Hayat Hokayem, Ph.D.

Hayat Hokayem, Ph.D.

Assistant Professor

Program Area: Science Education

(817) 257-4354  |  h.hokayem@tcu.edu

Texas Christian University
TCU Box 297900
Fort Worth, TX 76129

Bio

Dr. Hokayem’s research interests stem from her commitment to understanding when, how, and why students learn. Therefore, she has conducted research using the cognitive and socio-cultural theoretical framework in order to understand how students learn science content, and to shed light on their views concerning major science theories. She is currently researching younger students’ reasoning of ecology, using the learning progression framework in order to identify students’ levels of understanding.

Education

Ph.D. Michigan State University (2012)

Master in Science Education, American University of Beirut (2006)

B.S. in Biology, American University of Beirut (1996)

Academic Areas

  • Biology
  • Science Education

Research Areas

  • Learning progressions
  • Learning of scientific practices and core ideas

Areas of Focus

Dr. Hokayem’s research interests stem from her commitment to understanding when, how, and why students learn. Two theoretical perspectives are useful when investigating student learning: the cognitive perspective that describes how concepts are developed and the socio-cultural perspective that describes how the social milieu and the tools accompany knowledge construction. Having conducted research using the socio-cultural and cognitive perspective, Dr. Hokayem believes that each perspective foregrounds what the other backgrounds. Whereas the socio-cultural perspective emphasizes participation in a community of practice, the cognitive perspective emphasizes “conceptual change” of ideas. Building on her previous research experience that utilized those two perspectives, she found the learning progression research, descriptions of more sophisticated ways of reasoning about the topic as defined by NRC (2007 & 2012), a promising framework that capitalizes on both perspectives to inform researchers about student learning. Specifically, Dr. Hokayem is interested in investigating the learning progression of students’ systemic reasoning of ecosystems, and how the knowledge sources influence those levels.

Selected Publications

  • de la Fuente, Y., & Hokayem, H. (2017). Relating ecological technical terms to students’ reasoning in lower elementary. Journal of Biological Education. http://dx.doi.org/10.1080/00219266.2017.1293558
  • Hokayem, H., & Gotwals, A. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Journal of Research in Science Teaching, 53, pp. 1524-1545.
  • Hokayem, H. (2016). Patterns of reasoning about ecological systemic reasoning for early elementary students. Science Education International, 27, pp. 117-135.
  • Jin, H., Hokayem, H., Wang, S, & Xin, W. (2015). A US-China Interview Study: Biology students’ argumentation and explanation about energy and consumption issues. International Journal of Science and Mathematics Education, 10, pp. 301-318.
  • Hokayem, H., Ma, J, & Jin, H. (2015). A learning progression for feedback loop reasoning at the lower elementary level. Journal of Biological Education, 49, pp. 246-260.
  • Hokayem, H., Jin, H., & Zhu, M. (2014) Scientific literacy in Lebanese biology national exams: A case study comparing pre/post reform exams. International Education, 44, pp. 73-89.
  • Hokayem, H., & Schwarz, C. (2014). Engaging 5th graders in scientific modeling to learn about evaporation and condensation. International Journal of Science and Mathematics Education, 12, pp. 49-72.
  • Hokayem. H., & BouJaoude, S. (2008). College students’ perceptions of the theory of evolution. Journal of Research in Science Teaching, 45, pp. 395-419.

Selected Presentations

  • Hokayem, H. (2017). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Invited talk presented at NARST, San Antonio, TX, as part of NSTA’s research worth reading special administrative session.
  • Jin, H., Mikeska, J., Hokayem, H., & Mavronikolas, E. (2017). Learning Progression Research: Toward Coherence in Teaching and Learning of Science. Paper presented at the National Association for Research in Science Teaching (NARST) in San Antonio, TX.
  • Hokayem, H. (2016). Students’ ideas about ecosystems and their implications for teaching. Paper presented at the National Association of Research in Science Teaching (NARST), Baltimore, MD.
  • Hokayem, H., Jin, H., Alameh, S., & Yacoubian, H. (2015). Using a learning progression to compare the feedback loop reasoning of elementary students in the US and Lebanon. Paper presented at the National Association of Research in Science Teaching (NARST). Chicago, IL.
  • Jin, H., Hokayem, H., He, W., & Mehl, C. E., (2015, April). Consistency of students’ reasoning about changes in matter across contexts. Paper presented at the annual conference of American Educational Research Association (AERA), Chicago, IL.
  • Jin, H., Wei, X., Peng, Q., Hokayem, H. (2015). An Investigation of Chinese Teachers’ Inquiry-oriented classroom discourse. Paper presented at the National Association of Research in Science Teaching (NARST). Chicago, IL.
  • Gotwals, A., Hokayem, H., & Wright, T. (2014). Argumentation at the start of school: Characterizing the entry points into the learning progression for argumentation. Paper presented at the National Association for Research in Science Teaching (NARST). Pittsburgh, PA.
  • Yamaguchi, E., Suzuki, K., & Hokayem, H. (2014). Learning Progressions for Japanese Elementary Students’ Reasoning about Ecosystems. Paper presented at that International Organization for Science and Technology Education (IOSTE) during September 2014 in Kuching, Malaysia.
  • Hokayem, H., Schwarz, C., Baek, H., Chen, J., & Zhan, L. (2010). Patterns of scientific modeling practices of 5th graders while learning evaporation and condensation. Paper presented at the National Association for Research in Science Teaching (NARST) 2010, Philadelphia, PA.
  • Hokayem, H. & Barton, A. (2009). A “Hybrid Discourse” fostering “legitimate peripheral participation”. Paper presented at the European Science Education Research Association (ESERA) 2009, Istanbul, Turkey.

Teaching Responsibilities

Doctoral Courses

  • EDSC 70011: Colloquium in Science Education
  • EDSC 70043: Science and Science Education in a Global Community
  • EDUC 70970: Special Problems in Education: Learning Progressions
  • EDSC 70033: Science Inquiry and Nature of Science

Undergraduate Courses

  • EDEC 30013: Methods for Teaching Elementary Science
  • EDMS/EDSE 40453: Methods of Teaching Middle Science/Secondary Science
  • EDEC 20013: Science Content for Elementary Teachers

Professional Affiliations

  • Member of National Association of Research in Science Teaching (NARST).
  • Member of European Science Education Research Association (ESERA).
  • Member of Phi Beta Delta, MSU chapter.

Professional Certifications

Teaching Diploma in Science, American University of Beirut (1999)

Professional Service

  • Member of NARST publication advisory committee, Scholarship sub-committee. (2017-2020).
  • NARST Strand 4 co-ordination “Science Teaching in Middle and High School.” (2012-2014).
  • Member of NARST Outstanding Paper Award Committee. (2011-2014)
  • Invited Guest Editor for the Special Issue on “Enhancing scientific literacy in K-12 Science Classrooms” (2017-2019)
  • Editorial Board Member for the Journal of Research in Science Teaching (2015-2018).
  • Editorial Member for the Journal of Education and Learning. (2012-2015).
  • Reviewer for the International Journal of Science and Mathematics Education (2014-present).
  • Reviewer for the journal “Science Education” (2013-present).
  • Reviewer for the National Association of Research in Science Teaching (NARST) (2008- present).
  • Reviewer for the International Conference for Learning Sciences (ICLS) (2010, 2014, 2016).
  • Member of the search committee for the Professor of Professional Practice for Literacy at TCU College of Education (2016-2017).
  • Member of the Faculty Senate at TCU (2015-2019).
  • Co-chair of the International Peer Mentor Program (IPMP). My responsibilities reside in interacting with international students in the College of Education TCU and assigning them American mentors. I also organize monthly meetings to facilitate the international students’ transition to the American setting. (2016-present).
  • Co-Chair of Research and Pedagogy Fair at TCU: my responsibilities resided in organizing and managing a poster research presentations for undergraduate and graduate students (2013-2015).

Awards and Honors

  • Publications Advisory Committee, National Association for Research in Science Teaching (NARST) selected the article: Hokayem, H., & Gotwals, A. (2016). Early elementary students’ understanding of complex ecosystems: A learning progression approach. Journal of Research in Science Teaching, 53, pp. 1524-1545 for the NSTA 2017 Research Worth Reading list.
  • The elementary science teacher (Ms. Ramya Enugu) whom Dr. Hokayem nominated and worked with on presenting NARST research was selected and awarded $700 as a NARST 2017 Classroom Teachers and Informal Science Educators Scholar.
  • Nominated to the Wassenich Award for the Mentoring in the Texas Christian University Community (2016).
  • Wiley statistics for JRST showed that the paper: Hokayem. H., & BouJaoude, S. (2008). College students’ perceptions of the theory of evolution. Journal of Research in Science Teaching 45, 395-419) was among the most cited articles in 2009-2010.
  • Council of Graduate students (COGS) Travel award and Graduate School Travel funding to present my research in ESERA, Istanbul during the Summer of 2009 ($1300).
  • Travel Award for graduate students to present the modeling poster in LeaPS conference at the University of Iowa during the Summer of 2009 ($250).
  • Travel Award for International participant at  NARST in Spring of 2007 ($500).

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