Kelly recognized for outstanding contributions to science education

January 12, 2021

Greg Kelly, senior associate dean for research and distinguished professor of science education in the College of Education, has been awarded the NARST 2021 Distinguished Contributions to Science Education through Research Award (DCRA). This is the highest award that NARST bestows upon its members, and is given only when a superior candidate is identified.

Greg Kelly
IMAGE: Steve Tressler

The award recognizes Kelly as an individual who, through research over an extended period of time, has made outstanding and continuing contributions, provided notable leadership and made a substantial impact in the area of science education.

Kelly has been a leader in the study of discourse practices in the field of science education. His research has brought together discourse processes and epistemic practices to shape and advocate for equitable science and engineering education. According to NARST, his theoretical and empirical contributions to understanding classroom practice have had an unquestionable impact on science education.

Kelly’s leadership has taken multiple forms, from shaping prominent journals to teaching a large number of accomplished scholars. He first attended the NARST annual conference in 1992 and most recently served as the organization’s secretary-treasurer for six years.

“Given his high-impact research, notable national and international leadership, and unwavering service to the field of science education, Dr. Gregory Kelly is a most deserving recipient of the honor bestowed by NARST,” wrote Maria Varelas, DCRA chair, and Noemi Waight, board liaison to the NARST Awards Committee, in their announcement of the award.

Since 1928, NARST has promoted research in science education and the communication of knowledge generated by research. The ultimate goal of NARST is to help all learners achieve science literacy. NARST promotes this goal by encouraging and supporting the application of diverse research methods and theoretical perspectives from multiple disciplines to the investigation of teaching and learning in science; communicating science education research findings to researchers, practitioners and policy makers; and cooperating with other educational and scientific societies to influence educational policies.

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Last Updated January 12, 2021