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Kremen School of Education and Human Development

Frederick Peinado Nelson

Professor

Liberal Studies | 559.278.0261 | Office: ED441

fnelson@csufresno.edu

Education

Ph.D. in Curriculum and Instruction, School of Teaching & Learning, University of Florida, 2012 Major: Science Education 
Advisor: Dr. Troy D. Sadler 
Dissertation: Conceptions of and Intentions for the Teaching of Reflection by Science Teacher \ Educators in University-Based Science Teacher Education Programs 

M.S. in Education, College of Education, Kansas State University, 2003 
Concentrations: Science Education, Assessment 
Advisor: Dr. Lawrence C. Scharmann 
Report: Implementing Portfolio Assessment in a High School Physics Class 

B.S. in Education, College of Education, Kansas State University, 1997 
Concentration: Physics Education

Courses Taught

  • CI149 Curriculum, Instruction, and Technology in Secondary Classrooms
  • CI161 Methods and Materials for Teaching Secondary Science (Foundation Level General Science Credential)
  • CI161 Methods and Materials for Teaching Secondary Science (Single Subject Credential)
  • CI175 Science Instruction and Applied Technology
  • CI240 Social Justice and the Multicultural Classroom
  • CI275 Advanced Instructional Theory
  • CI290 Independent Study
  • CI298 M.A.E. in Curriculum and Instruction Project Supervision
  • EDL506 Conceptual Curriculum Perspectives for Educational Leadership
  • EDL509 Advanced Educational Research and Evaluation
  • EHD155A Student Teaching in Secondary School
  • EHD178 Field Study B
  • LS120 Community-Based Learning in STEM
  • NSCI106 Reigning Theories of Science
Jeopardy! Champions WildCard Semifinalist–Season 40, Episode 55
Jeopardy! Champion--Season 37, Episode 59

Frederick Peinado Nelson is a Professor of Science Education in the Department of Liberal Studies at California State University, Fresno. Dr. Nelson received his Ph.D. in Science Education from the University of Florida in 2012, and taught high school science in Kansas for nine years. He achieved National Board Certification in 2004, which was a seminal influence on his thinking about reflection. His scholarship focuses on the development of reflection by preservice teachers and the dynamics of interdisciplinary faculty collaboration in teacher education.
Areas of Expertise
  • Classroom Science Inquiry
  • Constructivist Pedagogy
  • Naturalistic Inquiry
  • Self-study of teacher education practices 
  • Survey Design
Research Interests
  • Development of reflective practice by preservice teachers 
  • Implementation of the Next Generation Science Standards in teacher education 
  • Dynamics of interdisciplinary faculty collaboration 
  • Learner-centered teaching in university courses 

Sangha, A., Donnelly-Hermosillo, D., & Nelson, F. P. (In press). ​​Preservice elementary teachers' perceptions of their science laboratory instructors in a phenomena‐based laboratory and how it impacts their conceptual development. Journal of Research in Science Teaching.

Shin, M., & Nelson, F. P. (2021). Funds of knowledge in making: Reenvisioning maker education in teacher preparation. Journal of Research on Technology in Education.

Miller, L., Nelson, F. P., Phillips, E. L. (2021). Exploring critical reflection in a virtual learning community in teacher education. Reflective Practice: International and Multidisciplinary Perspectives. DOI: 10.1080/14623943.2021.1893165

Miller, L., Nelson, F. P., Yun, C., Bennett, L., & Phillips, E. L. (2019). “Am I doing what I think I’m doing?”: The importance of a theoretical frame when integrating tablets in teacher education. Educational Renaissance 8, 20-28.

Nelson, F. L., Valadez, J. D., Brady, M., Pennycook, J., & Lopez, A. (2018). Science framework for California public schools: Kindergarten through grade twelve, 2016, Grades 6-8. Sacramento, CA: California Department of Education.

Nelson, F. L, Miller, L., &. Yun, C. (2016). “It’s OK to feel totally confused”: Reflection without practice by preservice teachers in an introductory education course. Reflective Practice: International and Multidisciplinary Perspectives 17 (5), 648-661.

Sherchan, S., Pasha, F., Weinman, B., Nelson, F. L., Sharma, F. C., Therkelsen, J., & Drexler, D. (2016). Seven faculties in search of a mission: A proposed interdisciplinary course on water literacy. Applied Environmental Education and Communication 15 (2), 171-183.

Nelson, F. L. (2015). What we see when we look in the mirror: Conceptions of and intentions for reflection by science teacher educators. Cogent Education 2 (1), 1-17.

Wandeler, C. & Nelson, F. (2015). [A map of reflective practice for mentors and mentees.] Eine Landkarte zur reflexiven Praxis für Mentoren und Mentees. Zwischen Theorie und Praxis: Ansprüche und Möglichkeiten in der Lehrer (innen) bildung. Festschrift zum 65. Geburtstag von Alois Niggli, 131- 146.

Tehrani, F., Papavasiliou, N., Nelson, F., Bohlin, C., & Brady, M. (2014, April). Engineering literacy: Educating prospective elementary teachers to lay the foundation for a more knowledgeable/well prepared generation of engineering students. Proceedings of the 2014 American Society for Engineering Education Zone IV Conference, 399-412. Abstract retrieved from http://tinyurl.com/ASEE2014-ConferenceProceedings.

Nelson, F. L., & Sadler, T. D. (2013). A third space for reflection by teacher educators: A heuristic for understanding orientations to and components of reflection. Reflective Practice: International and Multidisciplinary Perspectives 14 (1), 43-57.