- Doctor of Philosophy, Science Education, Oregon State University, 2004
Master of Science, Molecular Biology, Wake Forest University, 1994
Bachelor of Science, Biology, Purdue University, 1988
- Epistemology of science
Nature of science
Nature of scientific inquiry
Pedagogical content knowledge
Science teacher education
Renee’ Schwartz is an associate professor of science education in the Department of Middle and Secondary Education. Her research focuses on the study of epistemological views of science, specifically views of the nature of science (NOS) and the nature of scientific inquiry (NOSI). Through primarily qualitative methods, she examines preservice and practicing science teachers’ developing conceptions of NOS and NOSI in various contexts — including authentic science research experiences and classroom-based science learning — to identify effective means of fostering conceptual and pedagogical knowledge. Her work is framed by theories of situated cognition and sociocultural learning of science. She is interested in how teachers develop pedagogical content knowledge for NOS and NOSI, as well how teachers navigate their teacher and scientist identities during teacher preparation and practice.
Schwartz received her doctorate in science education from Oregon State University in 2004 and holds degrees from Wake Forest University and Purdue University. She was promoted to Associate Professor at Western Michigan University in 2009 in the Department of Biological Sciences and the Mallinson Institute for Science Education, and came to Georgia State University in 2014. She has taught biology for future teachers and science teacher education courses for more than 15 years, with a focus on science teacher preparation. She has published over 30 peer-reviewed articles and book chapters, presented over 90 conference papers, and conducted 24 invited talks, seminars, and workshops. Dr. Schwartz has served as PI or Co-PI on 10 funded projects totaling over $6 million, served as a project evaluator and participated on several NSF and European Commission grant review panels. Schwartz served for three years as an elected member of the board of directors for the National Association for Research in Science Teaching (NARST) and has also served in many other professional leadership roles. Her scholarly work is published in international journals such as the Journal of Research in Science Teaching, Science Education and The International Journal of Science Education.
Schwartz, R. S. (2011). “The nature of scientists’ nature of science views.” In M. S. Khine (Ed.), Advances in the nature of science research: Concepts and methodologies. Springer Publishers. p.153-188.
Schwartz, R. S., and Lederman, N. (2008). “What scientists say: Scientists’ views of nature of science and relation to science context.” International Journal of Science Education. 30(6), 727-771.
Schwartz, R. S., Lederman, N. G., and Crawford, B. A. (2004). “Developing views of nature of science in an authentic context: An explicit approach to bridging the gap between nature of science and scientific inquiry.” Science Education, 88(4), 610-645.
Schwartz, R. S., and Lederman, N. G. (2002). “’It’s the nature of the beast': The influence of knowledge and intentions on learning and teaching of nature of science.” Journal of Research in Science Teaching, 39(3), 205-236.