Daniel Morales-Doyle, PhD
Associate Professor of Science Education
Curriculum & Instruction
Pronouns: he/him/his
Contact
Building & Room:
3042 ETMSW
Address:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
Office Phone:
Email:
About
Daniel Morales-Doyle is an associate professor of science education. His research examines the potential for science education to act as a catalyst for alternative futures. Specifically, Morales-Doyle's work focuses on the sociopolitical dimensions of science curriculum, teaching, and teacher education. Daniel was a high school teacher in the Chicago Public Schools for more than a decade before coming to UIC. He is the author of the 2024 book, Transformative Science Teaching: A Catalyst for Justice and Sustainability. Morales-Doyle co-coordinates the MEd in Science Education and the PhD in Mathematics and Science Education.
Selected Grants
Spencer Foundation, 2026-2029, Visualizing Infrastructures for Vigorous Environmental Science Education in Chicago Public Schools, PI
National Science Foundation, 2017-2023, Youth Participatory Science to Address Urban Heavy Metal Contamination, PI
National Science Foundation, 2014-2024, Science Education for Excellence & Equity in Chicago (Project SEEEC), co-PI
Selected Publications
Morales-Doyle, D. & Rajski, T.G. (2026). Entangled in the Chemical Industry: Honest renderings of corporate STEM histories for local engagement in civic science. Science & Education, 35(2), 447–481.
Morales-Doyle, D., Frausto Aceves, A., Chappell, M.J., Childress-Price, T.L. (2026). History, hope, and humility in praxis: Co-determining the priorities of professional learning with content area teachers. Cognition & Instruction, 44(1), 27–56.
Cabello, V.M., Frausto Aceves, A., & Morales-Doyle, D. (2026). Science teachers learning to explain environmental crises: A dialogic analysis of artifacts of teacher professional learning Between Chile and the United States. British Educational Research Journal, 52(1), 104-126.
Frausto Aceves, A. & Morales-Doyle, D. (2022). More than civil engineering and civic reasoning: World-building in middle school STEM. Bank Street Occasional Papers, 48(2).
Morales-Doyle. D. & Frausto, A. (2021). Youth participatory science: a grassroots science curriculum framework. Educational Action Research, 29(1), 60-78.
Morales-Doyle, D., Varelas, M., Segura, D., & Bernal-Munera, M. (2021). Access, dissent, ethics, and politics: Pre-service teachers negotiating conceptions of the work of teaching science for equity. Cognition & Instruction, 39(1), 35-64.
Morales-Doyle, D. (2020). The Aspirin unit: Confronting a hostile political climate through the chemistry curriculum. Cultural Studies of Science Education, 15(3), 639-657.
Morales-Doyle, D., Childress-Price, T., & Chappell, M. (2019). Chemicals are contaminants too: Teaching appreciation and critique of science in the era of NGSS. Science Education, 103(6), 1347-1366.
Morales-Doyle, D. & Gutstein. E. (2019). Racial capitalism and STEM education in the Chicago Public Schools. Race, Ethnicity, and Education, 22(4), 525-544.
Morales-Doyle, D. (2017). Justice-centered science pedagogy: A Catalyst for academic achievement and social transformation. Science Education, 101(6), 1034-1060.
Publication Aggregators
Notable Honors
2024, Visiting Professor, Pontificia Universidad Católica de Chile
2020, Postdoctoral Fellowship, National Academies of Education/Spencer Foundation
Education
2015 - PhD, University of Illinois at Chicago, Curriculum Studies
2005 - MSEd, Northwestern University, Secondary Science Teaching
2002 - BA, University of California at Berkeley, Chemistry