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
National Science Foundation, Youth Participatory Science to Address Urban Heavy Metal Contamination, PI
National Science Foundation, Science Education for Excellence & Equity in Chicago (Project SEEEC), co-PI
Selected Publications
Morales-Doyle, D., Frausto Aceves, A., Chappell, M.J., Childress-Price, T.L. (2025). History, hope, and humility in praxis: Co-determining the priorities of professional learning with content area teachers. Cognition & Instruction.
Morales-Doyle, D. & Rajski, T.G. (2025). Entangled in the Chemical Industry: Honest renderings of corporate STEM histories for local engagement in civic science. Science & Education.
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.
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