Candice Guy-Gaytan, Ph.D.

Candice Guy-Gaytán, Ph.D.

Assistant Professor, Elementary Education
Candice photo

Summary

Candice Guy-Gaytán is an Assistant Professor of Science Education in the College of Education at the University of Nevada, Reno. Dr. Guy-Gaytán has several years of K-12 teaching experience in both formal and informal learning environments, and was a recipient of the National Science Teachers' Association New Teacher Award in 2011. She received her PhD in Science Education from the University of California, Davis and has a B.S. in Biology and a M.S. in Population Ecology and Evolution from Purdue University.

Dr. Guy-Gaytán's research focuses on the coordination of scientific practice and content in K-12 classrooms with an emphasis on model-based reasoning. She explores this coordination through a variety of contexts including curriculum development and implementation in and out of schools and in pre-service and in-service teacher education programs. She is also interested in best practices for STEM disciplinary teaching in higher education.

In the College of Education, Dr. Guy-Gaytán teaches EDEL 443/643 Methods for Teaching PK-8 Science and EDES 413/613 Teaching and Assessment in PK-8 Schools. She also advises M.Ed., M.S., and STEM Education doctoral students.

Curriculum Vitae

Education

  • Ph.D. Science Education, University of California, Davis
  • M.S. Biology, Purdue University
  • B.S. Population Ecology and Evolution, Purdue University

Selected Publications and Presentations

BOOK CHAPTER

Passmore, C., Gouvea, J., Guy, C., & Griesemer, C. (2016). Biological Evolution:
Understanding the unity and diversity of life. In Disciplinary core ideas in the Next Generation Science Standards. Eds. Ravit Duncan, Joseph Krajcik, and Ann Rivet. NSTA Press: Washington, D.C.

CONFERENCE PAPERS & PROCEEDINGS

Guy-Gaytán, C., Gouvea, J., & Passmore, C. (2017). "Model-based reasoning is not a simple
thing": Investigating teachers' implementation of modeling in high school biology. Paper
presented at the National Association for Research in Science Teaching Conference in
San Antonio, TX. April 2017.

Guy, C., Gouvea, J., & Passmore, C. (2016). Relating curricular content coherence to learning:
Examining high school students' emerging understanding of biology. Paper presented at
the National Association for Research in Science Teaching Conference in Baltimore, MD. April 2016.

Guy, C., Gouvea, J., & Passmore, C. (2015). Utilizing model-based reasoning to achieve
curricular coherence in high school biology. Paper presented at the National Association for Research in Science Teaching Conference in Chicago, IL. April 2015.

REFEREED PRESENTATIONS

Guy-Gaytán, C., Gouvea, J., & Passmore, C. Factors affecting implementation of modeling in
high school biology. Poster presented at the American Educational Research Association
Conference in San Antonio, TX. May 2017.

Guy-Gaytán, C., Gouvea, J., & Passmore, C. "Model-based reasoning is not a simple thing":
Investigating teachers' implementation of modeling in high school biology. Paper presented at the National Association for Research in Science Teaching Conference in San Antonio, TX. April 2017.

Guy, C., Gouvea, J., & Passmore, C. Examining high school students' emerging understanding
of high school biology. Presented at the American Indian Science and Engineering Society National Conference, Minneapolis, MN. November 2016

Guy C., Gouvea, J., & Passmore, C. Relating curricular content coherence to learning:
Examining high school students' emerging understanding of biology. Paper presented at the National Association for Research in Science Teaching International Conference, Baltimore, MD. April 2016.

Griesemer, C., Lo, A., Guy, C., Harris, E., Gouvea, J., & Passmore, C. Successes and
challenges in promoting student sense-making in modeling classrooms, April 2016. Paper presented at the National Association for Research in Science Teaching International Conference, Baltimore, MD.