Skip to main content

College of Education

Think and Do The Extraordinary
Support the College
Think and Do The Extraordinary
Support the College

James Minogue

Associate Professor, Director of Undergraduate Programs

Elementary Education Program Coordinator and Science Education

Poe Hall 317E

919-513-3317

Bio

Dr. Minogue is an Associate Professor in the Department of Teacher Education and Learning Sciences where he teaches elementary science methods courses at both the undergraduate and graduate level.

Research Description

Much of my research centers on systematically exploring the use of haptics (simulated touch) in the teaching of school science concepts. He is also involved in a research project that examines the role of graphics in science notebooks and studies that investigate the use of educational games in science education. Much of this work involves the iterative design and testing of innovative but theory-guided educational interventions; mixed-methods approaches are favored.

Education

Doctor of Philosophy in Science Education from North Carolina State University in 2005

Curriculum Vitae

Programs

Scholarly Publications

  • Minogue, J. (2010). What is the teacher doing? What are the students doing? An application of the Draw-a-Science-Teacher-Test. Journal of Science Teacher Education, 21, 767-781. Minogue, J., Madden, L., Bedward, J., Wiebe, E., & Carter, M. (2010). The cross-case analyses of elementary students' engagement in the strands of science proficiency. Journal of Science Teacher Education, 21, 559-587.
  • Minogue, J. Wiebe, E., Madden, L., Bedward, J. & Carter, M. (2010). The intersection of science notebooks, graphics, and inquiry. Science and Children, 48(3), 52-55.
  • Wiebe, E. N., Minogue, J., Jones, M.G., Cowley, J. & Krebs, D. (2009). Haptic feedback and students’ learning about levers: Unraveling the effect of simulated touch. Computers and Education, 53, 667-676.
  • Minogue, J., & Jones, M.G. (2009). Measuring the impact of haptic feedback using the SOLO taxonomy. International Journal of Science Education. 31, 1359-1378.
  • Minogue, J. & Jones, M.G. (2006). Haptics in education: Exploring an untapped sensory modality. Review of Educational Research, 76 (3), 317-348.
  • Minogue, J., Jones, M.G., Broadwell, B., & Oppewal, T. (2006). Exploring cells from the inside out: New tools for the classroom. Science Scope, 29, 28-32.
  • Minogue, J., Jones., M.G., Broadwell, B., & Oppewal, T. (2006). The impact of haptic augmentation on middle school students' conceptions of the animal cell. Virtual Reality, 10, 293-305.

Courses Taught

  • ELM 420 Teaching Science in the Intermediate Grades
  • ELM 400 Connections Seminar III- Instructional Design and Assessment

Editorial Boards

  • Association of Science Teacher Education (ASTE); Member at Large-Publication Committee
  • Journal of Science Education and Technology (JSOT); Editorial Board Member
  • Journal of Research in Science Teaching (JRST); Publications Advisory Committee
  • International Journal of Science Education (IJSE); Manuscript Review Board
  • Computers and Education (CaE); Manuscript Review Board
  • Journal of Research in Science Teaching (JRST); Manuscript Review Board

Services and Engagements

  • Minogue, J. & Bedward, J. (January, 2012). Combating a reasoning thin curriculum: Preservice elementary science teachers attention to student thinking. Presented at the Association of Science Teacher Education (ASTE) International Conference, Clearwater, FL.
  • Minogue, J., Bedward, J., Wiebe, E., Madden, L., Carter, M., & King, Z. (April, 2011). An exploration of upper elementary students’ storyboarded conceptions of magnetism. Presented at the National Association of Research in Science Teaching (NARST) Annual International Conference, Orlando, FL
  • Minogue, J., Mott, B., Neitfeld, J., Spires, H., Lester, J., Russo, M., & Rowe, J. (April, 2011). Crystal Island-Uncharted Discovery: An Intelligent game-based learning environment. Presented at the National Association of Research in Science Teaching (NARST) Annual International Conference, Orlando, FL.
  • Bedward, J., Minogue, J., Wiebe, E., Madden, L., & Carter, M. (March, 2010). Reasoning about invisible forces: The use of graphics and written text to reveal elementary student sense making. Presented at the National Association of Research in Science Teaching (NARST) Annual International Conference, Philadelphia, PA.
  • Wiebe, E., Minogue, J., Carter, M., Bedward, J., & Madden, L. (March, 2010). Administrative symposium: Representational Reasoning in the Teaching and Learning of Science. Presented at the National Association of Research in Science Teaching (NARST) Annual International Conference, Philadelphia, PA.
  • Madden, L., Wiebe, E., Bedward, J., Minogue, J., & Carter, M. (March, 2010). Examining elementary science teacher identity through science notebooks: A case study of three exemplar teachers. Presented at the National Association of Research in Science Teaching (NARST) Annual International Conference, Philadelphia, PA.
  • Minogue, J., Bedward, J., Wiebe, E., Madden, L., & Carter, M. (January, 2010). Concrete experiences and abstract thought: The importance of student-generated graphics. Presented at the Association for Science Teacher Educators (ASTE) International Conference, Sacramento, CA.
  • Minogue, J. (April, 2009). Language mediated haptic cognition: Exploring the role of grounding terms. Presented at the National Research in Science Teaching (NARST) International Conference, Garden Grove, CA.

Research Areas