Prior to joining the American Museum of Natural History’s Education Division, Dr. Julie Contino taught high school Earth Science and Living Environment in upstate New York as well as in New York City. She has taught elementary science and has supervised elementary school teachers in teaching science in their classrooms. Dr. Contino has developed and instructed courses for teachers at the American Museum of Natural History both in-person and online. Her research interests include standards, classroom practice, and student assessment in Earth Science education in New York State.
Publications
Davies, R., Wolk-Stanley, J., Yuan, V., & Contino, J. (2023). Building science knowledge, identity, and interest using place-based learning with non-dominant urban undergraduate and high school students. Journal of Geoscience Education.https://doi.org/10.1080/10899995.2023.2186762
Davies, R., Wolk-Stanley, J., Yuan, V., & Contino, J. (Winter 2021). Engaging New York City students in climate change science using a place-based 5E mini-unit on glacial evidence. The Earth Scientist, 38(4), 12-18.
Anderson, O. R. & Contino, J. (2013). The role of visualization in conceptual learning and conceptual change. In K. D. Finson and J. E. Pederson (Eds.), Visual data and their use in science education. Charlotte, NC: Information Age Publishing.
Contino, J. & Anderson, O. R. (2013). From prescribed curriculum to classroom practice: An examination of the implementation of the New York State Earth Science standards. Journal of Geoscience Education, 61(1), 129-144.
Contino, J. (2012). A case study of the alignment between curriculum and assessment in the New York State Earth Science standards-based system. Journal of Science Education and Technology, DOI 10.1007/s10956-012-9376-x
Contino, J. (2011). An analysis of the New York State Earth Science curriculum with respect to standards, classroom practices, and the Regents examination. Dissertation Abstracts International.
Anderson, O.R. & Contino, J. (2010). A study of teacher-mediated enhancement of students’ organization of Earth science knowledge using web diagrams as a teaching device. Journal of Science Teacher Education, 21(6), 683 – 701.
Teaching Experience
Senior Specialist, American Museum of Natural History – AMNH MAT ESRP, 2012–present
Director of Science Education, American Museum of Natural History – Teaching Experiences for Undergraduates, 2020-2024
Instructor, American Museum of Natural History – Seminars on Science, 2009–11
Upper School Teacher/Lower School Science Coach, New Explorations into Science, Technology, and Math (NYCDOE), 2007–08
Science Teacher, Broadalbin-Perth High School, 2003–07
Long-term Substitute Teacher, Hamilton Elementary School (Boston Public Schools), 2002–03
Selected Presentations and Workshops
Contino, J., Cooke-Nieves, N., Howes, E., VanDevelder, M., Edmondson, E., Hagevik, R., Forsythe, S., Lackey, C., Bustos, C., & Thompson, S. (January 2025). Science teacher residencies: Who, what, where, when, why. Round Table hosted by the Science Teacher Residencies Forum at the 2025 Association for Science Teacher Education (ASTE) International Meeting, Long Beach, CA.
Rivera Maulucci, M, Contino, J., Pincus, M., Funk, A.W., & Melo, N. (January 2025). Preparing undergraduate science majors to be fearless educators: Impact of a summer teaching experience. Paper Session at the 2025 Association for Science Teacher Education (ASTE) International Meeting, Long Beach, CA.
Contino, J., Howes, E., Cooke-Nieves, N., VanDevelder, M., Edmondson, E., Hagevik, R., Lackey, C., & Gee-Ram, D. (October 2024). Reflections and recommendations: Reports from graduates of science teacher residency programs. Interactive Workshop by the Association for Science Teacher Education (ASTE) Science Teacher Residencies Forum, Online.
Rivera Maulucci, M. & Contino, J. (March 2024). The critical role of mentoring for preservice science teachers: Relational, developmental, and contextual dimensions. Presented at the 2024 National Association for Research in Science Teaching (NARST) Annual International Conference, Denver, CO.
Rivera Maulucci, M., Contino, J., Pincus, M., Ahmed, I., Funk, A., Melo, N., & Suarez, A. (January 2024). Summer teaching programs for undergraduates: Exploring science teacher learning and enactment. Session at the 2024 Association for Science Teacher Education (ASTE) International Meeting, New Orleans, LA.
Contino, J. (January 2024). Evolution of a preservice teacher assignment: NGSS crosscutting concepts hall project. Exploratory Session at the 2024 Association for Science Teacher Education (ASTE) International Meeting, New Orleans, LA.
Contino, J., Howes, E., Cooke-Nieves, N., VanDevelder, M., Edmondson, E., & Hagevik, R. (October 2023). Mentor madness: Mentor/resident relationships. Interactive Workshop by the Association for Science Teacher Education (ASTE) Science Teacher Residencies Forum, Online.
Arias, A., Benedict-Chambers, A., Contino, J., Davis, J., Enderle, P., Fick, S., Lee, S., & Sherwood, C. (January 2023). Eliciting, assessing, and analyzing teacher knowledge of the crosscutting concepts. Exploratory Session at the 2023 Association for Science Teacher Education (ASTE) International Meeting, Salt Lake City, UT.
Contino, J., Kinzler, R., Wolff, D., Weinstein, M., & Hammerness, K. (October 2022). Using data to determine program impact and the continued need for Earth science teachers. Presented at the Geological Society of America (GSA) Annual Meeting, Denver, CO. https://doi.org/10.1130/abs/2022AM-382067
Davies, R., Wolk-Stanley, J., Yuan, V., & Contino, J. (October 2022). Science interest and science identity in underrepresented minority urban undergraduate and high school geoscience students. Presented at the SoTL@CUNY Conference, Online.
