Alexis Markavage is a Ph.D. student in Science Education at Indiana University and a former K–1 teacher specializing in inquiry-based, project-driven instruction.

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Blog Posts:

Building Transfer in Elementary Science
11/10/24

Embracing the Mess: Learning Through Exploration - 10/25/24

Investigating Bubbles: A Playful Path to Scientific Thinking - 11/2/22

     

Bio:

My name is Alexis Markavage, and I am a Ph.D. student in Science Education at Indiana University. My professional journey began in 2014 as an afterschool program leader at a Title 1 elementary school in my hometown near San Francisco. Although I originally studied fine art and graphic design at the University of Southern California, I quickly discovered that my creativity thrived in the classroom setting. This realization led me to earn a teaching credential and spend seven years teaching kindergarten and first grade in San Francisco, where I developed a strong interest in inquiry-based and project-driven learning.

Throughout my teaching career, I sought to make learning meaningful and accessible, especially in under-resourced schools. During the COVID-19 pandemic, I turned to STEM as a powerful way to re-engage students and foster academic resilience. What began as a single classroom project using recycled materials evolved into a larger commitment to hands-on, collaborative science learning. In 2022, I earned a Master’s degree in STEM Instructional Leadership from Johns Hopkins University, where I explored the broader challenges and opportunities for STEM implementation in early elementary education.

Now, as a researcher, I am particularly interested in how play, inquiry, and integrated science instruction can support student learning and promote teacher confidence. My work focuses on helping generalist elementary educators implement STEM and STEAM experiences without requiring extensive resources or specialized training. At Indiana University, I am developing a traveling exhibit titled Pop-Up Science Sparks, supported by the Daisy M. and Vivian L. Jones Fellowship Award. This rotating science display is designed to engage students in fundamental science concepts while providing educators with resources to extend those explorations back into the classroom.

In addition to my academic work, I am the creator of Think Big Primary, a curriculum design store on Teachers Pay Teachers, where I share original teaching resources to support playful, purposeful instruction in early elementary classrooms. I believe that all learners, regardless of age, are capable of deep, critical thinking when given meaningful opportunities to explore ideas. Through this platform, I strive to provide teachers with high-quality, practical materials that make complex concepts more approachable, especially in areas where they may feel less confident. My goal is to make rigorous, developmentally appropriate science learning both engaging and accessible to every classroom.

My long-term goal is to contribute to teacher education and curriculum development that bridges research and practice. I hope to support educators in implementing innovative, student-centered approaches to science that foster curiosity, collaboration, and a strong academic foundation from the earliest grades.