John L. Rudolph

Associate Professor, Program Area Head
Professor
Ph.D. University of Wisconsin-Madison, 1999
Curriculum and Instruction
Teacher Education Rm: 226A
225 N. Mills Street
Madison, Wisconsin 53706
Phone: (608) 265-3431        
Email: jlrudolp@wisc.edu
Website: http://www.education.wisc.edu/ci/science_ed/people/details.asp?id_faculty=3

Areas of Study

• Science Education

Publications

Rudolph, J.L. (2008). Historical Writing on Science Education: A View of the Landscape. Studies in Science Education, 44 (1), 63-82.

Rudolph, J.L. (2005). Epistemology for the masses: The origins of 'the scientific method' in American schools. History of Education Quarterly, 45 (2), 341-376.

Rudolph, J.L. (2005). Inquiry, instrumentalism, and the public understanding of science. Science Education, 89 (5), 803-821.

Rudolph, J. L. (2005). Turning science to account: Chicago and the general science movement in secondary education, 1905-1920. Isis, 96 (3), 353-389.

Rudolph, J. L. (2003). Portraying epistemology: School science in historical context. Science Education, 87(1), 64-79.

Rudolph, J. L. (2002). From world war to woods hole: The use of wartime research models for curriculum reform. Teachers College Record, 104(2), 212-241.

Rudolph, J. L. (2002). Scientists in the classroom: The cold war reconstruction of American science education.  New York: Palgrave Macmillan.

Stewart, J. & Rudolph, J. L. (2001). Considering the nature of scientific problems when designing science curricula. Science Education, 85, 207-222.

Rudolph, J. L. (2000). Reconsidering the 'nature of science' as a curriculum component. Journal of Curriculum Studies, 32, 403-419.

Rudolph, J. L. & Stewart, J. H. (1998). Evolution and the nature of science: On the historical discord and its implications for education . Journal of Research in Science Teaching, 35, 1069-1089.

Interests

• Science Education
• History of American Science Education
• History and Philosophy of Science in Science Education

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