Past Award Winners

Outstanding Science Educator of the Year (Award I)

• 1973 Gerald Krockover, Purdue University 
• 1974  No Award Given
• 1975 Vincent Lunetta, University of Iowa 
• 1976  No Award Given
• 1977  No Award Given
• 1978  Harold Jaus, University of Illinois-Chicago 
• 1979  Roger W . Bybee, BSCS 
• 1980 Anton Lawson, Arizona State University 
• 1983 William R. Capie, University of Georgia
• 1985 James Dudley Herron, Purdue University 
• 1986 Charles R. Coble, East Carolina University 
• 1987 John Penick, University of Iowa 
• 1988 James Barufaldi, University of Texas 
• 1989 Lawrence F. Lowery, University of California 
• 1990 William C. Kyle, Jr., Purdue University 
• 1991 Barry Fraser, Curtin University of Technology, Australia 
• 1993 Cherl Mason, San Diego State University 
• 1994 Patricia Simmons, University of Georgia 
• 1995 J. Preston Prather, University of Virginia 
• 1996 Sandra Abell, Purdue University 
• 1997 Bonnie Shapiro, University of Calgary 
• 1998 William F. McComas, University of Southern California 
• 1999 Patricia Simpson, St. Cloud State University 
• 2000 Wolf-Michael Roth, University of Victoria 
• 2001 John Settlage, Cleveland State University 
• 2002 No Award Given
• 2003 (10+ yrs): Ronald Bonnstetter, University of Nebraska; (<10 yrs): Michael Clough, Iowa State University 
• 2004 No Award Given
• 2005 (10+ yrs): Larry Yore, University of Victoria, Canada (<10 yrs): Joanne Olson, Iowa State University 
• 2006 (10+ yrs): Penny J. Gilmer, Florida State University (<10 yrs): John W. Tillotson, Syracuse University 
• 2007 (10+ yrs): James A. Shymansky, University of Missouri-St. Louis (<10 yrs): G. Nathan Carnes, University of South Carolina 
• 2008  (10+ yrs): Kathryn Scantlebury, University of Delaware (<10 yrs): Kathy Cabe Trundle, The Ohio State University 
• 2009  (10+ yrs): Deborah Tippins, University of Georgia (<10 yrs): Catherine Milne, New York University 
• 2010  (10+ yrs): Julie A. Luft, Arizona State University (<10 yrs): Randy L. Bell, University of Virginia 
• 2011  (10+ yrs): Julie Gess-Newsome, Northern Arizona University 
• 2012 (<10 yrs): Rebecca Schneider, University of Toledo
• 2013  (10+ yrs): Lynn Bryan, Purdue University (<10 yrs): Carla Johnson, University of Cincinnati
• 2014    Alec Bodzin, Lehigh University (10+ yrs)
• 2015    Gail Jones, North Carolina State Univ.  (10+ yrs); Deborah Hanuscin, Univ. of Missouri (<10 yrs)
• 2016     Rose Pringle, University of Florida (10+ yrs);  Erin Peters-Burton, George Mason University (<10 years)
• 2017    Felicia Moore Mensah, Columbia University, (10+ yrs)
• 2018    Ron Hermann, Towson University (<10yrs)
• 2019    Lisa Martin-Hansen, California State University, Long Beach (10+yrs); Jerrid Kruse, Drake University (<10yrs)
• 2020 Colby Tofel-Grehl, Utah State University (<10 yrs); Gillian Roehrig, University of Minnesota (>10yrs)
• 2021 Lauren Madden, The College of New Jersey (<10yrs); Andrea Burrows, University of Wyoming (<10yrs)
• 2022 Julie Contino, American Museum of Natural History (<10yrs)

Outstanding Mentor (Award II)

• 1997  John Penick, University of Iowa 
• 1998  Hans Anderson, Indiana University 
• 1999  Norman Lederman, Oregon State University 
• 2000  Robert K. James, Texas A & M University 
• 2001  Robert E. Yager, University of Iowa 
• 2002  Walter S. Smith, Ball State University 
• 2003  Larry Enochs, Oregon State University 
• 2004  Catherine Yeotis, Wichita State University 
• 2005  Sandra Abell, University of Missouri-Columbia 
• 2006  Tom Koballa, University of Georgia
• 2007  Kenneth Tobin, Graduate Center of the City University of New York 
• 2008  Dana Zeidler, University of South Florida 
• 2009  Lloyd Barrow, University of Missouri, Columbia 
• 2010  Kathryn Scantlebury, University of Delaware 
• 2011  Gerry Saunders, Unity College 
• 2012  Alec Bodzin, Lehigh University
• 2013  Julie Luft, University of Georgia
• 2014  Gillian Roehrig, University of Minnesota
• 2015  Pat Obenauf, West Virginia University
• 2016  Randy Bell, Oregon State University
• 2017  Kent Crippen, University of Florida
• 2018  William McComas, University of Arkansas
• 2019  Deborah Hanuscin, Western Washington University
• 2020  Michael P. Clough, Texas A&M University
• 2022 Len Annetta, East Carolina University

Emeritus Awards/Outstanding Longtime Service to ASTE (Award III)

• N. Eldred Bingham, University of Florida
• Milton O. Pella, University of Wisconsin
• Pinchas Tamir, Hebrew University
• Clarence Boeck, University of Minnesota
• Fletcher Watson, Harvard University
• Marvin Druger, Syracuse University
• R. Will Burnett, University of Illinois
• Fred Fox, Oregon State University
• Nasrine Adibe, Dowling College
• Gerald Craig, Teachers College Columbia University
• Herbert Smith, Colorado State University
• Roger Olstad, University of Washington
• Alfred De Vito, Purdue University
• Hans Anderson, Indiana University
• Paul Dehart Hurd, Stanford University
• Robert W. Howe, Ohio State University
• Ronald K. Atwood, Univ. of Kentucky
• Dorothy Gabel, Indiana University
• Addison Lee, University of Texas
• Willard Jacobson, Teachers College Columbia University
• Donald W. McCurdy, University of Nebraska- Lincoln
• Ralph Lefler, Purdue University
• Harold Tannenbaum, Hunter College
• Steven Winter, Tufts University
• William C. Ritz, California State University, Long Beach
• Edward Victor, Northwestern University
• Stanley Helgeson, Ohio State University
• Floyd E. Mattheis, East Carolina University
• Kenneth J. Appleton, Central Queensland University
• William E. Baird, Auburn University
• Michael Cohen, Indiana University-Purdue University
• Vincent Lunetta, Pennsylvania State University
• Gerald Craig, Teachers College Columbia University
• Herbert Smith, Colorado State University
• Roger Olstad, University of Washington
• Dana Zeidler, University of South Florida
• Jon Pedersen, University of Nebraska-Lincoln
• Kevin Finson, Bradley University
• Molly Weinburgh, Texas Christian University
• Malcolm Butler, University of Central Florida
• Kathy Cabe Trundle, Utah State University
• Patricia Morrell, The University of Queensland

Innovations in Teaching Science Teachers (Award IV)

• 1990  A Reflective Approach to Science Methods Courses for Preservice Elementary Teachers, Dorothy Rosenthal, California State University-Long Beach
• 1991  Enhancing Science and Mathematics Teaching, Kenneth Tobin, Nancy Davis, Kenneth Shaw, and Elizabeth Jakubowski, Florida State University
• 1992  The Learning Cycle as a Model for the Design of Science Teacher Preservice and Inservice Education, Peter Rubba, Pennsylvania State University
• 1993  Reconstructing Science Teacher Education Within Communities of Learners,
  Deborah Tippins, University of Georgia, Sharon Nichols, Florida State University, and Kenneth Tobin, Florida State University
• 1994  No Award Given
• 1995  Science for Early Adolescence Teachers (Science FEAT): A Program for Research and Learning, Samuel Spiegel, Angelo Collins, and Penny J. Gilmer, Florida State University
• 1996  An Innovative Model for Collaboration Reform in Elementary School Science Teaching, M. Gail Shroyer, Emmett Wright, and Linda Ramey-Gassert, Kansas State University
• 1997  Reconceptualizing the Elementary Science Methods Course Using Reflective Orientation, Sandra Abell and Lynn Bryan, Purdue University
• 1998  What Science Education Standards Say: Implications for Teacher Education,
  Penny Hammrich, Temple University
• 1999  No Award Given
• 2000  Professional Development Programs for Elementary Science Teachers: An Analysis of Teacher Self- Efficacy Beliefs and The Professional Development Model, Tracy J. Posnanski, University of Wisconsin- Milwaukee
• 2001  Empowering Teachers as Researchers and Inquirers, Anne M. (Amy) Cox-Petersen, California State University, Fullerton
• 2002  Being There and Not Being “There:” The Experience of Teaching an Elementary Science Education Course on the Internet, Janice Koch and Michael Barriere, Hofstra University
• 2003  Using a Card-sorting Task to Elicit and Clarify Science Teaching Orientations,
  Patricia Friedrichsen, University of Missouri-Columbia and Thomas Dana, Pennsylvania University
• 2004  An Inquiry-based Laboratory Lesson to Construct an Understanding of Earth’ s Seasons, Paul Ashcraft, Clarion University and Susan Courson, Clarion University
• 2005  No Award given
• 2006  No Award given
• 2007  Using Historical Non-fiction and Literature Circles to Develop Elementary Teachers’ Nature of Science Understanding, Sharon E. Nichols, The University of Alabama & William Straits, California State University Long Beach
• 2008  A Case Study of Fifth Grade Teachers’ Changes in Methodology During a Two-Year Timeframe, Anita Martin and Brian Hand, University of Iowa
• 2009  Flexibly adaptive professional development in support of teaching science with geospatial technology, Nancy M. Trautmann, Cornell University & James G. MaKinster Hobart & William Smith Colleges
• 2010  Learning to Teach Science Through Collaboration: Coteaching and Cogenerative Dialogue in Elementary Science Methods Courses, Christina Siry, University of Luxembourg, Nicole Lowell, Elizabeth Zawatski, Manhattanville College
• 2011  Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom, Nicole K. Grimes, The Graduate Center, The City University of New York What about those left behind? A template for developing quality science lessons for English language learners, Susan Gomez-Zwiep and William J. Straits, California State University, Long Beach 
• 2012 Descriptive Inquiry in the Throes of Learning to Teach: Can Prospective Teachers Learn to Teach and Study their Teaching Closely? Michele Koomen and Jamie Mitchell, Gustavus Adolphus College, 
• 2013 No Award Given
• 2014 Connecting to Our Community: Utilizing Photovoice as a Pedagogical Tool to Connect College Students to Science, Kristin Cook, Bellarmine University & Cassie Quigley, Clemson University
• 2015, If You Can’t Say Something Nice: A Design-Based Research Approach Investigating the Social Interactions of New Science and Math Teachers Using a Video Annotation Tool, Joshua Ellis, Tasneem Anwar, Justin McFadden, & Gillian Roehrig from the University of Minnesota STEM Education Center
• 2016, The Use of Journal Clubs in Science Teacher Education. Dr. Karen A. Tallman, Springfield College and Dr. Allan Feldman, University of South Florida
• 2017, Teachers’ classroom practices 2-5 years after having completed an intensive secondary science teacher education program.  Michael Clough, Iowa State University; Joanne Olson, Iowa State University
• 2018, Collaborating to teach elementary science methods in the field with K-6 classroom teachers: Benefits for in-service and pre-service teachers.  Matthew Vick, University of Wisconsin, Whitewater; Patricia Falk Mukwonago Area School District
• 2019, A Curriculum-linked Professional Development Approach to Support Teachers’ Adoption of Socio-Environmental Science Investigation Alec Bodzin, Lehigh University; Thomas Hammond, Lehigh University; Kate Popejoy, Popejoy STEM LLC; William Farina, Lehigh University, David Anastasia, Breena Holland, James Carrigan, Scott Rutzmoser, Dork Sahagian
• 2020, CyberSecurity and Technology: How do they Fit into a Science Classroom? Andrea C. Burrows and Mike Borowczak, University of Wyoming.
• 2022, Strategies for Science Teacher Educators: Preparing Elementary Preservice Teachers to Integrate Engineering Skills and Practices by Kristie Gutierrez, Orlando Ayala, Jennifer J. Kidd, Stacie I. Ringleb, Krishnanand Kaipa, and Pilar Pazos (Old Dominion University

Implications of Research for Educational Practice (Award V)

• 1978 Teacher Behavior Does Make a Difference in Hands-On Science Classrooms, James A. Shymansky, University of Iowa, and John E. Penick, University of Iowa
• 1981 Wait-time and Learning in Science, Kenneth Tobin, Western Australia Institute of Technology and William Capie, University of Georgia
• 1983  The Disadvantaged Majority: Science Education for Women, Jane Butler Kahle, Purdue University
• 1984  Training Science Teachers to Use Better Teaching Strategies, Russell H. Yeany and Michael J. Padilla, University of Georgia
• 1985  Using Research to Improve Science Teaching Practice, Kenneth Tobin, Western Australian Institute of Technology
• 1986  Active Technology for Higher Cognitive Level Learning in Science, Kenneth Tobin, William Capie, and Antonio Bettencourt, University of Georgia
• 1987  Training Teachers to Teach Effectively in the Laboratory, Pinchas Tamir, The Hebrew University
• 1988  What Can Be Learned From Investigations of Exemplary Teaching Practice,
  Kenneth Tobin, Florida State University
• 1989  Visual/Spatial Thinking: An Essential Element of Elementary Science,
  Alan J. McCormack, San Diego State University
• 1990  Helping Students Learn How to Learn: A View from a Teacher-Researcher,
  Joe Novak, Cornell University
• 1991  An Expanded View of the Learning Cycle: New Ideas about an Effective Teaching Strategy, Charles R. Barman, Indiana University
• 1992  Teacher Development in Microcomputer Usage in K-12 Science, James D. Ellis, BSCS
• 1993  Understanding and Assessing Hands-On Science, Lawrence Flick, Washington State University
• 1994  Teaching Evolution: Designing Successful Instruction, Lawrence Scharmann, Kansas State University
• 1995  Using Visits to Interactive Science and Technology Centers, Museums, Aquaria and Zoos to Promote Learning in Science, Leonie Rennie and Terrence McClafferty
• 1996  General Biology: Creating a Positive Learning Environment for Elementary Education Majors, Larry Scharmann and Ann Stanheim-Smith, Kansas State University
• 1997  Empowering Science Teachers: A Model for Professional Development, Ann Howe, University of North Carolina at Raleigh and Harriet Stubbs, North Carolina State University
• 1999  A Dynamical Systems Based Model of Conceptual Change, Andrew Hurford, Haskell Indian Nations University
• 2000  Teachers and Technology: A Case Study From an Implementation Project, Myra Halpin and Ann Howe, North Carolina School of Science and Mathematics, and North Carolina State University
• 2001  Visual/Spatial Thinking: A Forgotten Fundamental for School Science Programs,
  Alan J. McCormack and Cheryl L. Mason, San Diego State University
• 2002  What Knowledge is of Most Worth for Lateral Entry Secondary Science Teachers?
  William R. Veal, University of North Carolina at Chapel Hill
• 2003  Teacher Student Con-Construction in Middle School Life Science, Maria Nunez-Oviedo, University of Massachusetts-Amherst, Mary Ann Rea-Ramirez, Hampshire College, John Clement and Mary Jane Else, both of, University of Massachusetts-Amherst
• 2004  ‘I Be Bangin’! Understanding How Urban African American Youth Can Sustain Agency Across Social Field, Rowhea Elmesky, Washington University in St. Louis
• 2005  Culturalized Science Instruction: Exploring Its Influence upon Black and White Students’ Achievement, Eileen Parsons, North Carolina State University
• 2006  No Award given
• 2007  Narrative of Community: Visualizing Culturally Relevant Science Pedagogy Through the Identities of Black Middle School Teachers, M. Jenice Goldston and Sharon E. Nichols, The University of Alabama
• 2008  Co-Winner: Paper 1 – More Than a Conversation: Using Cogenerative Dialogues in the Professional Development of High School Chemistry Teachers, Sonya N. Martin, Drexel University and Kathryn Scantlebury, University of Delaware
  Co-Winner: Paper 2 – Expanding the Ways in Which Urban Students Participate in Science Education: Rituals, Transactions, and Fundamental Interactions, Christopher Emdin, Teachers College, Columbia University
• 2009  Pathways to success in science: A phenomenological study examining the life experiences of African- American women in higher education, Claudette L. Giscombe
• 2010  Exploring Multiple Outcomes: Using Cogenerative Dialogues and Coteaching in a Middle School Science Classroom, Nicole K. Grimes, The Graduate Center, The City University of New York
• 2011  Synergistic Teaching of Science to English Language Learners: Comparative Analysis of the Strategies, Daniel J. Bergman, Wichita State University 
• 2012 A Mixed Methods Study of Mid-Career Science Teachers: The Growth of Professional Empowerment, Amy Moreland and Mary Hobbs, both of University of Texas at Austin
• 2013 Teachers’ NOS Practices Two to Five Years after Having Completed an Intensive Science Education Program, Benjamin Herman, University of South Florida, Michael Clough, and Joanne Olson, both of Iowa State University
• 2014 Educational Turbulence: The Influence of Macro and Micro Policy on Science Education Reform, Carla Johnson, Purdue University
• 2015 Using our Heads and HARTSS (Humanities, ARTs, and Social Sciences): Developing Perspective-Taking Skills for Socioscientific Reasoning, Sami Kahn & Dana Zeidler, University of South Florida.
• 2016, No Award Given
• 2017, Prevalence and predictors of out-of-field in the first five years.  Ryan Nixon, Brigham Young University; Richard J. Ross, University of Georgia; Julie A. Luft, University of Georgia
• 2018, No Award Given
• 2019, Supporting Elementary Teachers’ Enactment of Nature of Science Instruction: A Randomized Controlled Trial.  Jennifer Maeng, University of Virginia; Randy Bell, Oregon State University; Tyler St. Clair, SUNY Potsdam; Amanda Gonczi, Michigan Technological University; Brooke Whitworth, University of Mississippi
• 2020, American Sign Language Resources for Communicating about the Nature of Science Patrick J. Enderle, Scott Cohen, Jessica Scott, Claudia Hagan, and Renee Schwartz, Georgia State University.
• 2021, A Reform without Time: NGSS and Time for Sense-Making in Elementary Classrooms  Joanne Olson,Texas A & M University; Jacob Pleasants, Keene State College; and Kristina Tank, Iowa State University
• 2021 (graduate student), Challenges of Elementary Preservice Teachers as they Implement Socioscientific Issues in the Elementary Classroom Melanie Kinskey, Sam Houston State University
• 2022 Developing and Empirically Grounding the Draw-An-Engineering-Teacher Test (DAETT) Tina Vo, University of Nevada, Las Vegas; and Rebekah Hammack, Montana State University
• 2022 (graduate student), Supporting Secondary Science Preservice Teachers by Exploring Their Science Teaching Identities Regina McCurdy, now a new faculty member at Georgia Southern University.

Past winners of the John C. Park National Technology Leadership Initiative Fellowship

Park, J. C. (2003). Now that we have new technology tools, what is being built?  Association for the Education of Teachers in Science (AETS), St. Louis MO.  (North Carolina State University)

Irving, K. and Bell, R. (2004).  Educational technology use during secondary science student teaching:  Three case studies.  Association for the Education of Teachers in Science (AETS), Nashville TN.  (The Ohio State University, University of Virginia)

Koballa, T., Upson, L., Minchew, C., Parlo, A., & Inyega, J. (2005).  Using technology to support evidence-based science teaching and mentoring.  Association for the Education of Teachers of Science (ASTE), Colorado Springs, CO.  (University of Georgia)

Annetta, L. A. & Park, J. C. (2006).  Game on:  Graduate science education students creating role-playing video games in a 3-D virtual environment through synchronous online instruction.  Association of Science Teacher Education (ASTE), Portland OR. (North Carolina State University)

Schneider, R. M. (2007).  Examining the instructional design of a technology enhanced course for new mentor teachers.  Association of Science Teacher Education, Clearwater Beach, FL. (University of Toledo)

Trautmann, N. and MaKinster, J. (2008). Flexibly Adaptive Professional Development in Support of Teacher-Designed Geospatial Technology Curriculum Projects.  Association of Science Teacher Education, St. Louis Mo. (Cornell University, Hobart & William Smith Colleges)

Plonczak, I. (2009).  Enhancing Preservice Elementary Teachers’ Field Placements in Math and Science through Videoconferencing.  Association of Science Teacher Education.  Hartford, CT. (Hofstra University)

Holmes, S. Y., Annetta, L. A., & Cheng, M. (2010).  Hazelton High at REST: A simulation unmasking ethical behavior in science educators.   Association for Science Teacher Education, Sacramento, CA.  (North Carolina State University)

Hagevik, R., & Stinger-Barnes, P. (2011).  The effects of geospatial informational technologies on preservice science teachers’ technological pedagogical content knowledge.  Association for Science Teacher Education, Minneapolis, MN  (The University of Tennessee, Carson-Newman University)

Young, T., Farnsworth, B., Grabe, C., & Guy, M. (2012).  Exploring new technology tools to enhance astronomy teaching & learning in grades 3-8 classrooms:  Year one implementation.  Association for Science Teacher Education, Clearwater Beach FL.  (University of North Dakota)

Slykhuis, D. A., & Cline, T.  (2013).  iMAGiNETICspace: Implementing a STEM Trans-Media Book.  Association for Science Teacher Education, Charleston, SC. (James Madison University, NASA)

Bautista, N. U. (2014).  Learning to teach inquiry-based science instruction via mixed-reality teaching practices in a methods course.  Association for Science Teacher Education, San Antonio, TX. (Miami University)

Guy, M. D., & Hechter, R. P., (2015). Pre-Service Elementary Teachers Creating Science Concept Movies as Context for Understanding the 5E Teaching Model and Evidence-Based Explanations. Association for Science Teacher Education, Portland, OR. (University of North Dakota, University of Manitoba).

Hite, R. L., Jones, M. G., Childers, G. M., Chesnett, K., Corin, E. N., & Pereyra, M. (2016). Teachers’ Pedagogical Perceptions of Novel 3-D, Haptic-Enabled Virtual Reality Technology. Association for Science Teacher Education, Reno, NV. (North Carolina State University)

Berg, C., Scolavino, R., Dicker, L. & Ashmann, S. (2017). Three technological tools used to develop, improve, and analyze teaching.  Association for Science Teacher Education, Des Moines, IA. (University of Wisconsin-Milwaukee, University of Central Florida, University of Wisconsin-Green Bay)

Bodzin, A., Hammond, T., Popejoy, K., Farina, W., Anastasia, D., Holland, B., Carrigan, J., Rutzmoser, S., Sahagian, D., (2018). A Curriculum-linked Professional Development Approach to Support Teachers’ Adoption of Socio-Environmental Science Investigation Association for Science Teacher Education, Baltimore, MD. (Lehigh University)

CyberSecurity and Technology: How do they Fit into a Science Classroom? (2019). Andrea C. Burrows and Mike Borowczak, University of Wyoming.