Anthony Petrosino

Associate Professor, Department of Curriculum and Instruction
Postal Address: 
120 Inner Campus Drive Stop G2550 | Austin, TX 78712-1255

Dr. Petrosino helped develop and teaches courses in the UTeach Natural Sciences secondary certification program and also in the graduate program in Science and Mathematics education. His research focuses on children's and teachers' scientific and mathematical reasoning in the context of schooling, with an emphasis on activities and tools for developing thought. There are two major strands to this program. The first focuses on the creation and study of learning environments that foster the development and growth of experimentation and inquiry in the elementary and middle school grades. A second strand of research, connected to the first, focuses on investigating the opportunities for model-based reasoning (the ability to construct and articulate explanations of observable phenomena) that occur in typical science classrooms as students move conceptually from intuitive everyday understanding to more formalized scientific understanding. Within both strands, he has designed and helped develop a number of Internet-based tools for teachers and students, with attention to the role that such tools play in fostering communities of learners.

Before joining the faculty at The University of Texas, Dr. Petrosino was a Postdoctoral Fellow at The National Center For Improving Student Learning and Achievement in Mathematics and Science (NCISLA) at the University of Wisconsin. Dr. Petrosino's doctoral work was completed at Vanderbilt University, under the guidance of John Bransford. While at Vanderbilt, he was an active member of the Learning Technology Center. His Master's was done at Teachers College, Columbia University. He is also a certified K-12 Science teacher and administrator with 8 years of experience. Dr. Petrosino is the author or co-author of over 20 peer reviewed journal articles in publications such as American Educational Research Journal, Mathematical Thinking and Learning, Journal of Science Education and Technology, and The Journal of the Learning Sciences, 60 national and international research-based conference presentations, 13 book chapters and numerous invited presentations. He was awarded the 2002 International Society of Technology in Education (ISTE) NETS Distinguished Achievement Award Program for excellence in teacher preparation using technology (UTeach) and is on the executive board of the International Society of the Learning Sciences. He has participated in research presentations and collaborations with colleagues from China, Mexico, Italy, Germany, and Australia.

Petrosino, A.J. (2004). Integrating Curriculum, Instruction, and Assessment in project-Based Instruction: A Case Study of an Experienced Teacher. Journal of Science Education and Technology

Pandy, M.G., Petrosino, A.J., Austin, B.A., and Barr, R.E. (2004). Assessing Adaptive Expertise in Undergraduate Biomechanics. Journal of Engineering Education, 93 (3), 1-12.

Petrosino, A. J., Lehrer, R., Schauble, L. (2003). Structuring error and experimental variation as distribution in the fourth grade. Mathematical Thinking and Learning, 5(2&3), pp. 131-156.

Petrosino, A. J., & Dickinson, G. (2003). Integrating technology with meaningful content and faculty research: The UTeach Natural Sciences Program. Contemporary Issues in Technology and Teacher Education [Online serial], 3(1). Available:

Petrosino, A.J. and Cunningham, A. (2003). Situating Authentic Tasks with Digital Video: Scaffolding the Development of Critical Thinking and Reflection in Preservice Teacher Preparation.Society for Information Technology and Teacher Education International Conference, Vol. 2003, Issue. 1, 2003, pp. 1524-1530

Petrosino, A. J. (2003). A framework for supporting learning and teaching about mathematical and scientific models. Contemporary Issues in Technology and Teacher Education (CITE). [Online serial], 4(2).

Nathan, M. J. & Petrosino, A. J. (2003). Expert blind spot among preservice teachers. American Educational Research Journal. 40(4), 905-928.

Lehrer, R., Schauble, L., Petrosino, A. J. (2001). Reconsidering the role of experiment in science education. In Crowley, K., Schunn, C. D., & Okada, T. (Eds.) (2001). Designing for science: Implications from everyday, classroom, and professional settings. Mahwah, NJ: Lawrence Erlbaum Associates

Knowing and Learning (undergraduate and graduate level)
Classroom Interactions
Project Based Instruction

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