Meredith A Park Rogers Profile Image
Meredith A Park Rogers
Associate Professor of Science Education
W.W. Wright Education Building Room Education 3072
Phone : (812) 856-8168
Send me an e-mail
Department:  Curriculum and Instruction
Affiliations:  Science Education , Elementary Education, Center for Research on Learning and Technology, Center for P-16 Research and Collaboration


I received my Ph.D. in Curriculum and Instruction from the University of Missouri - Columbia, my M.S. in Elementary Education from D'Youville College in Buffalo, NY, and my Bachelors in Kinesiology from McMaster University in Ontario, Canada. My research is grounded within the field of science teacher education, in particular elementary teacher preparation. My teaching and research are closely related as I work with preservice and inservice teachers to consider how various aspects of their professional knowledge base for teaching science develops with experience, as well as how it is influenced by a variety of contextual factors.





  • Abell, S. K., Park Rogers, M. A., Hanuscin, D., Gagnon, M. J., Lee, M. H. (2009). Preparing the next generation of science teacher educators: A model for developing PCK for teaching science teachers. Journal of Science Teacher Education, 20, 77-93.
  • Cook, K., Buck, G., Park Rogers, M. (2012). Preparing biology teachers to teach evolution in a project-based approach. Science Educator, 21(2), 18-30.
  • Akerson, V. L., Weiland, I., Park Rogers, M., Pongsanon, K.,, Bilican, K. (2014). Exploring elementary science methods course contexts to improve Pre-service teachers NOS of Science conceptions and understanding of NOS teaching strategies. EURASIA Journal of Mathematics, Science Technology Education, 10(5), 219-236.
  • Marra, R.M., Arbaugh, E., Lannin, J., Abell, S., Ehlert, M., Smith, R., Merle-Johnson, D., Park Rogers, M. (2011). Orientations to Professional Development Design and Implementation: Understanding Their Relationship to PD Outcomes Across Multiple Projects. International Journal of Science and Mathematics Education, 9, 793-816.
  • Akerson, V. L., Pongsanon, K., Park Rogers, M. A., Carter, I., Galindo, E. (2015). Exploring the use of lesson study to develop elementary pre-service teachers pedagogical content knowledge for teaching nature of science. International Journal of Science and Mathematics Education. DOI 10.1007/s10763-015-9690-x
  • Park Rogers, M., Abell, S. (2008). The Design, Enactment, and Experience of Inquiry-Based Instruction in Undergraduate Science Education: A Case Study. Science Education, 92, 591-607.
  • Nargund-Joshi, V., Park Rogers, M. A., Akerson, V. A. (2011). Exploring Indian Secondary Teachers Orientations and Practice for Teaching Science With Respect To Reform. Journal of Research in Science Teaching, 48(6), 624-647.
  • Wiebke, H., Park Rogers, M. A., Nargund, V. (2011). Sizing up the Solar SystemCan We Fathom It" Science and Children, 49(1), 36-41.
  • Park Rogers, M. A., Cross, D. I., Gresalfi, M. S., Trauth-Nare, A. E., Buck, G. A. (2011). First Year Implementation of a Project-based Learning Approach: Addressing teachers orientations and professional experience.International Journal of Science and Mathematics Education, 9, 893-917.
  • Wiebke, H., Park Rogers, M. (2014). Transition to Science Teacher Educator: Tensions Experienced while Learning to Teach Lesson Sequencing. Studying Teacher Education, 10(3), 222-238.DOI:10.1080/17425964.2014.949657.
  • Hanuscin, D., Park Rogers, M. (Eds.). (2013). Perspectives: Research and tips to support science education K-6. Arlington, VA: NSTA Press.
  • Park Rogers, M. A. (2009). Elementary preservice teachers experience with inquiry: Connecting evidence to explanation. Journal of Elementary Science Education, 21(3), 47-62.
  • Park Rogers, M. A., Abell, S. K., Marra, R. M., Arbaugh, F., Hutchins, K. L., Cole, J. S. (2010). Orientations toscience teacher professional development: An exploratory study.Journal of Science TeacherEducation, 21, 309-328.
  • Nargund-Joshi, V., Park Rogers, M. A., Wiebke, H. (2014). Examining Science Teachers Orientations in an Era of Reform: The Role of Context on Beliefs and Practice. In C. Czerniak, R. Evans, J. Luft, C. Pea (Eds.), The Role of Science Teachers Beliefs in International Classrooms: From Teacher Actions to Student Learning. The Netherlands: Sense Publishers.
  • Park Rogers, M. A. (2011). Implementing a science-based interdisciplinary curriculum in the second grade: A community of practice in action. International Electronic Journal of Elementary Education, 3(2).


  • Iterative Model Building (IMB): A program for training quality teachers and measuring teacher quality. National Science Foundation, DR-K12 Applied Research-Studies of Teachers and Teaching.
  • Getting to the CoRe of It! Transforming Preservice Teachers' Learning of Science. (IU Funded)
  • Shifting Mindsets: A Study of a First-Year Implementation of "New Technology High School" (NSF funded)


  • Monroe County School Corporation: Consultant and professional development facilitator for Monroe County Community School Corporation elementary science journaling project that took place throughout the late spring, summer, and early fall of 2011.
  • Committee on Teacher Education - School of Education: Committee member and for the 2012/2013 academic year and served as Chair of the committee during that academic year.
  • Lilly Foundation: I am one of four primary grant writers for a proposal we are preparing to submit for funding to build and evaluate an online science teaching PD system accessible across multiple states. This is project involves a unique partnership with departments of education in Alabama, Delaware, and Indiana
  • Indiana Science Technology Engineering and Mathematics Resource Network (I-STEM) which includes the Indiana Science Initiative (ISI)
  • Indiana University School of Education
  • Merck Institute for Science Education
  • Biological Sciences Curriculum Study (BSCS) and Eli Lilly and Company (in partnership and support of the ISI).
  • Masters In Elementary Education (generalist K-6) program: Coordinator of all aspects of this program, including: reviewing applications, advising students on their programs and courses, etc.
  • Indiana Science Intiative: I serve as a consultant and professional development facilitator for the Indiana Science Initiative ( . A module-based literacy integration program for teaching science K-8 across the State of Indiana.
  • Indiana Science Initiative (ISI): In the Spring of 2010 I attended two meetings to help support the planning of 1-week summer professional development institutes.In the summer of 2010 I attended a one week PD training institute to assist in the training of the trainers for the Science Intitiative program (this was held at Purdue University in early June). In July 2010 I attended one week long teacher PD institute for middle school (grades 5-8) teachers who would be participating in the program the following school year. I was there as a support facilitator for the three PD trainers.I continue to be in contact with IDOE and the local science curriculum specialist for MCCSC to provide any additional support. I plan on helping again with PD for year 2 of the pilot starting in Spring 2011.
  • Graduate Studies Committee - Beechler Award: I was one of the members for responsbile for reviewing and assigning funds for recipients of the Beechler Dissertation Award (March 2010).
  • American Educational Research Association (AERA): Conference proposal reviewer.
  • Saturday Science Quest for Kids: Faculty Coordinator
  • Sycamore Land Trust: I was asked in Spring 2012 to serve on the Environmental Education advisory board for Sycamore Land Trust - a local non-profit group. We are meeting to discuss ways to apply for funding to provide assistance to our local south/central Indiana School corporations with environmental education resources, programs, etc.
  • School of Education - Indiana University - Bloomington: Graduate Studies Committee - School of Education
  • E328: Science in the elementary school---faculty coordinator: Coordinated all sections of this course including ordering texts and supplies, facilitating team meetings, and representing the science education methods course at M201 cluster meetings. I also mentoring the other E328 instructors in developing their own instruction for teaching this course and observed their teaching in this course and provided them with both oral and written feedback.
  • International Journal of Science Education: I was invited to review a manuscript for this journal based on my expertise with teacher knowledge development in science.
Add or update your profile (requires an Indiana University Network Id and password)