Dr. Melanie Kinskey’s research specializes in science instruction in elementary classrooms, with a particular emphasis on designing lessons that connect science content to real-world problems and contexts. Her scholarship focuses on how teachers make instructional decisions in planning and enactment, with the goal of supporting pre- and in-service teachers in facilitating science learning that is both meaningful and relevant to students. Central to this work is her focus on socioscientific issues (SSI), through which she explores how science instruction can help students engage with current events, consider multiple perspectives, display empathy toward affected societal groups, and participate in scientific discourse. This approach not only deepens students’ content knowledge but also fosters their ability to make informed decisions as democratic citizens.

Dr. Kinskey leverages the refined consensus model for pedagogical content knowledge (PCK) to frame and extend her research, strengthening its impact on how science is taught and learned. She advocates for providing all K–12 children with inquiry-based science lessons that challenge their thinking and empower them to apply science in navigating complex issues in the world around them. Her scholarship has been published in leading journals in the field of science education, including Journal of Research in Science Teaching, Research in Science Education, Journal of Science Teacher Education, and International Journal of Science Education. She is also an active member of the science education research community, having served on committees for ASTE and NARST, previously as Chair of the NARST membership committee, and as past president of the Southeastern Association for Science Teacher Education (SASTE).