Justin McFadden

Justin McFadden
Associate Professor, Science Education
Department of Elementary, Middle & Secondary Teacher Education
Room 236 - College of Education and Human Development
justin.mcfadden @ louisville.edu

Dr. McFadden's curriculum vita [PDF]


Justin McFadden is a science education faculty member who has worked with pre-service and in-service science teachers within Jefferson County Public Schools and across the state of Kentucky for several years. His scholarship investigates: (1) how various supports for teachers can be leveraged to enact appropriate and necessary instructional change, and (2) the influx of STEM-integrated learning experiences in science education. He is an elected board member with the state’s science teacher association as well as the Kentucky Academy of Science. He frequents classrooms locally given a previously funded National Science Foundation project that ends in 2023. He has expertise in teacher learning and NGSS-aligned instruction/curriculum development.

Educational Background

  • Ph.D., STEM Education, University of Minnesota
  • M.A., Science Education, University of Minnesota
  • B.S., Biology and Life Science Education, Minnesota State University Moorhead

Teaching Areas

  • Elementary, Middle, and Secondary Science Education
  • STEM Education, Doctoral Coursework

Research Interests

  • STEM-Integrated Curriculum Design/Development
  • Teacher Learning
  • Engineering Education

Professional Memberships

  • National Association of Research in Science Teaching (NARST)
  • Association of Science Teacher Education (ASTE)
  • Kentucky Science Teachers Association

Publications and Presentations

  • McFadden, J., Jung, K., Tretter, T., & Robinson, B. (2021). Teacher-developed multi-dimensional science assessments supporting elementary teacher learning about the next generation science standards. Journal of Science Teacher Education.https://doi.org/10.1080/1046560X.2021.1905331
  • Thornburgh, W., McFadden, J., & Robinson, B. (2021). 5E and the PEs: The Popular Instructional Model Can Help Meet Multiple Performance Expectations. Science and Children, 59(1), 37-41.
  • McFadden, J.R., Fuselier, L (2020). Graduate teaching assistants: sharing epistemic agency with non-science majors in the biology laboratory. Disciplinary & Interdisciplinary Science Education Research. 2, 7. https://doi.org/10.1186/s43031-020-00024-5.