I study how science teachers notice and teach science and engineering practices, and how teachers, youth, and communities can design science learning around real-world problems like hurricanes. Across both lines of work, I am interested in how teachers learn: through looking closely at classroom practice, and through designing learning experiences together.
Science Teacher Noticing of Science and Engineering Practices
Teacher noticing, what teachers attend to, how they interpret it, and how they respond, is a core dimension of teaching expertise. Yet the noticing of science-specific practices remains underexplored, particularly for teachers working within reform-based curriculum such as the NGSS.
My doctoral and ongoing work investigates
- What preservice and in-service teachers attend to, and how they interpret events, in science classroom videos
- How teachers’ interpretations of Science and Engineering Practices (SEPs) relate to their own classroom enactment
- How emotions influence what teachers notice
Across this work, I view noticing not only as a cognitive practice but also as a relational one: what teachers attend to shapes whose contributions are taken up as substantive in the classroom.
I am also interested in how professional development, including video-based approaches, can help preservice and in-service teachers learn to notice and build on students’ thinking.
Examined what in-service science teachers notice in classroom videos, and how they interpret science and engineering practices.
Representative work
Co-Designing Science and Engineering Learning for Real-World Problems
I partner with teachers, youth, and community members to design science and engineering learning around real-world problems such as hurricanes and local environmental issues. I see co-design both as a way to create learning experiences rooted in students’ places and communities, and as a powerful setting for teacher learning.
Teachers, high school students, and community members co-designed an environmental engineering curriculum, and students' community interviews shaped the curriculum we built together.
In a research-practice partnership, elementary teachers co-designed place-based science curriculum.
Youth storytelling and digital tools in environmental education.
Representative work
All Publications
This list updates automatically from my ORCID profile. See also my Google Scholar profile.
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Huang, Y., Gyles, S., Bisht, A., Santagata, R., Kang, H., Ludovise, S., & Long, J. (2026). Examining youth authority in community member interviews during the co-design of an environmental engineering curriculum. In B. K. Litts, D. DeLiema, C. Lee, S. Krist, A. Mawasi, L. Martin, & K. Kumpulainen (Eds.), Proceedings of the 20th International Conference of the Learning Sciences - ICLS 2026 (pp. 454–463). International Society of the Learning Sciences. https://doi.org/10.22318/icls2026.330057
Adah Miller, E., Huang, Y., Tran, H., & Lahiri, S. (2026). From and for the sake of place: Elementary teachers co-designing place-based education climate change curriculum in research-practice partnership. Environmental Education Research. https://doi.org/10.1080/13504622.2026.2729679 [All Authors contribute to this paper equally]
Sezen-Barrie, A., & Huang, Y. (2026). Youth storytelling in climate change education: A systematic review of research designs, pedagogical scaffolding, and digital tools (2014–2024). Environmental Education Research, 1–37. https://doi.org/10.1080/13504622.2026.2671436
Lahiri, S., Adah Miller, E., Huang, Y., Tran, H., DeLuca, J., & Luft, J. (2026). A systematic review on research studies about formal science climate change curricula: Insights and implications for elementary contexts. The Journal of Environmental Education, 57(4), 292–308. https://doi.org/10.1080/00958964.2026.2674704
Williams, T., Gyles, S., Kang, H., Santagata, R., Huang, Y., Bisht, A., Hachey, T., Long, J., Valdez, E., & Ludovise, S. (2026). A tale of two rivers: Pedagogical implications learned through the co-design of an environmental engineering curriculum. Proceedings of the International Conference of the Learning Sciences, 1968–1972. https://doi.org/10.22318/icls2026.744163
DeLuca, J., Lahiri, S., Huang, Y., Tran, H., Jin, D., Hamel, E., & Adah, E. (2026). Envisioning a desired future: using students’ experiences to understand how communities work together to adapt to a changing climate. Journal for Multicultural Education, 1–16. https://doi.org/10.1108/jme-08-2026-0274
Luft, J. A., Huang, Y., Singh, H., DeLuca, J., Yonai, E., Bateman, J., Watson, S., Ayano, E., Ozen Tasdemir, H., & Whitworth, B. (2026). Practices, Attributes, and Knowledge of District Science Coordinators: Building a Foundation. Journal of Science Teacher Education, 37(6), 771–795. https://doi.org/10.1080/1046560x.2026.2641861
Bisht, A., Gyles, S., Huang, Y., Santagata, R., Kang, H., Long, J., Williams, T., & Ludovise, S. (2026). Speculative futuring for understanding river socio-ecology. Proceedings of the International Conference of the Learning Sciences, 2884–2886. https://doi.org/10.22318/icls2026.616098
Sezen-Barrie, A., & Huang, Y. (2026). Youth climate storytelling as transformative learning: A scoping review of designs, contexts, and digital practices. Proceedings of the International Conference of the Learning Sciences, 1878–1882. https://doi.org/10.22318/icls2026.626469
Tran, H., Adah Miller, E., Lahiri, S., He, X., DeLuca, J., Hamel, E., He, P., Huang, Y., Li, T., Luft, J., Oni, K. T., & Sharma, A. (2026). ‘The hurricane was gritando ’: leveraging elementary students’ climate experiences through storytelling as an approach to climate justice. Environmental Education Research, 32(10), 3076–3097. https://doi.org/10.1080/13504622.2025.2498934
Huang, Y., Luft, J. A., Tran, H. H., DeLuca, J. J., Pavez, J., & Whitworth, B. A. (2025). Exploring the attending and interpretation of three science and engineering practices among secondary science teachers. International Journal of Science and Mathematics Education, 23(7), 2811–2836. https://doi.org/10.1007/s10763-025-10548-9
He, C. W., Tran, H., Luft, J., Ruiz, Y., McCann, S., Huang, Y., & Whitworth, B. (2025). Science teachers’ implementation of science and engineering practices in different instructional settings. International Journal of Science Education, 47(13), 1611–1632. https://doi.org/10.1080/09500693.2024.2341189
Luft, J. A., Huang, Y., Singh, H., Ozen-Tasdemir, H., DeLuca, J., Watson, S., Ayano, E., & Whitworth, B. A. (2024). Exploring the noticing of science teachers: What teachers notice and using video to capture teacher knowledge. School Science and Mathematics, 124(3), 159–170. https://doi.org/10.1111/ssm.12623
Luft, J. A., Huang, Y., & Singh, H. (2024). Science Teacher Educators and Science Teacher Learning Progressions. Handbook of Research on Science Learning Progressions, 346–357. https://doi.org/10.4324/9781003170785-23