COE Faculty and Staff > Curriculum Studies > Pauline W Chinn

  • Pauline W Chinn

    Professor

    Department(s)

    • Curriculum Studies

    Brief Biography

    Pauline W Chinn

    Contact Information

    Office Phone

    (808) 956-4411

    Office

    Everly 225C

    Email

    chinn@hawaii.edu

    Homepage

    No home page provided.

    Curriculum Vitae

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    Scholarly Works

      Book Chapters

    • Chinn, P. W. U. (2014). Educating for Scientific Literacy, Citizenship, and Sustainability: Learning from Native Hawaiian Perspectives. In M. P. Mueller, D. J. Tippins, & A. J. Stewart (Eds.), Assessing Schools For Generation R (Responsibility): A Guide to Legislation and School Policy in Science Education (pp. 321–332).
    • Chinn, P. W. U. (2012). Developing teachers’ place and culture-based pedagogical content knowledge and agency. In B. Fraser, K. Tobin, & C. McRobbie (Eds.), Second International Handbook of Science Education (pp. 323–334).
    • Chinn, P. W. U., Abbott, I. A., Kapana-Baird, M., Ross, M., Lelepai, L., Walk, K., … Kanahele-Mossman, H. (2011). Ua lele ka manu (The bird has flown): Research from Hawaiian indigenous/ethnic/local perspectives. In G. Dei (Ed.), International Handbook/Reader on Indigenous Philosophies and Critical Education (pp. 262–279). New York, New York: Peter Lang Publishing.
    • Chinn, P. W. U. (2011). Developing a Sense of Place and an environmental ethic: A transformative role for Hawaiian/Indigenous Science in teacher education? In J. Reyhner & W. S. G. & L. Lockard (Eds.), Honoring Our Heritage: Culturally Appropriate Approaches for Teaching Indigenous Students (pp. 75–95).
    • Chinn, P. W. U. (2010). Science, culture, education and social-ecological systems: A study of transdisciplinary literacies in student discourse in a place and culture-based Polynesian voyaging program. In In Adaptation and Mitigation Strategies for Climate Change (pp. 249–265).
    • Chinn, P. W. U. (2008). A response to Tobin's Commentary. In A. Rodriguez (Ed.), The Multiple Faces of Agency: Innovative Strategies for Effecting Change in Urban School Contexts (pp. 41–46).
    • Chinn, P. W. U. (2008). A response to Tobin's Commentary. In A. Rodriguez (Ed.), The Multiple Faces of Agency: Innovative Strategies for Effecting Change in Urban School Contexts (pp. 41–46). Sense Publishers.
    • Journal Articles

    • Businger, S., Nogelmeier, P., Chinn, P. W. U., & Schroeder, T. (2018). Hurricane with a History: Hawaiian newspapers illuminate an 1871 storm. Bulletin American Meteorological Society.
    • Chinn, P. W. U. (2017). Why science education for diversity? . Studies in Science Education, 53, 109–111.
    • Semken, S., Ward, E. G., Moosavi, S., & Chinn, P. W. U. (2017). Place-based education in Geoscience: Theory, research, practice, and assessment . Journal of Geoscience Education, 65, 542–562.
    • Chinn, P. W. U. (2015). Place and culture-based professional development: Cross-hybrid learning and the construction of ecological mindfulness. , . Cultural Studies in Science Education, 10(1), 121–134.
    • Chinn, P. W. U. (2015). Place and culture-based professional development: Cross-hybrid learning and the construction of ecological mindfulness. Cultural Studies in Science Education, 10, 121–134.
    • Chinn, P. W. U. (2012). Looking through the lenses of science literacy and cultural diversity: Learning from Helena’s mistake. Cultural Studies in Science Education, 7(2), 441–446.
    • Chinn, P. W. U. (2011). Forum: Mālama I Ka ‘Āina, Sustainability: Learning from Hawai‘i’s displaced place and culture-based science standard. Cultural Studies of Science Education, 6, 223–233.
    • Chinn, P. W. U. (2010). A case study of David, a Native Hawaiian science teacher: Cultural Historical Activity Theory and implications for teacher education. Cultural Studies of Science Education, 3, Part 2, 229–246.
    • Sylva, T., Chinn, P. W. U., & Kinoshita, C. (2010). A Culturally-relevant agricultural and environmental science professional development course for K-12 teachers in Hawai‘i. . Journal of Natural Resources & Life Sciences Education, 39, 10–14.
    • Chinn, P. W. U. (2009). Forum: Authentic science experiences as a vehicle for assessing orientation towards science and science careers relative to identity and agency: a response to “learning from the path followed by Brad. Cultural Studies of Science Education, 4, 639–647.
    • Clark, A., Johnson, C., & Chinn, P. W. U. (2009). Assessment of Cobalt-Rich Manganese Crusts in the Hawaiian, Johnston and Palmyra Islands' Exclusive Economic Zones. Natural Resources Forum, 8, 163–174.
    • Chinn, P. W. U. (2009). Forum: Comment on “Agency and Passivity” by Wolff-Michael Roth. . Cultural Studies of Science Education, Online.
    • Chinn, P. W. U., Yore, L., & Hand, B. (2008). Language, Culture, Ontological Assumptions, Epistemological Beliefs and Knowledge about Nature and Naturally Occurring Events. . Special Issue, L1-Educational Studies in Language and Literature. .
    • Chinn, P. W. U. (2007). Decolonizing methodologies and Indigenous Knowledge: The Role of culture, place and personal experience in professional development. Journal of Research in Science Teaching, 44, 1247–1268.
    • Chinn, P. W. U. (2002). Asian and Pacific Islander women scientists and engineers: A narrative exploration of model minority, gender, and racial stereotypes. , J. Research Science Teaching, 39: , 302–323. .
    • Chinn, P. W. U., & Hilgers, T. (2000). From Corrector to Collaborator: The Range of Instructor Roles in Writing-based Natural and Applied Science Classes. . . Journal of Research in Science Teaching, 37, 3–25.
    • Chinn, P. W. U. (1999). Isabella Aiona Abbott and the Education of Minorities and Females. Teaching Education, 10, 155–167.
    • Chinn, P. W. U. (1999). . Multiple Worlds and Mismatched Meanings: Barriers to Minority Women Engineers. Journal of Research in Science Teaching, 36, 621–636.
    • Chinn, P. W. U. (1998). Teacher Student Action Research: Answering Melissa's Question. Teaching and Change, 5, 99–115.
    • Chinn, P. W. U., & Iding, M. K. (1997). High School Chemistry Students’ Self Concepts as Writers and Scientists. Teaching and Change, 4, 227–244.