WORK & RESEARCH

Where I've Worked

August 2023 –

Assistant Professor, Science Education

With Graduate Faculty Status, 2023

Department of Learning, Teaching, & Curriculum

College of Education & Human Development

University of Missouri, Columbia, MO

August 2022 – July 2023

Research Associate, University of Georgia, Athens, GA

Emily Adah Miller, Advisor

January 2022 – May 2022

Instructor of Record, University of Georgia, Athens, GA

ESCI4420 Science for Elementary Education

August 2021 – December 2021

Instructor of Record, University of Georgia, Athens, GA

ESCI4420 Science for Elementary Education

January 2021 – May 2021

Instructor of Record, University of Georgia, Athens, GA

ESCI4420 Science for Elementary Education

August 2017 – May 2020

Graduate Research Assistant, University of Georgia, Athens, GA

Project Title: Abstraction in Modeling through Synthesis to Learn the Nature of Models (National Science Foundation DRK12 Program, Award #1720966)

PI: Daniel Capps, Co-PI: Jonathan Shemwell

August 2018 – December 2018

Graduate Teaching Assistant, University of Georgia, Athens, GA

ESCI4420 Science for Elementary Education

September 2012 – February 2015

Educational Specialist

Division of Measurement and Assessment

Turkish Education Association, Ankara, Turkey

(https://www.ted.org.tr/en/)

September 2010 – June 2012

Science Instructor

Zafer Education Center, Ankara, Turkey

June 2010 – August 2010

Undergraduate Research Assistant (Internship Program)

Ankara University Biotechnology Institute, Central Laboratory, Department of Genetics, Ankara, Turkey (https://biotek.ankara.edu.tr/en/) 

January 2009 – June 2010

Science Instructor

Educational Volunteers Foundation of Turkey (TEGV), Ankara, Turkey

Research Projects

2023 Early-Career Research Fellowship, The National Academies of Sciences, Engineering, and Medicine-Gulf Research Program, Role: Principal Investigator, Grant period: 2024-2026, $76,000 (Establishing a sense of place in elementary science classrooms through leveraging students’ local knowledge and languages in climate change education).

Rural Education Initiative, College of Education & Human Development, The University of Missouri, Role: Co-PI, Grant period: 2024-2025, $50,000 (Supporting teachers of refugee-background youth in rural communities through culturally and linguistically sustaining multi-disciplinary literacy practices).

Scholarly Activities

Publications

Fackler, A. K. (2024). “I thought that they were very cut and dry”: Preservice elementary science teachers learning about and learning with models and modeling. Journal of Science Teacher Education, 1-23. https://doi.org/10.1080/1046560X.2024.2380549

Fackler, A. K., Miller Adah, E., Li, T. (2024). Promoting meaningful and equitable modeling practices in online science instruction. Science & Children.

Fackler, A. K. (2023). The good, the bad, and the misunderstood: Developing and using models. In S. Jeong, L. A. Bryan, D. J. Tippins, & C. M. Sexton (Eds.), Navigating elementary science teaching and learning: Cases of classroom practices and dilemmas (pp. 347-349). Springer. https://doi.org/10.1007/978-3-031-33418-4_67

Fackler, A. K., & Capps, D. (2023). “If you wanted to take this model and throw nitrogen at it, it would fit”: Synthesis approach to modelling to learn about biogeochemical cycles. International Journal of Science Education. https://doi.org/10.1080/09500693.2023.2240524

Shemwell, J. T., Capps, D. K., Fackler, A. K., & Coogler, C. H. (2023). Integrative analysis using big ideas: Energy transfer and cellular respiration. Journal of Science Education and Technology. https://doi.org/10.1007/s10956-023-10040-5

Fackler, A. K. (2021). When science denial meets epistemic understanding of knowledge production in science: Fostering a research agenda for science education. Science & Education, 30(3), 445-461. https://doi.org/10.1007/s11191-021-00198-y

Fackler, A. K. (2021). International doctoral students' experiences in a host culture. In B. Pletcer, F. Bruun, R. Banda, K. Watson, & A. S. Perez (Eds.), Empowering student researchers: Critical contributions by emerging 21st century scholars, pp. 101-120. Texas A&M University-Corpus Christi.

Fackler, A. K., & Sexton, C. M. (2020). Science teacher education in the time of COVID-19: A document analysis. Electronic Journal of Research in Science & Mathematics Education, 24(3), 5-13.

Fackler, A. K. (2020). How do we teach science the Dewey way?. Kappa Delta Pi Record, 56(4), 148-150. https://doi.org/10.1080/00228958.2020.1813499

Karaşahinoğlu, A., & Kutlu, Ö. (2018). The perception of testing in pupil’s drawings. Journal of Educational Sciences Research, 8(1), 1-18. doi: http://dx.doi.org/10.22521/jesr.2018.81.1

Babadoğan, C., Kassenova, S., & Karaşahinoğlu, A. (2014). Öğretmenlerin öğrenme ve öğretme stillerinin bazı değişkenler açısından incelenmesi (Investigation of elementary school teachers' learning and teaching styles). Journal of Educational Sciences and Practices, 13(26), 125-146.

Work submitted but not yet accepted

Fackler, A. K., & Wright, G. W. (minor revisions). JRST.

Fackler, A. K. (in review). Journal of Diversity in Higher Education.

Fackler, A. K., & Harman, R. M. (major revisions). Science Education.

Fackler, A. K. (major revisions). Language and Education.

Fackler, A. K., & Adah Miller, E. (in review). TESOL Journal.

Reigh, E. V., Adah Miller, E., Fackler, A. K., & Simani, M. C. (minor revisions). Science Education.

Fackler, A. K., & Pavez, J. M. (accepted). Health equity in a microscopic world: Infectious diseases and access to healthcare. In David Steele & Alison Mercier (Eds.), Justice-oriented anchoring phenomena. Springer.

Conference Presentations

Fackler, A. K., Zangori, L., Xu, Z., & Sadler, T. (2024, June). A case of middle schoolers reasoning with multiple models in science learning: Quantitative, qualitative, or both? Poster presented at the annual meeting of the International Society of the Learning Sciences, Buffalo, NY.

Fackler, A. K. (2024, April). (Un)packing meanings with/in multimodal modeling practices in science. Paper accepted for the annual meeting of the American Educational Research Association, Philadelphia, PA.

Ayano, E., Miller, E. A., & Fackler, A. K. (2024, April). Exploring science teachers’ reflection on making their classrooms social justice-oriented environments. Paper accepted for the annual meeting of the American Educational Research Association, Philadelphia, PA.

Fackler, A. K., & Harman, R. (2024, March). The language of science vs. A language for science: Rethinking language and scientific modeling practices. Paper accepted for the annual meeting of the American Association for Applied Linguistics, Houston, TX.

Zangori, L., Fackler, A. K., Xu, Z., Sadler, T. D., & Mahapatra, S. (2024, March). Exploring model-based reasoning through multiple models of a socio-scientific issue. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Denver, CO.

Fackler, A. K. (2024, March). A case of preservice elementary teachers making meaning through modeling practices. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Denver, CO.

Reigh, E. V., Miller, E. A., Fackler, A. K., & Simani, M. C. (2024, March). “It’s just a hot mess”: Supporting teacher praxis to challenge barriers for multilingual learners. Related Paper Set presented at the annual meeting of the National Association for Research in Science Teaching, Denver, CO.

Fackler, A. K. (2023, April). Using multimodal modeling practices to leverage learners’ linguistic resources in knowledge-building in science. Poster presented for the annual meeting of the American Educational Research Association, Chicago, IL.

Fackler, A. K. (2023, April). Modeling to (re)think scientific language: A case of preservice elementary teachers building knowledge. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.

Reigh, E. V., Miller, E. A., Fackler, A. K., & Simani, M. C. (2023, April). Supporting language in science through encouraging teacher criticality. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Chicago, IL.

Fackler, A. K. (2023, January). “I thought that they were very cut and dry”: Preservice elementary science teachers learning with/about models and modeling. Paper presented at the Association for Science Teacher Education International Conference, Salt Lake City, UT.

Fackler, A. K. (2022, April). Learning how to mean through multimodality embedded in modeling – “scientifically” speaking. Paper presented at the annual meeting of the American Educational Research Association, San Diego, CA.

Fackler, A. K. (2022, March). Learning how to build knowledge in science through multimodality embedded in modeling. Paper presented at the Southeastern Universities Graduate Research Symposium, Tuscaloosa, Alabama.

Fackler, A. K. (2022, March). When multimodality meets modeling: A case study of preservice elementary teachers building knowledge in science. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Fackler, A. K. (2022, March). A case of revealing preservice elementary science teachers' understanding of models and modeling through reflections. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Vancouver, BC.

Fackler, A. K. (2022, January). Understanding identity in preservice elementary science teachers’ science learning experience essays. Paper presented at the Association for Science Teacher Education International Conference, Greenville, SC.

Fackler, A. K. (2021, April). A new perspective on multimodality in science learning and teaching. Paper presented at the annual meeting of the National Association for Research in Science Teaching, [online].

Fackler, A. K. (2021, April). Selecting parts of history of developing and using models: Are modeling practices really new generation? Poster presented for the annual meeting of the National Association for Research in Science Teaching, [online].

Fackler, A. K., Coogler, C., Capps, D., & Shemwell, J. (2021, April). Learning cellular respiration through models and modeling: A case of and for constructing gapless explanations. Paper presented at the annual meeting of the American Educational Research Association, [online].

Fackler, A. K., Capps, D., & Shemwell, J. (2021, April). Using Rasch to explore students’ understanding of energy: A modeling-based intervention study. Paper presented at the annual meeting of the American Educational Research Association, [online].

Fackler, A. K., & Sexton, C. (2021, January). Science teacher education in the time of COVID-19. Paper presented at the Association for Science Teacher Education International Conference, [online].

Fackler, A. K. (2020, February). Dewey’s ideas of education through seven themes. Paper presented at the annual meeting of the Southeast Philosophy of Education Society, Athens, GA.

Fackler, A. K. (2020, March). A review of empirical literature: Cognitive processes framing modeling practices in science education. Poster accepted for the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (Conference canceled)

Fackler, A. K., Coogler, C., Capps, D., & Shemwell, J. (2020, March). The affordances of integrating crosscutting concepts and modeling: Improving science learning with a connective structure. Paper accepted for the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (Conference canceled)

Capps, D., Shemwell, J., Fackler, A. K., & Coogler, C. (2020, March). How modeling can help students condense meaning within language. Paper accepted for the annual meeting of the National Association for Research in Science Teaching, Portland, OR. (Conference canceled)

Shemwell, J., Capps, D., Fackler, A. K., Love, K., May, M. M., Smith, E., & Coogler, C. (2020, April). How do you teach cellular respiration? Harnessing models for understanding. Workshop accepted for the NSTA Conference, Boston, MA. (Conference canceled)

Fackler, A. K. (2020, April). Experiencing the culture in science majors. Paper selected as a top 10 finalist for the AERA Division D In-Progress Research Gala at the annual meeting of the American Educational Research Association, San Francisco, CA. (Conference canceled)

Fackler, A. K. (2020, May). "I’m trying to fit in": International doctoral students' experiences in a host culture. Paper accepted for the meeting of the 16th International Congress of Qualitative Inquiry, Urbana, IL. (Conference canceled)

Coogler, C., Fackler, A. K., Shemwell, J., & Capps, D. (2019, October). How modeling instruction can promote learning, understanding, and transfer in science. Paper presented at the annual meeting of the American Association for Teaching and Curriculum, Birmingham, AL.

Capps, D., Shemwell, J., Fackler, A. K., Coogler, C., Leary, E., & Kirk, E. (2019, April). Escaping the narrative: Helping teachers understand how models can bring structure to complex science explanations. Paper presented at the annual meeting of the National Association for Research in Science Teaching, Baltimore, MA.

Capps, D., Shemwell, J., May, M. M., Kirk, E., Yauck, J., Fackler, A. K., Leary, E., & Coogler, C. (2019, February). Workshop: The AiMS Project: Tackling difficult biology concepts using an energy model. Georgia Science Teachers Association, Columbus, GA.

Karasahinoglu, A., & Capps, D. K. (2018, March). Learning that models are abstract: A description of the learning processes within synthesis modeling. Poster presented at the annual meeting of the National Association for Research in Science Teaching, Atlanta, GA.

Karaşahinoğlu, A., Arslan, P., Sarıkaya, R. (2016, May). Investigation of toxicity of hydroxyurea on Drosophila melanogaster (mwhxflr3). Paper presented at the International Congress of Forensic Toxicology, Ankara, Turkey.

Invited Talks & Interviews

2023 – Invited Speaker Session, A Mentoring Session for First-Generation Doctoral Students – 2023 AERA Graduate Student Council.

2023 – Turkey & Syria Earthquakes – The Red & Black, UGA

2022 – AERA Proposal Writing Webinar – AERA Science Teaching and Learning SIG

2022 – Turkish Education System – ETAP2200: Education Around the World, UGA

2021 – Science Denialism – COVID-TASER Research Team, UGA

2021 – International Student Advisory Board – Fala Aí: Voices from the Global South

2021 – Research Talk – Department of Mathematics, Science, and Social Studies Education Recruitment, UGA

2020 – COVID and International Students – The Red & Black, UGA

Research Training & Professional Learning

2024 – 2026 | Learning and Expanding Abilities for Professoriate Cohort Fellows Program (LEAP), Office of the Provost, University of Missouri

2024 – 2025 | NARST Early-Career Institute

May 2024 – July 2024 | National Center for Faculty Development & Diversity Faculty Success Program

July 2021 – February 2022 | Journal of Research in Science Teaching (JRST) Early-Career Reviewer Pathway Program

June 2021 | Sandra K. Abell Institute for Doctoral Students at Humboldt State University sponsored by NARST

May 2021 | Advanced Methods Institute: Advancing Culturally Responsive Research and Researchers, College of Education & Human Ecology’s QualLab, The Ohio State University