John Rudolph
Professor
Dept. of Curriculum and Instruction
225 N. Mills St.
E-Mail:jlrudolp@wisc.edu
Phone:(608) 265-3431
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John Rudolph received his Ph.D. in 1999 from the University of Wisconsin-Madison in curriculum and instruction. He also holds a masters degree in the history of science. Prior to his appointment in the department, he spent a number of years teaching physics, chemistry, and biology at both the high school and middle school levels. He has been in the department for the last ten years and is also a faculty affiliate of the Science and Technology Studies Program on campus.
His main area of research concerns the history of science education in American high schools. In addition to this, he has written on issues related to the nature of science in the present-day school curriculum and on how the history and philosophy of science has been used as a theoretical framework in science education research. He is currently at work on a book-length historical study that examines the varied way scientific epistemology has been portrayed in classrooms over the past 125 years.
This work has been funded by the National Science Foundation and the Spencer Foundation. During the 2004-05 academic year, he pursued a portion of this larger work related to the material components of the school classroom as a National Academy of Education/Spencer Foundation Postdoctoral Fellow.
Selected Publications
John L. Rudolph, Scientists in the Classroom: The Cold War Reconstruction of American Science Education (New York: Palgrave Macmillan, 2002).
°2003 History of Education Society
Outstanding Book Award
Finalist
°2003 AERA New Scholar's Book Award
Honorable Mention
READ MORE ABOUT THE BOOK
Rudolph, J. L. “Historical Writing on Science Education: A View of the Landscape.” Studies in Science Education 44 (2008): 63-82.
Rudolph, J. L. “Turning Science to Account: Chicago and the General Science Movement in Secondary Education, 1905-1920.” Isis 96 (2005): 353-389.
Rudolph, J. L. “Inquiry, Instrumentality, and the Public Understanding of Science.” Science Education 89 (2005): 803-821.
*Rudolph, J. L. “Epistemology for the Masses: The Origins of 'the Scientific Method' in American Schools.” History of Education Quarterly 45 (2005): 341-376.
*[Awarded the 2006 History of Education Society Best Article Prize.]
Rudolph, J. L. “Some Thoughts on Portraying Epistemology in Today’s Classrooms: A Reply to Garrison.” Science Education 87 (2003): 90-93.
Rudolph, J. L. “Portraying Epistemology: School Science in Historical Context. Science Education 87 (2003): 64-79.
Rudolph, J. L. “From World War to Woods Hole: The Use of Wartime Research Models for Curriculum Reform.” Teachers College Record 104 (2002): 212-241.
Stewart, J., and J. L. Rudolph. “Considering the Nature of Scientific Problems when Designing Science Curricula.” Science Education 85 (2001): 207-222.
Rudolph, J. L. “Reconsidering the “Nature of Science” as a Curriculum Component.” Journal of Curriculum Studies 32 (2000): 403-419.
Rudolph, J. L., and J. Stewart. “Evolution and the Nature of Science: On the Historical Discord and Its Implications for Education.” Journal of Research in Science Teaching 35 (1998): 1069-1089.
Courses
C&I 390: Teaching of Science in Secondary Schools
C&I 590: Advanced Practices in the Teaching of Science
C&I 732: Foundations of Science Education
C&I 960: Science Education Seminar
C&I 975: Seminar/The Nature of Science and Science Education
Projects
School Science Epistemology and the American Public in the Twentieth Century
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