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Erin PetersBurton



  • Higher Ed: Science, Researcher 


Dr. Peters Burton's experience as an engineer and a secondary science teacher for 15 years helps her relate research to practice in science and engineering education. She has won several state and national awards for her work in secondary science education and holds a National Board Certification in Early Adolescent Science. In 2005, Dr. Peters Burton was selected as an Albert Einstein Distinguished Educator Fellow for the NASA where she advised the agency in their development of curriculum for teachers across the United States. Her work at NASA led her to be chosen as a member of the committee developing the first K-12 National Engineering Standards.

In addition to her work with science education in Virginia and nationally, she spends time doing classroom research in developing student scientific epistemologies. Her work has shown promise in demonstrating a connection between content knowledge and nature of science knowledge. She continues to develop research projects that investigate ways that students and teachers can utilize self-regulation not only to learn scientific knowledge but also to learn how scientific knowledge is developed and validated. 


Self-regulated Learning
Scientific Epistemologies
Network Analysis
Science Education
Teacher Education


Peters-Burton, E. E., Kaminsky, S.*, Lynch, S. J., Spillane, N.*, Behrend, T. Han, E.*, Ross,
K., & House, A. (in press) Wayne School of Engineering: Case study of a rural inclusive STEM-focused high school. School Science and Mathematics.

Peters-Burton, E. E., Schweizer, V., Cobb., S. & Maibach, E. (in press). Weathercaster views
on informal climate education: Similarities and differences according to climate change attitudes. Journal of Geoscience Education.

Peters-Burton, E. E., Behrend, T., Lynch, S. J. & Means, B. (2014). Inclusive STEM high
school design: 10 critical components. Theory into Practice, 53, 1-8.

Peters-Burton, E. E. & Baynard, E.* (2013). Network analysis of domains of knowledge about the scientific enterprise: A comparison of scientists, middle school science teachers and 8th grade science students. International Journal of Science Education, 35, 2801-2837. DOI:10.1080/09500693.2012.662609