Carole K. Lee, PhD, For Deeper Learning Treasurer, served as Associate Professor of Science Education at the University of Maine at Farmington, teaching her Elementary Education college students how to teach science in K-8 classrooms that supports their future students’ deeper learning. Dr. Lee’s expertise and writing are in professional development of science teachers, inquiry-based science teaching, and curriculum development.
Dr. Lee was a high school science and chemistry teacher for over twenty years in Hong Kong and also served as a high school vice-principal. She became a teacher because she wanted to pursue a career that could combine her love of science with her desire to serve the community.
In teaching, I integrate science content with experiential learning to support students in understanding science in the real world and “defining problems and designing solutions,” as advised in the Next Generation Science Standards (NGSS). – Carole Lee
While studying for her doctorate, Carole Lee was awarded the Outstanding Doctorate Student and Outstanding International Culture Team New Member by the University of Arkansas.
Degrees
PhD, Curriculum and Instruction, University of Arkansas, College of Education and Health Professions, Fayetteville, Arkansas
Dissertation: An Analysis of the Design and Implementation of Elementary Science Methods Class Instruction in Colleges and Universities in Arkansas
MS, Chemistry and Chemical Education, University of York, Department of Chemistry, York, England
BS, Biology and Chemistry Concentration, University of Hong Kong, HKSAR China
Sample Recent Publications
– McCormick, M., & Lee, K. C. (2020). Learning about and building habitats for amphibians. Science and Children, 57(9), 48-53.
– Lee, C. K., & Bailie, P. N. (2020). Nature-based education: Using nature trails as vehicle to promote inquiry-based science and math in young children. Science Activities.
– Lee, K. C., & Shea, M. (2020). Exploring the use of virtual reality by pre-service elementary teachers for teaching science in the elementary classroom. Journal of Research on Technology in Education.
– Lee, K. C., & Williams, P. H. (2020). Engaging elementary students in energy sustainability: A service-learning project by pre-service elementary teachers. Journal of Service-Learning in Higher Education, 10, 46-62.
– Lee, Y. C., Lee, K. C., Lam, C. M., Kwok, P. W., and So, W. M. (2020). Inquiry science learning and teaching: A comparison between the conceptions and attitudes of pre-service elementary teachers in Hong Kong and the United States, Research in Science Education, 50(1), 227-251.
– Lee, C. K. & Nicholson-Dykstra, S. (2017). Exploring elementary level STEM education in the United States. Book Chapter in STEM Education: From Theory to Practice published by The Education University of Hong Kong.
– Nicholson-Dykstra, S., & Lee, C. K. (2017). The case for STEM: Reinvigorating a high-needs, low-performing high school. Book Chapter in STEM Education: From Theory to Practice published by The Education University of Hong Kong
– Lee, C. K., & Shea, M. (2016). An analysis of pre-service elementary teachers’ understanding of inquiry-based science teaching. Science Education International. 27(2), 217-237.
– Lee, C. K., & Williams, P. H. (2016). Strategies to promote deeper learning in elementary STEM education in Maine. Journal of Maine Education, 32, 28-38.
– Williams, P. H., & Lee, C. K. (2016). Collaborations between Elementary Schools and Higher Education: Lessons Learned from Community Engaged Science Education Efforts. Book chapter in Handbook of Research on Community Engagement in 21st Century Education published by IGI Global
– Lee, C. K., & Eason, G. (2015). Supporting professional development – Infusion of environmental education in teacher education. Journal of Maine Education, 31, 93-102.