Giamellaro began his career as a biologist in Wyoming with the U.S. Fish and Wildlife Service where he found a passion for outreach, education, and engaging students in science. This led to a new career in science teaching that took him to Colorado and New York City where he began working with the integrated curriculum approaches that we now call STEM. In his current position Mike is happy to be combining his passions for teaching and research in Central Oregon. Everyday feels like a team effort involving students, pre-service teachers, practicing teachers, administrators, faculty peers, and community members, all working to better understand and implement STEM teaching and learning throughout the region, state, and World.
Selected Papers
Giamellaro, M. (2014). Primary contextualization of science learning through immersion in content-rich settings. International Journal of Science Education, 36:17, 2848-2871. DOI: 10.1080/09500693.2014.937787
Giamellaro, M. (2014) Measuring situated learning. In J. Settlage & A. Johnston (Eds.), Proceedings of the Science Education at the Crossroads Conference (pp. 36-37). Portland, OR. [Available online]
Giamellaro, M. (April, 2014). Science learning and levels of contextualization. Paper presented at the National Association for Research in Science Teaching annual international conference, Pittsburgh, PA.
Giamellaro, M. (2013, Sept.) Student use of facilitated versus peripheral learning opportunities to develop conceptual science knowledge in contextualized, outdoor settings. Paper presented at the European Science Education Research Association conference, Nicosia, Cyprus.
Giamellaro, M. (2013, April). The role of the physical environment in contextualizing science learning. Paper presented at the National Association for Research in Science Teaching annual international conference, Rio Grande, Puerto Rico.
Ruiz-Primo, M.A., Li, M., Wills, K., Giamellaro, M., Lan, M-C., Mason, H., Feehan, J., Orgeron, M., & Sands, D. (2012). An approach for developing and evaluating instructionally sensitive assessments in science. Journal of Research in Science Teaching, 49:6, 691-712. doi: 10.1002/tea.21030
Giamellaro, M., Ruiz-Primo, M. A., & Li, M. (2012, March) Quality elementary science teaching as reflected in productive failure. Paper presented at the National Association for Research in Science Teaching annual international conference, Indianapolis.
Giamellaro, M., Sands, D., Wills, K., Ruiz-Primo, M. A., & Li, M. (2012, April). Is this testing what was taught? Teachers’ and students’ perceptions of instructionally sensitive assessments. Paper presented at the American Educational Research Association annual meeting, Vancouver, B.C.
Giamellaro, M., Lan, M-C, Ruiz-Primo, M. A., Li, M., & Tasker, T. (2011, April). Mapping science curricula: A method for supporting teachers in the articulation of learning goals. Paper presented at the American Educational Research Association annual meeting, New Orleans.
Giamellaro, M., Lan, M-C, Ruiz-Primo, M. A., & Li, M. (2011, April). Addressing elementary teacher misconceptions in science and supporting peer learning through curriculum mapping. Paper presented at the National Association for Research in Science Teaching annual international conference, Orlando.
Funding
Giamellaro, M. (PI), Kudlac, B. (Culver School District), Gess-Newsome, J. (OSU), Dollar, N. (OSU). The Cascades STEM Lab School Cooperative. Oregon Department of Education STEM Lab School Grant. $475,964, 1.2 years. Funded for 2014-15: $475,964
Whitelaw, D (High Desert Museum), Giamellaro, M., Bermudez, L. (Bend Science Station), Wopschall, K. (High Desert Museum). Central Oregon STEM Hub. Oregon Department of Education STEM hub initiative. Funded for 2014-15: $123,843.
Giamellaro, M., Gess-Newsome, J., Dollar, N., Garber, S., Kudlac, B.. Cultivating a STEM learning community in rural Oregon: A K-12/ university partnership. Oregon University/School Partnership program supported by the U.S. Dept. of Education (Title II-a). $240,000.