معرفی
Dr. Xavier Fazio is a Professor in the Department of Educational Studies within the Faculty of Education at Brock University. His academic career focuses on science education and environmental sustainability, where he teaches undergraduate courses in science teacher education and environmental education for secondary teacher candidates, as well as graduate courses in learning and cognition and science curriculum.
Dr. Fazio's educational background includes:
- EdD in Curriculum and Instruction (science education) from the Ontario Institute for Studies in Education (OISE), University of Toronto
- MEd in Curriculum from OISE, University of Toronto
- BEd in Biology and environmental science teaching from the Ontario College of Teachers
- BSc (Hons) in Biology and Chemistry from the University of Toronto
Before joining Brock University, Dr. Fazio worked as a science consultant for an Ontario school district and as a secondary school biology and environmental science teacher. His current research program focuses on promoting scientific and environmental literacy with students and teachers in educational contexts. He employs both qualitative and quantitative methodologies to address research objectives related to environmental and sustainability education, working with practitioners and policy makers.
Dr. Fazio's scholarly work demonstrates a strong focus on the Anthropocene, complexity theory, and systems thinking in science education. His recent publications reveal a consistent exploration of how science curriculum can be reimagined for sustainability challenges, with particular attention to biodiversity education, socioscientific issues, and teacher professional development. His research shows an interdisciplinary approach that bridges science education with environmental studies and systems theory.
Dr. Fazio has led significant research projects including an SSHRC-funded project titled "Researching Environmental Literacy Practices in Schools: Implications for Educational Practice and Policy" and another currently funded SSHRC project exploring the role of schools in community contexts and promoting socioscientific issues engagement with school learners.
His work extends to examining how complexity and systems theory can describe social phenomena in teaching and learning contexts, with applications for understanding learning ecologies and curriculum development. Dr. Fazio's research trajectory shows a consistent evolution from traditional science education toward more integrated, systems-based approaches that address contemporary environmental challenges.
