Doctorate in Curriculum and Instruction, Kent State University
Cognate in Science Education, Master of Education, North Carolina State University
Minor in Water Resources, College of Forestry, North Carolina State University
Bachelor of Science in Elementary Education, UNC-Greensboro
Curriculum and instruction
Science education methods (e.g., inquiry-based, project-based, problem-based, case-based)
Environmental education (certified - NCDENR Office of Environmental Education)
Teaching & learning theory
Qualitative research methods
Herpetology (cognate during my M.Ed. from NCSU)
David Wojnowski has enjoyed a varied career as an educator having taught sixth-grade science, reading and social studies; working as a science specialist grades kindergarten through sixth grade; and teaching marine biology, oceanography and earth science at the high school level.
Following his public school teaching experience, he worked as an informal science educator for the North Carolina Department of Environment and Natural Resources and had the pleasure of facilitating teacher professional development workshops and planning and implementing interpretive programs, events and environmental education initiatives statewide. He is also the editor-in-chief of the Journal of College Science Teaching (JCST), a publication of the National Science Teachers Association (NSTA).
During his doctoral studies, Wojnowski traveled to East Africa where he lived and worked with rural Kenyan teachers. While at the University of North Texas he continued his research in Kenya and co-facilitated a conference in Uganda, as well as teaching undergraduate and graduate courses including project-based instruction, science methods, effective teaching and learning, and conceptual models of learning and instruction.
One of his primary research interests is teacher’s perceptions of herpetofauna and the situational aspects of interaction based on knowledge, experience and culture. Wojnowski is also intrigued at how conceptual understanding of science concepts may influence curricular and pedagogical decisions made by educators.
He is excited to be at Georgia State where he will be teaching an integrated science course as well as scientific methods and observing pre-service teachers in the field.
Subramaniam, K., Wojnowski, D. & Harrell, P. (2012). Analyzing prospective teachers’ images of scientists using positive, negative and stereotypical images of scientists. Research in Science and Technological Education. 1-24. http://dx.doi.org/10.1080/02635143.2012.742883
Ng’asike, J. & Wojnowski, D. (2012). The potential of Turkana indigenous knowledge in environmental education and ecotourism promotion. MAWAZO The Journal of the College of Humanities and Social Sciences – Makerere University: Tourism, Conservation and Development Issue. 11(2), 56-68.
Wojnowski, D. (2010). Gender-appropriate responses to snakes in Kenya: Culture, concepts and context. International Journal of Interdisciplinary Social Sciences, 5(3). 1-12.
Wojnowski, D. & Malonza, P. K. (2009). Kilima-Mrota is not a worm: The effect of conservation education and a local naming contest on the perspectives held by the peoples of Sagalla Hill, Kenya toward the Sagalla Caecilian (Boulengerula niedeni). Journal of East African Natural History, 98(2), 241–248.
Wojnowski, D. (2009). Scientific and traditional conceptions of snakes in Kenya: Herpetologists as teacher mentors. Herpetological Review, 40(2), 158-162.