude, S. (2003). Lebanese secondary school students’ environmental knowledge and attitudes. Environmental Education Research, 9(1), 21-33. https://doi.org/10.1080/13504620303468

Khishfe, R., & Abd-El-Khalick, F. (2002). Influence of explicit reflective versus implicit inquiry-oriented instruction on sixth graders’ views of nature of science. Journal of Research in Science Teaching, 39(7), 551-578. https://doi.org/10.1002/tea.10036

Abd-El-Khalick, F. (2002). Images of nature of science in middle grade science trade books. The New Advocate, 15(2), 121-127. Available https://www.researchgate.net/publication/234717472_Images_of_Nature_of_Science_in_Middle_Grade_Science_Trade_Books

Lederman, N. G., Abd-El-Khalick, F., Bell, R. L., & Schwartz, R. (2002). Views of nature of science questionnaire (VNOS): Toward valid and meaningful assessment of learners’ conceptions of nature of science. Journal of Research in Science Teaching, 39(6), 497-521. https://doi.org/10.1002/tea.10034

Abd-El-Khalick, F. (2002). Rutherford’s enlarged: A content-embedded activity to teach about nature of science. Physics Education, 37(1), 64-68. https://doi.org/10.1088/0031-9120/37/1/309

Zeineddin, A., & Abd-El-Khalick, F. (2001). Doing the right thing versus doing the right thing right: Concept mapping in a freshmen physics laboratory. European Journal of Physics, 22(5), 501-511. https://doi.org/10.1088/0143-0807/22/5/306

Abd-El-Khalick, F. (2001). Embedding nature of science instruction in preservice elementary science courses: Abandoning scientism, but . . . Journal of Science Teacher Education, 12(3), 215-233. https://doi.org/10.1023/A:1016720417219

Lederman, N. G., Schwartz, R., Abd-El-Khalick, F., & Bell, R. L. (2001). Preservice teachers’ understanding and teaching of nature of science: An intervention study. Canadian Journal of Science, Mathematics and Technology Education, 1(2), 135-160. https://doi.org/10.1080/14926150109556458

Bell, R. L., Abd-El-Khalick, F., Lederman, N. G., McComas, W. F., & Matthews, M. R. (2001). The nature of science and science education: A bibliography. Science & Education, 10(1/2), 187-204. https://doi.org/10.1023/A:1008712616090

Abd-El-Khalick, F., & Lederman, N. G. (2000). The influence of history of science courses on students’ views of nature of science. Journal of Research in Science Teaching, 37(10), 1057-1095. https://doi.org/10.1002/1098-2736(200012)37:10<1057::AID-TEA3>3.0.CO;2-C

Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (2000). Developing and acting upon one’s conceptions of the nature of science: A follow-up study. Journal of Research in Science Teaching, 37(6), 563-581. https://doi.org/10.1002/1098-2736(200008)37:6<563::AID-TEA4>3.0.CO;2-N

Abd-El-Khalick, F., & Lederman, N. G. (2000). Improving science teachers’ conceptions of the nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665-701. https://doi.org/10.1080/09500690050044044

Schwartz, R., Abd-El-Khalick, F., & Lederman, N. G. (2000). Achieving the reforms vision: The effectiveness of a specialists-led elementary science program. School Science and Mathematics, 100(4), 181-193. https://doi.org/10.1111/j.1949-8594.2000.tb17255.x

Akerson, V. L., Abd-El-Khalick, F., & Lederman, N. G. (2000). Influence of a reflective explicit activity-based approach on elementary teachers’ conceptions of nature of science. Journal of Research in Science Teaching, 37(4), 295-317. https://doi.org/10.1002/(SICI)1098-2736(200004)37:4<295::AID-TEA2>3.0.CO;2-2

Abd-El-Khalick, F. (1999). Teaching science with history: Using Mars and Saturn to teach about the relationship between theory and observation. The Science Teacher, 66(9), 18-22. Available http://people.uncw.edu/kubaskod/SEC_406_506/Classes/Class_1_HistPersp/Teaching_Science_with_History.pdf

Abd-El-Khalick, F., Bell, R. L., & Lederman, N. G. (1998). The nature of science and instructional practice: Making the unnatural natural. Science Education, 82(4), 417-436. https://doi.org/10.1002/(SICI)1098-237X(199807)82:4<417::AID-SCE1>3.0.CO;2-E

Bell, R. L., Lederman, N. G., & Abd-El-Khalick, F. (1998). Implicit and explicit approaches to teaching the nature of science: An explicit response to Palmquist and Finley. Journal of Research in Science Teaching, 35(9), 1057-1061. https://doi.org/10.1002/(SICI)1098-2736(199811)35:9<1057::AID-TEA6>3.0.CO;2-C

Abd-El-Khalick, F., & BouJaoude, S. (1997). An exploratory study of the knowledge base for science teaching. Journal of Research in Science Teaching, 34(7), 673-699. https://doi.org/10.1002/(SICI)1098-2736(199709)34:7<673::AID-TEA2>3.0.CO;2-J

Edited Books

McDonald, C., & Abd-El-Khalick, F. (Eds.) (2017). Representations of nature of science in school science textbooks: A global perspective. New York: Routledge.

Handbook Chapters

Abd-El-Khalick, F., & Lederman, N. G. (in press). Research on teaching, learning, and assessment of nature of science. In N. Lederman, D. Zeidler, & J. Lederman (Eds.), Handbook of research on science education (Volume III). Mahwah, NJ: Lawrence Erlbaum.

Abd-El-Khalick, F. (2014). The evolving landscape related to assessment of nature of science. In N. G. Lederman & S. K. Abell (Eds.), Handbook of research on science education (Volume II) (pp. 621-650). New York, NY: Routledge.

Abd-El-Khalick, F. (2012). Nature of science in science education: Toward a coherent framework for synergistic research and development. In B. J. Fraser, K. Tobin, & McRobbie, C. (Eds.), Second international handbook of science education (Vol. 2) (pp. 1041-1060). The Netherlands: Springer.

Book Chapters

Lederman, N. G., Abd-El-Khalick, F., Summers, R., & LePretre, D. (2020). Connections to nature of science. In T. Willard (Ed.), The NSTA atlas of the three dimensions (pp. 90-106) Arlington, VA: National Science Teachers Association Press.

Brunner, J., & Abd-El-Khalick, F. (2020). Improving nature of science instruction in elementary classrooms through modified science trade books and educative curriculum materials. In W. F. McComas (Ed.), Nature of science in science instruction: Rationales and strategies (pp. 437-450). Cham, Switzerland: Springer.

Lederman, N. G., Abd-El-Khalick, F., & Lederman, J. S. (2020). Avoiding de-natured science: Integrating nature of science into science instruction. In W. F. McComas (Ed.), Nature of science in science instruction: Rationales and strategies (pp. 295-326). Cham, Switzerland: Springer.

Waight, N., & Abd-El-Khalick, F. (2018). Technology, culture, and values: Implications for enactment of technological tools in precollege science classrooms. In Y. J. Dori, Z. Mevareach, & D. Baker (Eds.), Cognition, metacognition, and culture in STEM education: Learning, teaching and assessment (pp. 139-165). New York: Springer.

McDonald, C., & Abd-El-Khalick, F. (2017). Where to from here? Implications and future directions for research on representations of nature of science in school science textbooks. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 215-231). New York: Routledge.

Abd-El-Khalick, F., Belarmino, J., Brunner, J., Le, A., Myers, J. Y., Summers, R., Wahbeh, N., Waight, N., Waters, M., & Zeineddin, A. (2017). A longitudinal analysis of the extent and manner of representations of nature of science in U.S. high school chemistry, biology, and physics textbooks. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 20-60). New York: Routledge.

McDonald, C., & Abd-El-Khalick, F. (2017). Representations of nature of science in school science textbooks. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 1-19). New York: Routledge.

Brunner, J. L., & Abd-El-Khalick, F. (2017). Representations of nature of science in U.S. elementary trade books. In C. McDonald & F. Abd-El-Khalick (Eds.), Representations of nature of science in school science textbooks: A global perspective (pp. 135-151). New York: Routledge.

Abd-El-Khalick, F., Lederman, N. G., & Schwartz, R. (2015). Inquiry, as a curriculum strand. In R. Gunstone (Ed.), Encyclopedia of science education (510-514). Dordrecht, The Netherlands: Springer.

Lederman, N. G., Schwartz, R., & Abd-El-Khalick, F. (2015). Nature of science, assessing of. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 694-698). Dordrecht, The Netherlands: Springer.

Lederman, N., Abd-El-Khalick, F., & Schwartz, R., (2015). Nature of science, measurement of. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 704-708). Dordrecht, The Netherlands: Springer.

Lederman, N. G., Schwartz, R., & Abd-El-Khalick (2015). History of science, assessing knowledge of. In R. Gunstone (Ed.), Encyclopedia of science education (pp. 462-465). Dordrecht, The Netherlands: Springer.

Abd-El-Khalick, F. (2009). Professional development through applied engagement: Egyptian Teacher Opportunities for Professional Growth Grants. In S. BouJaoude & Z. Dagher (Eds.), The world of science education: Arab States (pp. 83-106). Rotterdam, The Netherlands: Sense.

BouJaoude, S., Abd-El-Khalick, F., & El-Hage, F. (2009). Science education research in Lebanon (2003–2008): Trends and issues. In S. BouJaoude & Z. Dagher (Eds.), The world of science education: Arab States (pp. 221-256). Rotterdam, The Netherlands: Sense.

Abd-El-Khalick, F. (2008). Modeling science classrooms after scientific laboratories. In R. A. Duschl & R. E. Grandy (Eds.), Teaching scientific inquiry: Recommendations for research and application (pp. 80-85). Rotterdam, The Netherlands: Sense.

Abd-El-Khalick, F. (2007). The impact of a systemic reform initiative on primary Nigerian teachers’ instructional practices: A longitudinal study. In C. Szymanski-Sunal & K. Mutua (Eds.), Research on education in Africa, the Caribbean, and the Middle East: Book IV: The enterprise of education (pp. 165-191). Greenwich, CT: Information Age Press.

Lederman, N. G., Lederman, J., & Abd-El-Khalick, F. (2006). Alternative certification: Aspirations and realities. In J. Rhoton & P. Shane (Eds.), Teaching science in the 21st century (pp. 257-272). Arlington, VA: National Science Teachers Association.

Abd-El-Khalick, F. (2005). Instructional technology in secondary science teaching. In I. Osta (Ed.), Education and information technology in the Arab countries: Issues and trends (pp. 329-355). Beirut, Lebanon: Lebanese Association for Educational Sciences. (In Arabic)

Abd-El-Khalick, F., & Lederman, N. G. (2005). Improving science teachers’ conceptions of nature of science: A critical review of the literature. In J. K. Gilbert (Ed.), Science education: Major themes in education (pp. 339-384). New York: Routledge. (Reprinted from International Journal of Science Education, 22, pp. 665-701, 2000)

BouJaoude, S., Sawwan, S., & Abd-El-Khalick, F. (2005). The use of drama in science teaching: Its influence on students’ attitudes and conceptions of nature of science. In K. Boersma, H., Goedhart, M., de Jong, O., & Eijkelhof, H. (Eds.), Research and the quality of science education (pp. 259-267). Dordrecht, The Netherlands: Kluwer.

Abd-El-Khalick, F. (2005). History and nature of science: Active transport might work but osmosis does not! In N. Sanitt (Ed.), Motivating science: Science communication from a philosophical, educational, and cultural perspective (pp. 123-130). Luton, UK: Pantaneto.

BouJaoude, S., & Abd-El-Khalick, F. (2004). A decade of science education research in Lebanon (1992-2002): Trends and issues. In K. Mutua & C. Szymanski-Sunal (Eds.), Research on education in Africa, the Caribbean, and the Middle East: An historic overview (pp. 203-241). Greenwich, CT: Information Age Press.

Abd-El-Khalick, F. (2004). Over and over and over again: College students’ views of nature of science. In L. B. Flick & N. G. Lederman (Eds.), Scientific inquiry and nature of science: Implications for teaching, learning, and teacher education (pp. 389-425). Dordrecht, The Netherlands: Kluwer.

Abd-El-Khalick, F. (2003). Socioscientific issues in pre-college science classrooms: The primacy of learners’ epistemological orientations and views of nature of science. In D. L. Zeidler (Ed.), The role of moral reasoning in socioscientific issues and discourse in science education (pp. 41-61). Dordrecht, The Netherlands: Kluwer.

Lederman, N. G., Abd-El-Khalick, F., & Bell, R. L. (2001). If we want to talk the talk we must also walk the walk: The nature of science, professional development and educational reform. In J. Rhoton & P. S. Bowers (Eds.), Professional development: Planning and design (pp. 25-42). Arlington, VA: National Science Teachers Association Press.

Abd-El-Khalick, F. (1999). Nature of science: What is it? Why is it important? And what attention is it accorded in the new Lebanese science curriculum? In F. Ayoub (Ed.), The new school curricula in Lebanon: An evaluative perspective (pp. 117-136). Beirut, Lebanon: Lebanese Association for Educational Sciences. (In Arabic)

Lederman, N. G., & Abd-El-Khalick, F. (1998). Avoiding de-natured science: Activities that promote understandings of the nature of science. In W. McComas (Ed.), The nature of science in science education: Rationales and strategies (pp. 83-126). Dordrecht, The Netherlands: Kluwer.

Editorials

Abd-El-Khalick, F., Zeidler, D. L., & Niswander, B. (2021). Editors report: Reflections for the Journal of Research in Science Teaching (2015-2020). Journal of Research in Science Teaching, 58(2), 159-169. https://doi.org/10.1002/tea.21678

Abd-El-Khalick, F., & Zeidler, D. L. (2018). A new design for manuscript typesetting in the Journal of Research in Science Teaching: Increasing efficiencies and embracing future publication trends. Journal of Research in Science Teaching, 55(1), 3-4. https://doi.org/10.1002/tea.21432

Zeidler, D. L., & Abd-El-Khalick, F. (2017). Science education research thrives in an open, global community. Journal of Research in Science Teaching, 54(4), 437-438. https://doi.org/10.1002/tea.21393

Abd-El-Khalick, F., & Zeidler, D. L. (2016). Pioneering the JRST Doctoral Student Mentored Reviewer Initiative: Bolstering the contributions of a top-tier research journal to graduate education. Journal of Research in Science Teaching, 53(7), 975-979. https://doi.org/10.1002/tea.21343

Abd-El-Khalick, F., & Zeidler, D. L. (2016). On the ‘fabric’ of our global science education research community: The art and science of writing for the Journal of Research in Science Teaching. Journal of Research in Science Teaching, 53(1), 3-6. https://doi.org/10.1002/tea.21307

Abd-El-Khalick, F., & Zeidler, D. L. (2015). New horizons for the Journal of Research in Science Teaching. Journal of Research in Science Teaching, 52(3), 263-267. https://doi.org/10.1002/tea.21216