Daniel Morales-Doyle, PhD
Assistant Professor of Science Education
Co-coordinator, MEd Science Education
Curriculum & Instruction
Building & Room:
1040 W. Harrison St. (MC 147), Chicago, IL 60607
Daniel Morales-Doyle is an assistant 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 social transformation. 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.
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
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. (2019). There is no equity in a vacuum: On the importance of historical, political, and moral considerations in science education. Cultural Studies in Science Education, 14(2), 485-491.
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., 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.
2015 - PhD, University of Illinois at Chicago, Curriculum Studies
2005 - MSEd, Northwestern University, Secondary Science Teaching
2002 - BA, University of California at Berkeley, Chemistry
Research Currently in Progress
Morales-Doyle's research seeks to address inequity in science education as a component of larger systems of oppression. His work explores high school science curriculum, teaching, and teacher education. His focus is on engaging youth in learning science and learning to critique science in order to construct communities that are more just and sustainable. He was a high school teacher in the Chicago Public Schools for more than a decade before coming to UIC