Current Projects

Recent Research Talk

In March 2015 I gave a talk on historical sciences at Michigan State University for the Create for STEM Institute’s seminar series. You can see the talk below.

Selected Publications (see Google Scholar page)

Askew, J. & Gray, R.E. (2016). Settling the score: Exploring the historic debate over atomic bonding. The Science Teacher, 83(8), 46-54.

Gray, R.E. & Rogan-Klyve, A. (2016). Investigating Axial Seamount: Using student-generated models to understand plate tectonics. Science Scope, 40(1), 22-34.

Rogan-Klyve, A., Halsey Randall, M., St. Claire, T., & Gray, R.E. (2015). Bringing historical scientific arguments back to life: The case of continental drift. Science Scope, 38(7), 25-33.

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 38-39). Portland, OR. [Available online at].

Gray, R.E. (2014). The distinction between experimental and historical sciences as a framework for improving classroom inquiry. Science Education, 98(2), 327-341.

Gray, R.E. and Kang, N.H. (2014).  The structure of scientific arguments by secondary science teachers: Comparison of experimental and historical science topics. International Journal of Science Education, 36(1), 46–65. 


Other Publications

Gray, R.E. (2004).  Invasive plant species and your community, Community-based natural resource activities for biology (pp. 63-68).  Salem, Oregon: Northwest Center for Sustainable Resources.

Gray, R.E. (2004).  Cheetahs: A predator’s role in the ecosystem – Teacher’s Resource Guide, Namibia: Capital Press.

Gray, R.E.; Munks, M.W.; Haynes, R.R.; Olsen, G.D. (2001). Mu opioid receptor efficacy and potency of morphine-6-glucuronide in neonatal guinea pig brainstem membranes: Comparison with transfected CHO cells.  Brain Research Bulletin, Vol. 54 (5), pp. 499-505.


Invited Presentations

“The role of experimental and historical sciences in classroom inquiry”. Presented at the CREATE for STEM Institute Science Seminar Series at Michigan State University, East Lansing, MI. March 4, 2015.

“Epistemic practice or glorified worksheet: The role of modeling talk during a model-based inquiry unit.” Presented at the Korean Association of Science Education annual conference, Busan, South Korea. February 8, 2015.

“Examining the factors mediating the enactment of model-based inquiries by preservice science teaching.” Presented at the Korea National University of Education special seminar series, Cheongju, South Korea, February 11, 2014.

“The role of experimental and historical sciences in classroom inquiry.” Presented at the Korean Association of Science Education annual conference, Daegu, South Korea, February 15, 2014.


Selected Professional Presentations

Gray, R.E. & Rogan-Klyve, A. (2016, April). Examining teacher responsiveness to student ideas in model based learning classrooms. Paper presented at the 2016 international conference of the National Association for Research in Science Education (NARST), Washington, DC.

Gray, R.E. & Rogan-Klyve, A. (2015, April). Talking Modeling: Examining Science Teachers’ Modeling-Related Discourse During a Model-Based Inquiry Unit. Presented at the National Association of Research in Science Education (NARST) annual conference, Chicago, IL.

Gray, R.E. (2014, November). Using model-based inquiry in the classroom. Presented at the 2014 annual conference of the Arizona Science Teachers Association (ASTA), Phoenix, AZ.

Gray, R.E. (2014). Thinking about the size and scope of high-leverage practices in novice teacher professional learning.Paper presented at the annual meeting of Science Education at the Crossroads, Portland, OR., September 25-17.


Selected Grants:

  • 2016 – 2018 – Reshaping Engineering Classroom Norms to Diversify the Profession. Awarded $150,000 to change the culture of an undergraduate engineering course in a manner that more broadly includes students from traditionally underrepresented groups. Funded by the National Science Foundation (NSF) PFE:RIEF program (#1640328). Role. Co-Principal Investigator. PI: Robin Tuchscherer.
  • 2015 – 2018 – Innovative Collaborative Research Experience and Technical Education (iCREATE). Awarded $840,514 to integrate community collaborations, innovative course design, and modern technologies to engage students in an authentic problem in their community: the monitoring of infectious diseases. Role: Principal Investigator: Ron Gray. Co-PIs: Kenric Kesler, Danielle Ross, Brent Nielson.
  • 2015 – 2016 – Teaching Organisms Through Modeling and Argumentation in Science (TOMAS). Awarded $510,454 to develop and deliver professional development to the Peoria and Gilbert School Districts. Funded by the Arizona Department of Education Math and Science Partnership (MSP) program. Role: Co-Principal Investigator. PI: Jane Kirkley. Co-PIs: Lori Rubino-Hare, Amy Gingell, Judy Meredith.