Dr. Joseph Shane

Research Interests

Dr. Shane’s research interests focus on improving teaching and learning strategies in chemistry instruction as well as in science teacher preparation. Research methods emphasize qualitative techniques including focus group and individual interviews and structured classroom observations.

Technical Summary

Qualitative research, in brief, uses what people say, do, and produce to investigate and to make assertions about social phenomena. Qualitative methodologies are common in anthropology, sociology, and education and often serve to complement large-scale quantitative research. One particular application of qualitative research, called action research, is used in the STEM Master of Arts in Teaching (MAT) program that Dr. Shane coordinates. Students in the MAT program identify some aspect of their teaching that they wish to improve (e.g., classroom and time management, use of cooperative learning or educational technology, assessment) and then use a systematic, data-driven approach to accelerate their professional growth.

Selected Publications

• Shane, J.W., Meadows, L, Hermann, R.S., & Binns, I.C. (Fall 2019). Beyond evolution: Addressing interactions between science and religion in science education. Manuscript accepted for publication by the National Science Teachers Association Press.
• Shane, J.W. (2019). An evolving interdisciplinary honors seminar on science and religion. Honors In Practice, 15, 79-94.
• Shane, J.W., Binns, I.C., Meadows, L., Hermann, R.S. & Benus, M.J. (2016). Beyond evolution: Addressing broad interactions between science and religion in science teacher preparation. Journal of Science Teacher Education(Manuscript published online on February 8, 2016).
• Shane, J.W. (2013). Becoming “boundary pioneers”: Roles for academic science departments in understanding and addressing interactions between science and religion. Journal of The Pennsylvania Academy of Science, 87, 3-9.
• Shane, J.W., Bennett, S.D, & Hirschl-Mike, R. (2010). Using chemistry as a medium for energy education: Suggestions for content and pedagogy. Journal of Chemical Education, 87, 1166-1170.
• Hagevik, R., Veal, W., Brownstein, E.M., Allen, E., Ezrailson, C., & Shane, J. (2010). Pedagogical content knowledge and the 2003 Science Teacher Preparation Standards for NCATE accreditation or state approval. Journal of Science Teacher Education, 21, 7-12.
• Allen, E., Shane, J., Brownstein, E.M., Ezrailson, C., Hagevik, R., & Veal, W. (2009). Using performance-based assessments to prepare safe science teachers. Journal of Science Teacher Education, 20, 495-500.
• Brownstein, E.M., Allen, E., Hagevik, R., Shane, J. & Veal, W. (2009). Alignment of the 2003 NSTA Standards for Science Teacher Preparation with the NCATE Assessment System. Journal of Science Teacher Education, 20, 403-413.
• Brownstein, E.M., Allen, E., Hagevik, R., Shane, J. & Veal, W. (2009). Understanding and using the 2003 NSTA Science Teacher Preparation Standards for NCATE accreditation or state approval. Journal of Science Teacher Education, 20, 307-311.
• Shane, J. (2009). Using NSTA’s Standards for Science Teacher Preparation as a comprehensive framework for understanding and teaching science. Journal of The Pennsylvania Academy of Science, 82, 102-106.
• Shane, J. (2008). Coupling scientific journalism and poster sessions as teaching, learning, and assessment tools in the non-majors chemistry classroom. Journal of College Science Teaching, July/August, 26-31.
• Shane, J. & Cullin, M. (2007). Safety resources for science teachers. PSTA Exchange, 30, 3-5.
• Shane, J.W. & Bollinger, G.K. (2007). History, development and future directions for Pennsylvania’s Academic Standards for Science and Technology: A primer for Pennsylvania educators. PSTA Exchange, 30, 3-4.
• Shane, J.W. (2007). Hermeneutics and the meaning of understanding. In M. Orgill & G.M. Bodner (Eds.), Theoretical frameworks for research in chemistry/science education. Upper Saddle River, NJ: Pearson Education Publishing.
• Shane, J.W. & Anderson, T. (2007). Telling the whole story via narrative analysis. In M. Orgill & G.M. Bodner (Eds.), Theoretical frameworks for research in chemistry/science education. Upper Saddle River, NJ: Pearson Education Publishing.
• Bodner, G.M. & Shane, J.W. (2006). General chemistry students’ understanding of structure-function relationships. The Chemical Educator, 11, 1-8.
• Capobianco, B.M. & Shane, J.W. (2005, October 15). Using action research to mediate expectations with the realities of being a university supervisor in science education. Action Research Expeditions. Retrieved October 15, 2005 from http://arexpeditions.montana.edu/.

STEM Master of Arts in Teaching (MAT) Program

Dr. Shane is also co-director of a program designed to bring working STEM professionals into regional K-12 classrooms.

Personal Interests

In addition to teaching chemistry and training science teachers, Dr. Shane teaches a course in the Honors Program that addresses historical and philosophical interactions between science and religion. In his spare time, he enjoys cycling in the Cumberland Valley and traveling with his wife, Molly.