Matthew Wilsey

Matthew Wilsey is an Assistant Professor of the Practice of Science Education in the Center for STEM Education at the University of Notre Dame. Matt’s research explores what factors influence the instructional practices that beginning and early-career science teachers use in the classroom. Drawing upon his own experiences as a secondary science teacher, he is interested in how schools function as teacher educators, and how to support teachers’ negotiation of varying perspectives on science teaching across time and place. Matt earned his Ph.D. in science education from Stanford University, his M.Ed. through the Alliance for Catholic Education program at the University of Notre Dame, and his B.S. in Biological Sciences from the University of Notre Dame.

• Ph.D. in Science Education, Stanford University
• M.Ed., University of Notre Dame

• Teaching and Learning in Science Education
• Organizational Learning
• Teacher Education and Teacher Professional Learning

• Kloser, M., Borko, H., Wilsey, M., & Rafanelli, S. (2022). Leveraging portfolios in professional development for middle school science teachers’ assessment and data-use practice. Science Education, 106(4), 924-955.

• Brown, B. A., Boda, P. A., Ribay, K., Wilsey, M., & Pérez, G. (2021). A technological bridge to equity: How VR designed through culturally relevant principles impacts students’ appreciation of science. Learning, Media and Technology, 46(4), 546-584.

• Wilsey, M., Kloser, M., Borko, H., & Rafanelli, S. (2020). Middle school science teachers’ conceptions of assessment practice throughout a year-long professional development experience. Educational Assessment, 25(2), 136-158.

• Brown, B. A., Pérez, G., Ribay, K., Boda, P. A., & Wilsey, M. (2020). Teaching culturally relevant science in virtual reality: “When a problem comes, you can solve it with science”. Journal of Science Teacher Education, 32(1), 7-38.

• Kloser, M., Wilsey, M., Madkins, T., & Windschitl, M. (2019). Connecting the dots: Secondary science teacher candidates’ uptake of the core practice of facilitating sensemaking discussions from teacher education experiences. Teaching and Teacher Education, 80, 115-127.

• Kloser, M., Wilsey, M., Twohy, K. E., Immonen, A. D., & Navotas, A. C. (2018). “We do STEM”: Unsettled conceptions of STEM education in middle school STEM classrooms. School Science and Mathematics, 118(8), 335-347.

• Science Teaching Methods II (EDU 60785)

• Assessment in Science Education (EDU 60795)

• Clinical Seminar in Teaching (EDU 65930)

• Capstone Seminar in Teaching (EDU 65935)

• Supervised Teaching (EDU 65950)