Brenda Capobianco
Social Sciences · Purdue University West Lafayette
Publications
114
Citations
2,150
Est. group size
—
Recurring co-author estimate
Active years
26
Publishing since 2000
Brenda Capobianco studies how elementary and secondary teachers learn to teach science through engineering design, focusing on teacher identity, classroom practices, and how these approaches affect student learning. Her work often uses action research and collaborative reflection methods to examine how preservice and practicing teachers integrate engineering design into science instruction. This research is relevant to students interested in STEM teacher education, curriculum development, and science teaching practices.
Publication output peaked around 2020 with 12 outputs but has since slowed considerably, with only a few publications per year from 2021 to 2025.
Generated by claude-sonnet-5 from public bibliographic data · Jul 20, 2026
- The Use of Journey Mapping to Reveal an Elementary Preservice Teacher’s Reform-Minded Science Teacher Identity Development
Journal of Science Teacher Education · 2025
- Identification of essential integrated STEM curriculum implementation components
Journal of Agricultural Education · 2023
- Making science accessible through collaborative science teacher action research on feminist pedagogy.
ScholarWorks@UMassAmherst (University of Massachusetts Amherst) · 2023
- The influence of critical friendships on secondary student teachers engaged in collaborative action research
Educational Action Research · 2023
- Action research
2022
- Facilitating Preservice Elementary Science Teachers’ Shift from Learner to Teacher of Engineering Design-Based Science Teaching
International Journal of Science and Mathematics Education · 2021
- Elementary Preservice Teachers’ Trajectories for Appropriating Engineering Design–Based Science Teaching
Research in Science Education · 2021
- The STEM Road Map for Grades 3–5
2021
- Elementary Science Teachers’ Sense-Making with Learning to Implement Engineering Design and Its Impact on Students’ Science Achievement
Journal of Science Teacher Education · 2020
- Elementary Teachers’ Responsiveness to Supporting Students’ Engineering Design Feedback
European Journal of Mathematics and Science Education · 2020
- Exploring the Use of Approximations of Practice in the Context of Elementary Teachers’ Attempts at Implementing Engineering Design-based Science Teaching
2020
- Examining and Characterizing Elementary School Teachers' Engineering Design-based Instructional Practices and Their Impact on Students’ Science Achievement
2020
- Implications for Materials Science and Engineering (MSE) Outreach Efforts of Evolving Design Standards for Elementary Education
2020
- Investigating Elementary Teachers’ Tensions and Mitigating Strategies Related to Integrating Engineering Design-Based Science Instruction
Research in Science Education · 2019
- Elementary Teachers’ Positive and Practical Risk-Taking When Teaching Science Through Engineering Design
Journal of Pre-College Engineering Education Research (J-PEER) · 2019
- Research in Science Education×3
- Journal of Science Teacher Education×2
- Educational Action Research×2
- Journal of College Science Teaching×2
- Science Education×1
- Gayle A. Buck
Social Sciences · Indiana University
- Rebekah Hammack
Social Sciences · Purdue University West Lafayette
- Meredith Park Rogers
Social Sciences · Indiana University
- Tiffany Wild
Social Sciences · The Ohio State University
- Andrea Henrie
Social Sciences · The Ohio State University
This profile was generated automatically from public scholarly data (OpenAlex). Group size and activity levels are estimates derived from co-authorship patterns.
Last updated Jul 20, 2026.
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