Dr. Jennifer Stark

• Position: Associate Professor
• Department: School of Education
• Office Location: Building 85, Room 177
• jmesa@uwf.edu
• Campus: 850.474.2025
• Curriculum Vitae (CV)

Biography

Dr. Jennifer Stark, an Associate Professor in Science Education, brings a rich science background to her position in the School of Education.

Stark obtained a B.S. in Wildlife Ecology and Conservation and a M.Ed. in Science Education before she earned a Ph.D. in Curriculum and Instruction with an emphasis on Science Education, all at the University of Florida.

Stark, who joined UWF in 2014, teaches education courses for pre-service and in-service teachers, and conducts research on various aspects of teaching science and the development of science teachers’ knowledge and practices.

Publications featuring her work include Science and Children, Science Scope, Professional Development in Education, and others.

She also has made research presentations at state, national, and international science education conferences on science-specific pedagogies, methods for transforming middle school science, and science teacher learning.  In addition, Mesa, a former elementary and middle school science teacher, presents at educator workshops on effective methods and strategies for teaching science to children and encouraging children to learn, talk and write about science.

Degrees & Institutions

Stark obtained a B.S. in Wildlife Ecology and Conservation and a M.Ed. in Science Education before she earned a Ph.D. in Curriculum and Instruction with an emphasis on Science Education, all at the University of Florida.

Research

• Development of knowledge and practices of science teachers

Publications

Peer-reviewed Publications

• Pringle, R., Mesa, J., & Hayes, L. (2018). Meeting the demands of science reforms: Comprehensive professional development for practicing middle school teachers. Research in Science Education. Advance online publication. doi: 10.1007/s11165-018-9708-9
• Mesa., J. (2018). Using the UDL framework to support ALL learners in the 5E unit: Bringing back our Bayou Chico. Science and Children, 55(5), 35-41
• Pringle, R., Mesa, J., & Hayes, L. (2017). Professional development for middle school science teachers: Does an educative curriculum make a difference? Journal of Science Teacher Education, 28(1), 57-72.
• Mesa, J. & Nguyen, G. (2017). Go, turtle, go: Measuring motion to build proficiency in science and mathematics. Science Scope, 40(8), 54-61.
• Mesa, J., Evans, K., & Sorensen, K. (2016). Home for froggy: Using technology to investigate frog habitats in the schoolyard. Manuscript in preparation.
• Pringle, R., & Mesa, J. (2016). Professional development for middle school science teachers: Does an educative curriculum make a difference? Manuscript submitted for publication.
• Pringle, R., Mesa, J., & King, N. (2016). Meeting the demands of science reforms: Comprehensive professional development for practicing middle school teachers. Manuscript submitted for publication.
• Mesa, J., & Nguyen, N. (in press). Go, turtle, go: Measuring motion to build proficiency in science and mathematics. Science Scope.
• Mesa, J., & Sorensen, K. (2016). Firefly, firefly: First grade students learn, talk, and write about light. Science and Children.
• Dogan, S., Mesa, J., & Pringle, R. (2015). The impact of professional learning communities on science teachers’ knowledge, practice, and student learning: A review. Professional Development in Education, DOI: 10.1080/19415257.2015.1065899
• Mesa, J., Pringle, R., & King, N. (2014). Surfacing students’ prior knowledge in middle school science classrooms: Exception or the rule? Middle Grades Research Journal: STEM Special Issue, 9(3), 61-72.
• Mesa, J., Pringle, R., & Hayes, L. (2013). Show me the evidence! Scientific argumentation in the middle school classroom. Science Scope, 36(9), 60-64.
• Mesa, J., Klosterman, M., & Cronin-Jones, L. (2011). The POETRY of science: A flexible tool for assessing elementary student science journals. In Wheeler-Toppen, J. (Ed.), Science the “Write” Way. Arlington, VA: NSTA Press.
• Klosterman, M., Mesa, J., & Milton, K. (2009). Cell phones, towers, birds, oh my!, Science Scope, 33(3), 34-41.
• Mesa, J., Klosterman, M., & Cronin-Jones, L. (2008). The POETRY of science: A flexible tool for assessing elementary student science journals. Science and Children, 46(3), 36-41

Keywords: innovations for teaching science in elementary and middle school, elementary science methods, concept mapping assessment tool and butterflies, middle school science reform, outdoor schoolyard learning activities, journaling by middle school science students, background of middle school science teachers, first-graders discuss fireflies and light