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1305062
Ryan Nixon

Ryan Nixon

Title

Dept Chair, Teacher Education

Department

TEd

Contact Information

Office: 205C MCKB

Phone: 801-422-4803

Email: rynixon@byu.edu

I teach future teachers how to teach science. I love helping teachers think about ways to engage students in thinking about important science concepts. By doing this, teachers can help students to understand the world around them and to see the world as a more amazing place.

In order to assist teachers in helping students reach these goals, I research teachers' science subject matter knowledge. I'm interested in the extent to which, and how, teachers learn the science concepts they teach through their teaching experience. I'm also interested in exploring ways of helping teachers develop their science subject matter knowledge as they teach, which includes exploring the impact of resources and curriculum. My work also focuses on how these issues intersect with challenges teachers face when teaching new subjects, whether from being assigned to teach a new grade level or being assigned to teach out-of-field.

  • Research Worth Reading awardee — 2021–
    • Sponsor: NARST: A global organization for improving science education through research
  • Research Worth Reading finalist — 2020–
    • Sponsor: NARST: A global organization for improving science education through research
  • 2016 Conference Paper Award V: Implications for Research for Educational Practice — 2017
    • Sponsor: Association for Science Teacher Education
  • Research Worth Reading finalist — 2017
    • Sponsor: NARST: A global organization for improving science education through research

Elementary teachers’ science subject matter knowledge across the teacher career cycle

Publisher: Wiley

Editors: Fouad Abd-El-Khalick and Dana L. Zeidler

Volume: 56

Issue: 6

Journal: Journal of Research in Science Teaching

Date: 2018

Teaching multiple modes of representation in middle school science classrooms: Impact on student learning and multimodal use

Volume: 115

Pages: 186-199

Journal: School Science & Mathematics

Abstract

Effects of subject-area degree and classroom experience on new chemistry teachers’ subject matter knowledge

Volume: 38

Issue: 10

Pages: 1636–1654

Journal: International Journal of Science Education

Secondary Science Teachers’ Subject Matter Knowledge Development Across the First 5 Years

URL: http://dx.doi.org/10.1080/1046560x.2017.1388086

Volume: 28

Issue: 7

URL: http://dx.doi.org/10.1080/1046560x.2017.1388086

Pages: 574-589

Journal: Journal of Science Teacher Education

ISSN: 1046-560X

Knowing more than their students: Characterizing secondary science teachers’ subject matter knowledge

Volume: 119

Pages: 150-160

Journal: School Science and Mathematics

Accessed or latent resources? Exploring new secondary science teachers’ networks of resources

Issue: 57

Pages: 184-208

Journal: Journal of Research in Science Teaching

Elementary teachers’ self-regulated learning of science subject matter through teaching experience

Journal: School Science and Mathematics

Clarissa says God doesn’t exist

Publisher: Springer

Editors: S. Jeong, L. Bryan, D. Tippins, & C. Sexton

Country: Switzerland

Journal: Navigating elementary science teaching and learning: Cases of classroom practices and dilemmas

A question I couldn’t answer

Publisher: Springer

Editors: S. Jeong, L. Bryan, D. Tippins, & C. Sexton

Country: Switzerland

Journal: Navigating elementary science teaching and learning: Cases of classroom practices and dilemmas

A comparison of TIMSS items using cognitive domains

URL: dx.doi.org/10.1111/ssm.12054

Volume: 114

Issue: 2

URL: dx.doi.org/10.1111/ssm.12054

Pages: 65-75

Journal: School Science and Mathematics

ISSN: 1949-8594

Abstract

A flood of new water cycle resources

Journal: American Biology Teacher

Teaching chemistry with a biology degree: Crosscutting concepts as boundary objects

Publisher: Sense Publishers

Editors: Luft, Julie A.; Dubois, Shannon L.

City: Rotterdam

Country: The Netherlands

Pages: 75-85

Journal: Newly Hired Teachers of Science: A Better Beginning

Undergraduate student construction and interpretation of graphs in physics lab activities

Publisher: Physical Review Physics Education Research

Volume: 12

Issue: 1

Pages: 010104

Prevalence and predictors of out-of-field teaching in the first five years

URL: http://dx.doi.org/10.1002/tea.21402

Volume: 54

Issue: 9

URL: http://dx.doi.org/10.1002/tea.21402

Pages: 1197-1218

Journal: Journal of Research in Science Teaching

ISSN: 0022-4308

Identifying Elements of Voice in First-Grade Science Writing

Volume: 41

Pages: 803-820

Journal: Reading Psychology

Pinning and planning: Five tips for using Pinterest to teach science

Publisher: National Science Teaching Association

City: Arlington, VA

Journal: Science and Children

Attending to science concepts during planning: Exploring and supporting the process

Volume: 121

Pages: 333-344

Journal: School Science and Mathematics

Elementary Teacher Characteristics, Experiences, and Science Subject Matter Knowledge: Understanding the Relationships through Structural Equation Modeling

Publisher: Elsevier

Volume: 113

Issue: 103661

Journal: Teaching and Teacher Education

Abstract

Searching for quality: Examining Pinterest as a resource for science teachers

Volume: 132

Pages: 104207

Journal: Teaching and Teacher Education