John Rudolph

John Rudolph is a Professor in the Department of Curriculum & Instruction at the University of Wisconsin-Madison’s School of Education. He holds affiliate appointments in the Department of Educational Policy Studies and the Holtz Center for Science and Technology Studies. His academic background includes a PhD in Curriculum & Instruction (UW-Madison, 1999), an MA in History of Science (UW-Madison, 1991), and a BS in Secondary Science Education (UW-Milwaukee, 1987). Before joining academia, he taught physics, chemistry, and biology in Wisconsin middle and high schools for several years.

His research focuses on science education’s historical, philosophical, and policy dimensions, with an emphasis on curriculum development, civic engagement, and the evolution of science pedagogy. Notable works include How We Teach Science: What’s Changed, and Why It Matters (2019) and Why We Teach Science (and Why We Should) (2023). He has been honored with awards such as the History of Education Society’s Best-Article Prize (2006) and AERA’s New Scholar’s Book Award (Honorable Mention, 2003).

Rudolph’s scholarship explores intersections between science education and societal needs, advocating for revitalized curricula that prioritize civic responsibility and public understanding of science. His recent work analyzes long-term trends in science education through historical and data-driven lenses, addressing challenges such as scientific literacy, pedagogical innovation, and the role of science in democratic societies.

Affiliated with interdisciplinary centers, Rudolph contributes to discussions on science policy, technology studies, and educational equity. His research often bridges historical analysis with contemporary issues, emphasizing the societal role of science education in fostering informed citizenship.