Chris Long

Christopher Long is an Assistant Professor of K-12 Science Education at the University of North Texas.

Dr. Long earned his Bachelor of Science from Texas A&M - Commerce, a Master of Arts in Teaching in Science Education from the University of Texas – Dallas, and a Ph.D. in Science Education from Curtin University, Perth, Western Australia.

Dr. Long’s teaching experience includes 15 years of teaching middle-school science in the public schools and six years of teacher preparation at the collegiate level. Most of his teaching experience has been in diverse, Title I schools.

Dr. Long’s research is focused on studying learning environments and attitudes associated with learning and teaching of science, pre-service teachers’ conceptual understanding of science, and science teacher preparation. Dr. Long serves as an associate editor for the Electronic Journal of Research in Mathematics and Science Education as well as a reviewer for several other science education journals.

In his spare time, Dr. Long is an avid sports fan who can often be found cheering on the A&M-Commerce Lions and UNT Mean Green athletics. He also volunteers with a local non-profit that provides social learning opportunities for young adults with autism.

Publications

Szabo, S., Sinclair, B.B., Long, C.S., Naizer, G. (In-Press). Revisiting the readability of K-8 Science textbooks: Publishers’ failures and implications for classroom teachers. Kappa Delta Gamma Bulletin

Long, C. S., Harrell, P. E., Subramaniam, K., Pope, E., &Thompson. R (2023) Strengthening elementary preservice teachers’ teacher physical science knowledge: A three-year study. Research in Science Education. 53(3)

Subramaniam, K., Long C. S., Harrell, P. E., &Khan, N. (2022) The stable and persistent alternative conceptions present in prospective elementary teachers’ understanding of average speed. Journal of College Science Teaching, 51(4), 58-64

Presentations

Long, C. S, Martin-Dunlop, C., Fraser, B. J., Sinclair, B. B., Subramaniam, K. (2023, April) Using Learning Environment Ideas in Action Research in Science Education Classes. [Paper Session] Annual Meeting of the American Educational Research Association. Chicago, IL. 

Ham, C., Subramaniam, K.  Long, C. S., (2023, May) How Contextual Constructs Can Impact Pre-Service Elementary Teachers’ Practices to Develop Science Literacy. [Paper Session] Annual Meeting of the American Educational Research Association. Chicago, IL(Virtual).

Subramaniam, K., Long, C. S., Khan, N., Asim, S., Losoya, S., Ham, C., Sinclair, B. B., &Carden, M. R. (2023, January). Seeking a broader – asset-based and diversified – view of pre-service elementary teachers’ domain-specific prior knowledge of engineers. [Themed Paper Set] Association for Science Teacher Educators Annual Conference, Salt Lake City, UT. (Peer Reviewed Presentation).

Long C. S., Sinclair, B. B., Subramaniam, K., Carden, M., Losoya, S., (2022, October) Preservice Teachers’ Perceptions of Science Teachers, Scientists and Engineers: A pilot study. [Paper Session] Annual Meeting of the Southwest – Association for Science Teacher Education. San Marcos, TX

Losoya, S., Long C. S., Sinclair, B. B., Subramaniam, K., &Carden, M. (2022, October) The Use of Goal Congruity Theory to Improve Gender Parity in Science Education.  [Paper Session] Annual Meeting of the Southwest – Association for Science Teacher Education. San Marcos, TX

Ham, C., Subramaniam, K.,  Long C. S. (2022, October) Exploring the Dynamics of Contextual Construct with Core Science Teaching Practices to Develop Scientific Literacy with Pre-Service Elementary Teachers during Student Teaching. [Paper Session] Annual Meeting of the Southwest – Association for Science Teacher Education. San Marcos, TX

Honors

Commencement Speaker, Fairhill School, Addison, Texas. May 25^th, 2023.

 

• https://www.dallasobserver.com/news/pandemic-teaches-educators-to-focus-more-on-student-engagement-11979818
• https://coe.unt.edu/news/professor-studies-learning-environments-and-after-pandemic-shutdown