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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 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.

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

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. & Gutstein. E. (2019). Racial capitalism and STEM education in the Chicago Public Schools. Race, Ethnicity, and Education, 22(4), 525-544.

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., 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. (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. & 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.

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.


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