Julie Brown

Associate Professor University of Florida

Gainesville FL

Julie Brown examines how students, teachers and local communities use science to effect change in their world.

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Biography

Julie Brown examines how students, teachers and local communities use science to effect change in their world. She advances equitable biology and marine science learning environments by empowering learners of all ages, from middle school students to adults. Julie employs design-based research methods to devise, assess and revise theoretically grounded interventions that are responsive to specific, contextualized problems.

Areas of Expertise

Qualitative Methods

Undergraduate Science and STEM Education

Curriculum Design

Educational Equity

Science Education

Broadening participation in STEM

Design-Based Research

K-12 Science Education

Mixed Methods

Articles

‘Me hizo sentir como científica’: the expressed science identities of multilingual learners in high school biology classrooms

International Journal of Science Education

Molly M. Staggs & Julie C. Brown

2023-07-13

To make sound science-related decisions in a global society, individuals must possess a science identity, or see themselves as capable of doing and understanding science. Science identity development begins in school-aged years, when multilingual students (MLs) are often marginalised in the classroom due to language challenges and low expectations placed on them. This descriptive multiple case study explores the science identities expressed by six US high school MLs in their biology classrooms.

The Emphasis on Multicultural Science Instruction in NSTA Science Scope and the Science Teacher Journals

Journal of Science Teacher Education

Julie C. Brown & Michelle C. Joyce

2023-04-11

Developing culturally responsive science teachers requires changes in one’s knowledge and dispositions, as well as one’s instructional practices. Multicultural science instruction (MSI) provides educators with a framework for strengthening and disrupting the formal curriculum in ways that infuse critical, historical, and culturally responsive connections. Practitioners need not only to see MSI modeled by teacher educators and their colleagues, but also to have concrete resources provided on their journey.

Newcomer Emergent Bilingual Students’ Meaning-Making in Urban Biology Classrooms: A Communities of Practice Perspective

Urban Education

Mark B. Pacheco & Julie C. Brown

2022-07-18

This study investigated how newcomer emergent bilinguals made meaning in two 9th-grade biology classrooms. Methods relevant to naturalistic inquiry were used to collect and analyze data. Findings indicate that newcomers bridged aspects of personal experiences with social competencies valued in classrooms through using heritage languages, engaging as brokers and collaborators, and attempting to realize goals of learning English and content simultaneously.