Penn State Harrisburg
Middletown, PA 17057
Biography
Katie is a veteran Pennsylvania educator who earned her Ph.D. in Curriculum and Instruction with an emphasis in Science Education from the Pennsylvania State University. Her research interests are in education policy, transdisciplinary STEM education, and teacher education. She uses ethnography and ethnographically informed methods and post-human frameworks to understand educational systems and design teacher learning within those systems that improves equitable educational experiences and opportunities for students.
Research Interests
- Educational Policy
- STEM Teacher Learning
- Transdisciplinarity
- Geoscience Education
- Engineering Education
- Posthumanism
Publications
Selected recent publications. For a full list of publication, please refer to the CV linked under the Bio tab.
Bateman, K.M. & Sherman, B.J. (2025). Planting the Seeds of Transdisciplinarity: Cultivating Wicked Solutions in Science Education through Dialogic Reflexivity. Science & Education. https://doi.org/10.1007/s11191-025-00646-z
Bateman, K.M. and McDonald, S. (2023). Science Teachers Play with Policy. Disciplinary and Interdisciplinary Science Education 5(14) 1-23. Special Issue: Science Education Policy, Standards, and Teaching Materials.
Bateman, K.M., Wilson, C.G., Williams, R., Tikoff, B., and Shipley, T.F. (2022). Explicit instruction of scientific uncertainty in an undergraduate geoscience field-based course. Science & Education, 31, 1541–1566.
Book Chapters
Bateman, K.M., McCausland, J., & Sherman, B. (in press, 2025). Wicked Orientations in Teacher Preparation: The Complexity of Cultivating Anti-Racist Science Teachers. In Kreps Frisch, J. & Mason, D.A. (Eds.) Wicked Problems in PreK-12 Science Education. Taylor & Francis.
Bateman, K.M., McCausland, J.D., & Walsh, N.* (2025). Who gets to swim in the Hudson? Exploring human impact on the Hudson River over time and space. In Steele, D. & Mercier, A. Justice-Oriented Anchoring Phenomena. Springer.
Duschl R., Bateman, K.M., Meang, S. & McDonald, S. (2024) Learning Progressions in Earth Sciences. In Jin, H., Yan, D., & Krajcik, J. (2024). Handbook of Research on Science Learning Progressions. Routledge, Taylor & Francis Group.
McDonald, S., Bateman, K., & McCausland, J. (2020). Ch. 10: Practice-Embedded Methods Courses for Preservice Teachers. In Stroupe, D., Hammerness, K., & McDonald, S. (Eds.) Preparing Science Teachers through Practice-Based Teacher Education. Harvard Education Press.
Practitioner Articles
Bateman, K. M., & Cunningham, C. M. (2025). Turning Failure into Success: How Engineering Challenges Build Resilience and Problem Solving Across Contexts. Connected Science Learning, 1–9.
Hooper, L.*, Bateman, K.M. & Miller, C.S. (2025, in press). STEM and social and emotional learning: Reciprocal support through engineering curricula. Science and Children.
McCausland, J.D., & Bateman, K.M. (2023). Bringing the outside in: Using community mapping and tours to create community in science classrooms. The Science Teacher 90 (7), 70-75. https://doi.org/10.1080/24758779.2025.2484352
Bateman, K., McDonald, S., Gall, H., Tanis-Ozcelik, A., Webb, A. & Furman, T. (2018). Pushing the limits of earth science. Science Scope, 42(2).
Education
Ph.D., Curriculum & Instruction - Science Education, The Pennsylvania State
University
M.Ed., Elementary Education, Holy Family University
B.S., Marine Science, Rider University