Biochemistry

Marcelle A. Siegel

Assistant Professor of Science Education
Assistant Professor of Biochemistry

E-mail:siegelm@missouri.edu

Office: 124 Schweitzer Hall

Mail: Biochemistry
117 Schweitzer Hall
University of Missouri
Columbia, MO 65211

Phone: 573-882-9248

Fax: 573-882-5635

Lab site: http://web.missouri.edu/~siegelm/

Educational background

Notable honors and service

• Isabelle Lyda Professor, University of Missouri, College of Education, 2009-2011
• National Institute for Science Education Fellow, University of Wisconsin-Madison, 1999-2001
• National Science Foundation's Reforming Education through Science and Design Traineeship Program, Fellowship, University of California, Berkeley, 1998-1999
• National Science Foundation's Center for the Study of Critical Transitions, Research Grant for graduate study, University of California, Berkeley, 1997-1998

Research description

Our research approach to problems in science education is based in cognitive theory (the science of individual learning) and sociocultural approaches (the theory of culture and social interaction as it affects development and learning). We focus on science, health, and environmental learning and teaching in middle school, high school, and college.

Currently, we have two goals for science education research: 1) to examine cognitive decision making processes, and 2) to study classroom assessment practices and develop resources for teachers to improve assessment practices.

We aim to develop theoretical models of students' scientific decision making and teachers' instructional decision making. Decision making is an essential goal of the National Science Education Standards, yet is rarely learned in science classrooms. Prior work has identified ways of supporting decision making in class and studied the effects of different instructional materials. Research with teachers has refined methods for making teachers' thinking processes visible through the discussion of student work. Currently, we are developing a study of undergraduates' decision making about biotechnology and ethical issues.

Assessments have a large impact on what is learned in a classroom. Assessment practices that support, foster, and monitor learning are essential to an effective classroom. Our work has refined and studied the effects of assessments in middle school life science, with a focus on creating more equitable assessments for English language learners. We are also studying preservice teachers' views of assessment to clarify how understanding develops.

Selected publications

Halverson, K., Siegel, M.A., & Freyermuth, S. (2009). Lenses for framing decisions: Undergraduates’ decision making about stem cell research. International Journal of Science Education, 31 (9), 1249–1268.

Siegel, M.A., Wissehr, C., & Halverson, K. (2008). Sounds like success: A framework for equitable assessment. The Science Teacher, 75 (3), 43-46.

Siegel, M.A. (2007). Striving for equitable classroom assessments for linguistic minorities: Strategies for and effects of revising life science items. Journal of Research in Science Teaching, 44 (6), 864-881.

Siegel, M.A. (2006). High school students' decision making about sustainability. Environmental Education Research, 12 (2), 201-215.

Siegel, M.A., Hynds, P., Siciliano, M., & Nagle, B. (2006). Using rubrics to foster meaningful learning. Assessment in Science: Practical Experiences and Education Research. National Science Teachers Association Press, 89-106.

Siegel, M.A., Mlynarczyk-Evans, S., Brenner, T.J., & Nielsen, K.M. (2005). A natural selection: Partnering teachers and scientists in the classroom laboratory creates a dynamic learning community. The Science Teacher, 72 (7), 42-45.