Dr. Hui-Hui Wang’s research focus on STEM integration through Agriculture, Food and Nature Resources (AFNR). STEM integration through AFNR is ensure that STEM knowledge is taught as an AFNR interdisciplinary approach, by using authentic teaching strategies, such as inquiry-based and project-based instruction. Her current research project focuses on K-12 teacher education and cognitive bases of STEM learning (e.g. STEM reasoning), and building a sustainable integrated STEM through AFNR teaching and learning model.
Wang, H. H. (In-press). Examining patterners in teacher-student classroom conversation during STEM lessons. Journal of STEM Education Research.
Wang, H. H., Furrer, M., Orick, J., & Mitchell, K. (2019). Motivating master gardeners to teach STEM and agricultural concepts to youth. North American Colleges and Teachers of Agriculture Journal, 63, 225-230.
Scherer, H. H., McKim, A. J., Wang, H. H., DiBenedetto, C. A., & Robinson, K. (2019). Making sense of the buzz: Providing a taxonomy of “STEM” in agriculture, food, and natural resources education. Journal of Agricultural Education, 60(2), 28-53. https://doi.org/10.5032/jae.2019.02028
Wang, H. H., & Knobloch, N. A. (2018). Levels of STEM integration through Agriculture, Food, and Natural Resources, Journal of Agricultural Education, 59(3), 258-277.
Wang, H.H., Bhattacharya, D., Evans, E., & Jirik P. (2017). Designing with the Purpose of Scientific Investigation: Design and Conducting Scientific Experiment on Insect Pollinator Houses, Science Scope, 41(3), 41-49.
Wang, H.H. & Billington B. (2016). Economically disadvantaged minority girls’ knowledge and perceptions of science and engineering and related careers. The Journal of Extension, 54 (6). https://joe.org/joe/2016december/rb8.php
Wang, H. H., & Nam, Y. (2015). Exploring the impact of a STEM integration teacher professional development program on secondary science and mathematics teachers’ perceptions of engineering and their attitude toward engineering integrated teaching. Journal of Korean Earth Science Society, 36(5), 484-499.
Wang, H. H., Billington, B., & Chen, Y. C. (2014). STEM in a hair accessory. Science and Children, 52(3), 54-59.
Chen, Y.C., Moore, T. J., & Wang, H. H. (2014). Construct, Critique, and Connect: Engineering as a vehicle to learn science. Science Scope, 38(3), 58-69.
Guzey, S.S., Tank, K.M., Wang, H. H., Roehrig, G. H., & Moore, T. J. (2014). A high-quality professional development for teachers of grades 3-6 for implementing engineering into classrooms. School Science and Mathematics, 114(3), 139-149.
Moore, T.J., Stohlmann, M.S., Wang, H. H., Tank, K.M., & Roehrig, G.H. (2014). Implementation and integration of engineering in K-12 STEM education. In S. Purzer, J. Strobel, & M.E. Cardella (Ed.) Engineering in pre-college settings: Synthesizing research, policy, and practices. Purdue University Press, Indiana: West Lafayette.
Wang, H. H., Moore, T., Roehrig, G., & Park Mi-sun. (2011). STEM integration: Teacher perception and practice. The Journal of Pre-College Engineering Education Research, 1(2), 1-13.
Wang, H. H. & Carlson, S. (2011). Factors that influence student’s satisfaction in an environmental field day experience. The International Electronic Journal of Environmental Education, 1(2), 129-139.