Rebecca E. Dyasi

Rebecca E. Dyasi is an Associate Professor of Teaching and Learning in the School of Education at Long Island University's Brooklyn Campus, holding a Ph.D. in science education from the University of Illinois at Urbana-Champaign. She is a nationally recognized science educator dedicated to advancing inquiry-based science education and transforming K-8 science teaching practices through evidence-based methodologies.

Her academic credentials include:

• B.Sc. from the University of Sierra Leone (West Africa)
• M.S. and Ph.D. from the University of Illinois at Urbana-Champaign

Dr. Dyasi's research centers on scientific inquiry pedagogy, specifically bridging the gap between teacher perception and classroom practice while integrating science and literacy in elementary education. Her work emphasizes deep conceptual understanding over superficial topic coverage, advocating for reflective teaching practices that prioritize children's authentic scientific experiences. She has pioneered collaborative models connecting university scientists, educators, and K-12 teachers to develop sustainable professional development frameworks.

Her scholarly output reveals consistent focus on teacher transformation through inquiry-based approaches, with publications spanning science literacy integration, cross-cultural teacher training, and systemic professional development design. The trajectory shows increasing emphasis on interdisciplinary connections between science and language development within urban educational contexts.

Dr. Dyasi has directed major federally and state-funded initiatives including:

• Principal Investigator for the Inquiry Program for Schools (1999-2009) funded by New York State Dwight D. Eisenhower Professional Development Program
• Director of Teacher Leader Quality Partnerships for K-8 Science across Brooklyn school districts
• Co-PI for the New York State Summer Science Institute for Middle School Teachers (2008)
• Overseas programs funded by USAID and NSF systemic reform projects

She actively supervises student teachers and conducts National Science Teachers Association workshops that establish co-teaching partnerships between university science departments and K-12 educators, creating innovative professional learning communities that extend beyond traditional school boundaries.

Her international collaborations with institutions in Africa, Germany, and the Netherlands have established transnational professional networks focused on inquiry-based science instruction across diverse cultural contexts.