Mark Enfield

Associate Professor of Education
Mooney 307D
2105 Campus Box
Elon, NC 27244
menfield@elon.edu (336) 278-5867

Brief Biography

I have a diverse background in formal and informal science education.  Currently my interests are focused on uses of technology to support students' engagement, observations, and reporting during open-eneded, student directed science investigations.

Faculty Professional Website

Education

Michigan State University, East Lansing, MI  Doctor of Philosophy May 2004.

          Emphasis in Curriculum, Teaching and Educational Policy, focus: Science Education

University of Central Oklahoma, Edmond, OK  Master of Education, December 1995

          Specialized in curriculum development for elementary and secondary science education

East Central University, Ada, OK Bachelor of Science in Physics, May, 1993

Linköping Universitetet, Linköping Sweden, Exchange Student 1989-1990 

Grants Awarded

  • Elon Fund For Excellence, Co-Principal Investigator with Dave Gammon – Funding for the Burlington Science Expo
  • Elon Faculty Research and Development, 2013 Summer Research Fellowship
  • Elon Faculty Research and Development, 2013-2014 Funded project: SCENES
  • Center for Advancement of Teacher and Learning, 2010 faculty travel grant
  • Dean’s Office research grant, Elon University, 2009-2010
  • Hultquist Award, Elon University, 2009

Publications

Enfield, M. (2013) Reading Scientifically: Practices supporting intertextual reading using science knowledge. Journal of Science Teacher Education. (DOI) 10.1007/s10972-013-9347-y

Enfield, M. (2012) Research Orientations of Undergraduate Students in Education (ROUSE): How do prospective teachers view learning to conduct research as a part of learning to teach? Perspectives on undergraduate research and mentoring. 2(1).

Enfield, M. & Mathew, E. (2012). Reading science in stories: How a narrative helped young children learn to describe change in position. Science and Children. 50(2).

Enfield, M. & Stasz, B (2011) Presence without being present: Reflection and action in a community of practice. Journal of the Scholarship of Teaching and Learning. 11(1).

Enfield, M.; Smith, E.L.; & Gruber, D. (2008) ‘A Sketch is Like a Sentence’:  Curriculum Structures that Support Enactment Leading to Learning Scientific Ideas and Practices. Science Education. 92(4).

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