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Photo of Morales-Doyle, Daniel

Daniel Morales-Doyle, PhD

Associate Professor of Science Education

Co-coordinator, MEd Science Education

Curriculum & Instruction

Pronouns: he/him/his


Building & Room:

3042 ETMSW


1040 W. Harrison St. (MC 147), Chicago, IL 60607

Office Phone:

(312) 996-6066


Daniel Morales-Doyle is an associate professor of science education and coordinator of the licensure strand of the MEd Science Education program. 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. He was a high school teacher in the Chicago Public Schools for more than a decade before coming to UIC. The courses he has taught include: ED 217: STEM, Education, and Society; CI 531:Curriculum, Instruction, and Assessment for Equity in Secondary Science Education; CI 551: Practitioner Research in Science Contexts; and CI 566: Research on Science Curriculum.

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. (2024). Transformative Science Teaching: A Catalyst for Justice and Sustainability. Harvard Education Press.

Morales-Doyle, D. (2023).Putting science education in its place: the science question in social justice education. Cultural Studies in Science Education, 18, 81-94.

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 Education103(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. (2018). Students as curriculum critics: Standpoints with respect to relevance, goals, and science. Journal of Research in Science Teaching, 55(5), 639-773.

Morales-Doyle, D. (2017). Justice-centered science pedagogy: A Catalyst for academic achievement and social transformation. Science Education, 101(6), 1034-1060.


2015 - PhD, University of Illinois at Chicago, Curriculum Studies
2005 - MSEd, Northwestern University, Secondary Science Teaching
2002 - BA, University of California at Berkeley, Chemistry