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Member Profile


Brenda Capobianco

PROJECT AFFILIATION:

PROFESSIONAL ROLES

  • Higher Ed: Education, Researcher 

BIO

Dr. Brenda Capobianco is an Associate Professor in the Department of Curriculum and Instruction and holds a courtesy appointment in the School of Engineering Education and an affiliated appointment in Women's Studies at Purdue University. She holds a B.S. in biology from the University of Alaska Fairbanks, M.S in general science from Connecticut Central State University, and Ed.D. from the University of Massachusetts Amherst. Prior to earning her doctorate degree, Dr. Capobianco taught middle school science in Farmington, Connecticut for over 10 years and was awarded Connecticut Science Teachers Association Excellence in Science Teaching at the Middle Level Award, Connecticut Education Association Susan B. Anthony Award for Creative Leadership in Women's Rights, and Connecticut State Department of Education Celebration of Excellence Award.

Dr. Capobianco currently serves on the Board of Directors for the Association of Science Teacher Education (ASTE) and serves as the Chair of ASTE's Awards Committee. She is also an Associate Editor of the Journal of Science Teacher Education. She is an active member of nine professional organizations and has served as the Chair of the National Association for Research in Science Teaching (NARST) Practitioner Research Committee and coordinator for the NARST Strand 9 Reflective Practice. At the state level, Dr. Capobianco has facilitated over twenty professional development workshops and consultations on the topics of classroom-based teacher research and gender equity. She is active in assisting over 300 practicing Indiana science teachers and administrators how to examine their own practice through teacher action research, develop high quality instruction, and improve student learning and participation in science. 

EXPERTISE

Dr. Capobianco teaches elementary science methods and graduate courses in teacher action research and gender and culture in science education. Her research interests include girls' participation in science and engineering; teacher's engagement in action research; and science teachers' integration of the engineering design process to improve science learning. Since at Purdue, Dr. Capobianco has been awarded external grants that total over $8 million, including awards with the National Science Foundation's Research on Gender in Science and Engineering (GSE), Math Science Partnership (MSP), Discovery Research K-12 (DRK12), and Integrative Graduate Education and Research Traineeship (IGERT) programs. 

RECENT PUBLICATIONS

Capobianco, B.M., Diefes-Dux, H., Mena, I., & Weller, J. (in press). Elementary school students' conceptions of an engineer. Journal of Engineering Education.


Capobianco, B. M. (in press). Exploring a science teacher's uncertainty with integrating engineering: An action research study. Journal of Elementary Science Education

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., & Tyrie, N. (2010). Problem-solving by design: Using the engineering design process to build problem-solving skills for fifth graders and methods students. Science and Children, 47(2), 38-41.

Feldman, A., & Capobianco, B. M. (2008). Teacher learning of technology enhanced formative assessment. Journal of Science Education and Technology, 17(1), 82-99.

Capobianco, B. M. (2006). Science teachers' attempts at integrating feminist pedagogy through collaborative action research. Journal of Research in Science Teaching, 44(1), 1-32.

Capobianco, B. M., & Feldman, A. (2006). Promoting quality for teacher action research: Lessons learned from science teachers' action research. International Journal for Educational Action Research, 14(4), 497-512.

Capobianco, B. M. (2006). Undergraduate women engineering their professional identities. Journal of Women and Minorities in Science and Engineering, 12(2), 1-24.

Capobianco, B. M., Lincoln, S., Canuel-Browne, D., & Trimarchi, R. (2006, Summer). Examining three generations of teacher researchers through collaborative science teacher inquiry. Teacher Education Quarterly, 33(3), 66-78.

Book chapters:

Capobianco, B. M. & Lehman, J. D. (2010). Fostering educational technology integration in science teacher education: Issues of teacher identity development. In J. Yamamoto, J. C. Kush, R. Lombard, & C. J. Hertzog (Eds.), Technology implementation and teacher education: Reflective models. Hershey, PA: IGI Global.

Capobianco. B. M., & Feldman, A. (2008). Promoting quality for teacher action research: Lessons learned from science teachers' action research. In Practical Action Research. R. Schmuck (Ed.). Corwin Press: Thousand Oaks, CA.

Diefes-Dux, H., Osburn, K., Capobianco, B., & Wood, T. (2008). On the front line - Learning from the teaching assistants. In Models and Modeling in Engineering Education: Designing Experiences for All Students. J. Zawojewski, H. Diefes-Dux, K. Bowman (Eds.). Sense Publishers: The Netherlands.

Diefes-Dux, H., & Capobianco, B. M. (2008). Learning from a faculty self-study. In Models and Modeling in Engineering Education: Designing Experiences for All Students. J. Zawojewski, H. Diefes-Dux, K. Bowman (Eds.). Sense Publishers: The Netherlands.

Capobianco, B. M. (2008). Learning from student interviews. In Models and Modeling in Engineering Education: Designing Experiences for All Students. J. Zawojewski, H. Diefes-Dux, K. Bowman (Eds.). Sense Publishers: The Netherlands.

Capobianco, B. M. (2007). Establishing a collaborative community to support teachers' professional identities. In Teacher action research as a platform for knowledge production: International perspectives. P. Ponte, B. Smit, and & J. van Swet (eds.) Kluwer: The Netherlands.