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Member Profile

Julia Gooding


  • MSP of SW Pennsylvania
    • Roles: Project Professional Developer, Project Participant, Project Guest, Academy Participant


  • Higher Ed: Science, Higher Ed: Other, Teacher: Science, Teacher: High School, Researcher, Evaluator 


Julia Gooding is a veteran of secondary science teaching. Her undergraduate work was completed at Gannon University and her teaching certification was completed at Winthrop University. After earning a Pennsylvania Masters Equivalency, she completed a Master of Science degree in Instructional Leadership at Robert Morris University. She holds three certifications in Pennsylvania: General Science, Biology and Chemistry. Furthermore, she is certified by the National Board for Professional Teaching Standards and is a recipient of the Presidential Award for Excellence in Science Teaching. During her career, she has taught virtually every science discipline and has written and implemented a variety of curricula. Currently, she is the science department chairperson at her school, and recently earned her doctorate from Robert Morris University after successfully defending her dissertation entitled, Comparing the Perceptions of Scientific Inquiry between Experts and Practitioners. She is committed to challenging all students, regardless of their learning styles, a characteristic inherent in the uniqueness of her first publication, Inquiry by Design. As a springboard to her second calling as a science education consultant, this book reflects both her creativity and understanding of science and children. In addition to serving as an author for Learning Sciences International and Holt, Reinhart and Winston, she works hand in hand with the Pennsylvania Department of Education and has contributed to a variety of education journals. 


secondary science teaching, curriculum development, scientific inquiry 


Gooding, J. & Metz, B. (2011). After the lab: Learning begins when cleanup starts. Science Scope, 35(1), 29-33.

Gooding, J. & Metz, B. (2011). From misconceptions to conceptual change: Tips for identifying and overcoming students misconceptions. The Science Teacher, 78(4), 34-37.

Gooding, J. & Metz, B. (2010). Connecting the dots between consumer protection, skepticism, and science. Science Activities, 47(2), 1-6.

Gooding, J. (2010). Contributing author. Lexicon of online and Distance Learning. Lanham, MD: Rowman & Littlefield Publishing Group.

Gooding, J. & Metz, B. (Winter 2009). Sole searching. PSTA Exchange, 32(4), 11-12.

Gooding, J. & Metz, B. (Winter 2009). Weather watch. PSTA Exchange, 32(4), 9-10.

Gooding, J. (Summer - Fall 2009). Research study: Perceptions of inquiry. PSTA Exchange, 32(2-3), 3-7.

Gooding, J. & Metz, B. (2008). A blueprint for cultivating inquiry. Science Scope. 32(1), 62-64.

Metz, B. & Gooding, J. (2008). A rationale for Mnemonics. The Science Education Review. 7(1), 9-10.

Gooding, J. (2008). Web 2.0: A vehicle for transforming education. International Journal of Information and Communication Technology Education, 4(2), 44-53.

Gooding, J. & Metz, B. (2007). Inquiry by design briefs. Science Scope. 31(3), 35-39.

Gooding, J. (2007) Promoting critical thinking in the science classroom. Teaching Authentic Science in the 21st Century. Online Education Course. Learning Sciences International.

Gooding, J. (2007). Promoting substantive conversation in the science classroom. Teaching Authentic Science in the 21st Century. Online Education Course. Learning Sciences International.

Gooding, J. & Metz, B. (2006). Inquiry by design. Pittsburgh, PA: RoseDog Publications.