Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 4134

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Brenda Capobianco

Professor Emerita

Curriculum and Instruction

Email:
bcapo@purdue.edu

Phone:
(765) 494-9635

Address:
Steven C. Beering Hall of
Liberal Arts and Education
100 N. University Street
West Lafayette, Indiana 47907-2098
BRNG 4134

Profile

Professor Capobianco is a teacher educator and researcher in elementary science education. She has been awarded over $20 million in both external and internal grants including several grants funded by the National Science Foundation emphasizing the integration of engineering design in elementary science education. Professor Capobianco has served on the Board of Directors for the Association of Science Teacher Education and the editorial boards for the Journal of Research in Science Teaching and Journal of Science Teacher Education.

+ Education

+ Career Experience

+ Awards & Honors

+ Professional Appointments

Research & Publications

Science teachers' and teacher educators' engagement in action research; young women's participation in science, technology, and engineering and the role teachers play in supporting young women's participation; issues of gender, culture, and identity in science and engineering education.

+ Selected Publications

Capobianco, B., Radloff, J., & Clingerman, J. (2021). Facilitating preservice elementary science teachers’ shift from learner to teacher of engineering design-based science teaching. International Journal of Science and Mathematics Education. https://doi.org/10.1007/s10763-021-10193-y
Capobianco, B., & Radloff, J. (2021). Elementary preservice teachers’ trajectories in learning to teach science ambitiously through engineering design. Research in Science Education. https://doi.org/10.1007/s11165-021-10020-y
Radhakrishnan, D., Capobianco, B., & DeBoer, J. (2021). Kenyan engineering teachers building reflective practice. Reflective Practice: International and Multidisciplinary Perspectives (22)5, pp. 697-711. https://doi.org/10.1080/14623943.2021.1961126
Capobianco, B., Radloff, J., & Lehman, J. (2020). Elementary science teachers’ sense-making with learning to implement engineering design and its impact on students’ science achievement. Journal of Science Teacher Education, 32 (1), 39-61. https://doi.org/10.1080/1046560X.2020.1789267
Capobianco, B.M., Eichinger, D., Rebello, S., Ryu, M., & Radloff, J. (2019). Fostering innovation through collaborative action research on the creation of shared instructional products by university science instructors. Education Action Research. https://doi.org/10.1080/09650792.2019.1645031
Radloff, J. D., & Capobianco, B. M. (2019). Investigating elementary teachers’ tensions and mitigating strategies related to integrating engineering design-based science instruction. Research in Science Education. https://doi.org/10.1007/s11165-019-9844-x
Capobianco, B. M., DeLisi, J., & Radloff, J. (2018). Characterizing elementary teachers’ enactment of high‐leverage practices through engineering design‐based science instruction. Science Education, 102(2), 342-376.
Capobianco, B., Deemer, E., & Lin, C. (2017). Analyzing predictors of children’s formative engineering identity development. International Journal of Engineering Education, 33(1)A, 44-54.
Capobianco, B.M., & Riordain, M. N. (2015). Navigating layers of teacher uncertainty among pre-service science and mathematics teachers engaged in action research. Educational Action Research, 23(4),581-598.
Capobianco, B. M., Yu, H., & French, B. (2015). Effects of engineering design-based science on elementary school science students’ engineering identity development across gender and grade. Research in Science Education, 45(2), 275-292.
Capobianco, B. M., & Mena, I. (2013). A longitudinal examination of children’s conceptions of an engineer. International Journal of Engineering Education, 29(2), 415-425.
Capobianco, B. M., French, B., & Diefes-Dux, H. (2012). Engineering identity development among pre-adolescent learners. Journal of Engineering Education, 101(4), 1-22.
Capobianco, B. M., Diefes-Dux, H., Mena, I., & Weller, J. (2011). What is an Engineer? Implications of elementary school student conceptions for engineering education. Journal of Engineering Education, 100(2), 304-328.
Capobianco, B. M., & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21(8), 909-915.
Capobianco, B. M. (2007). Science teachers’ attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32.