These resources exist because of the hard work of a large number of contributors. We are science teacher educators and researchers who have been working on MBI instruction with both preservice and inservice teachers for nearly a decade. The ideas and tools on this site are the product of all of those productive partnerships.

If you have any questions, comments, or additional resources we should be aware of, please contact us at the following address:

Site Author BIOS

Ron Gray, Ph.D.

I am an associate professor of science education in the Center for Science Teaching and Learning at Northern Arizona University.

My work focuses on providing secondary science teachers the tools to design and implement learning experiences for their students that are effective and authentic to the discipline. Much of this work has been centered on model-based inquiry and the integration of scientific practices in a supportive and structured way. I am also interested in the history of science and science studies which, taken together, help to provide a background for understanding what "authentic" scientific practice in the K-12 context might look like. Framing this work are the ideas of practice-based teacher education and ambitious science teaching.


Personal Website | @grayron

Todd Campbell, Ph.D.

I am a professor of science education in the Neag School of Education at the University of Connecticut.

My research focuses on cultivating imaginative and equitable representations of STEM activity. This is accomplished in formal science learning environments through partnering with pre-service and in-service science teachers and leaders to collaboratively focus on supporting student use of modeling as an anchoring epistemic practice to reason about events that happen in the natural world. This work extends into informal learning environments through a focus on iterative design of informal learning spaces and equity focused STEM identity research.


Personal Website | @dtcampbe

Victor Sampson, Ph.D.

I am an associate professor of science education in the College of Education at the University of Texas at Austin.

My research examines how students participate in argumentation in the context of science, engineering, and mathematics and ways to make the interactions that take place between students, materials, and ideas more productive in terms of learning. This includes the ways culturally and linguistically diverse groups of students support, evaluate, and revise ideas when attempting to develop explanations or solutions to problems, group and individual meaning making during episodes of argumentation, the development of innovative instructional materials and strategies, and how to support teachers in making classroom instruction more equitable and inclusive. I have published numerous articles, book chapters and books related to these issues.


Personal Website | @drvictorsampson