World's Best Scientists 2026 revealed!

D-Index & Metrics

Social Sciences and Humanities

D-Index
33
Citations
10506
World Ranking
7005
National Ranking
3404

Research.com Recognitions

  • 2003 - Review of Research Award, American Educational Research Association

Overview

Mark Windschitl is affiliated with the University of Washington in the United States and contributes primarily to the field of Social Sciences, focusing extensively on Education and related subfields. Their scholarly output spans several interconnected areas such as Evaluation of Teaching Practices, Science Education and Pedagogy, Collaborative Teaching and Inclusion, Teacher Education and Leadership Studies, Innovative Teaching and Learning Methods, Educator Training and Historical Pedagogy, and Environmental Education and Sustainability.

Their recent publications demonstrate a focus on teacher education and the clinical teaching experience. Notable recent papers include:

  • Learning to Plan During the Clinical Experience: How Visions of Teaching Influence Novices' Opportunities to Practice (2020) in Journal of Teacher Education
  • Learning to teach science during the clinical experience: Agency, opportunity, and struggle (2021) in Science Education

Mark Windschitl frequently publishes in venues related to science education and teacher training, with multiple contributions to Science Education, as well as work appearing in the Journal of Teacher Education, Research in Science Education, The Science Teacher, and Educational Evaluation and Policy Analysis. These publication outlets reflect a consistent engagement with both practical and theoretical aspects of science pedagogy and instructional methods in educational settings.

Collaborations mark an important aspect of their research, with frequent co-authors including Karin Lohwasser, Tammy Tasker, Soo-Yean Shim, Caroline Long, and Sherry A. Southerland. These partnerships suggest an active participation in a network of scholars focused on science education and teacher development.

In recognition of contributions to educational research, Mark Windschitl received the Review of Research Award from the American Educational Research Association in 2003.

Best Publications

  • Beyond the scientific method: Model-based inquiry as a new paradigm of preference for school science investigations

    Mark Windschitl;Jessica Thompson;Melissa Braaten

  • Framing Constructivism in Practice as the Negotiation of Dilemmas: An Analysis of the Conceptual, Pedagogical, Cultural, and Political Challenges Facing Teachers

    Unknown

  • Proposing a Core Set of Instructional Practices and Tools for Teachers of Science

    Mark Windschitl;Jessica Thompson;Melissa Braaten;David Stroupe

  • Tracing Teachers’ Use of Technology in a Laptop Computer School: The Interplay of Teacher Beliefs, Social Dynamics, and Institutional Culture:

    Mark Windschitl;Kurt Sahl

  • Inquiry projects in science teacher education: What can investigative experiences reveal about teacher thinking and eventual classroom practice?

    Mark Windschitl

  • Using computer simulations to enhance conceptual change: the roles of constructivist instruction and student epistemological beliefs

    Mark Windschitl;Thomas Andre

  • Working toward a stronger conceptualization of scientific explanation for science education

    Melissa Braaten;Mark Windschitl

  • Folk theories of “inquiry:” How preservice teachers reproduce the discourse and practices of an atheoretical scientific method

    Mark Windschitl

  • Ambitious Science Teaching

    Mark Windschitl;Jessica Jane Thompson;Melissa L. Braaten

  • Developing a Theory of Ambitious Early-Career Teacher Practice:

    Jessica Thompson;Mark Windschitl;Melissa Braaten

  • The WWW and Classroom Research: What Path Should We Take?.

    Mark Windschitl

  • Transcending Simple Forms of School Science Investigation:The Impact of Preservice Instruction on Teachers’ Understandings of Model-Based Inquiry:

    Mark Windschitl;Jessica Thompson

  • Ambitious Pedagogy by Novice Teachers: Who Benefits from Tool-Supported Collaborative Inquiry into Practice and Why?.

    Mark Windschitl;Jessica Thompson;Melissa Braaten

  • Developing and using conceptual computer animations for chemistry instruction

    K. A. Burke;Thomas J. Greenbowe;Mark A. Windschitl

  • How Novice Science Teachers Appropriate Epistemic Discourses Around Model-Based Inquiry for Use in Classrooms

    Mark Windschitl;Jessica Thompson;Melissa Braaten

  • Creating Opportunities for Students to Show What They Know: The Role of Scaffolding in Assessment Tasks

    Hosun Kang;Jessica Thompson;Mark Windschitl

  • Practice Makes Practice: Learning to Teach in Teacher Education

    Morva McDonald;Elham Kazemi;Megan Kelley-Petersen;Karen Mikolasy

  • Designing, launching, and implementing high quality learning opportunities for students that advance scientific thinking

    Hosun Kang;Mark Windschitl;David Stroupe;Jessica Thompson

  • The Challenges of Sustaining a Constructivist Classroom Culture.

    Mark Windschitl

  • Research News And Comment: The WWW and Classroom Research: What Path Should We Take?

    Mark Windschitl

  • Challenges of Sustaining a Constructivist Classroom Culture, The

    Mark Windschitl

Frequent Co-Authors

Gillian H. Roehrig
Gillian H. Roehrig University of Minnesota
Elizabeth A. Davis
Elizabeth A. Davis University of Michigan–Ann Arbor

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