Janelle’s research examines how interdisciplinary STEM approaches — particularly engineering design — can deepen conceptual understanding, support equitable learning environments, and strengthen teacher professional practice. Her work explores how educators develop the knowledge, confidence, sense of self‑efficacy, and pedagogical flexibility needed to implement innovative STEM instruction from Kindergarten through Grade 12.
She investigates how teachers adopt integrated approaches to teaching science, technology, engineering, and mathematics (STEM) across the K–12 continuum, and how engineering can be meaningfully embedded in science and mathematics courses, especially within the Ontario curriculum. Her research also examines the social representations teachers hold about engineering and about engineers, and how these perceptions shape their confidence, instructional decisions, and willingness to engage with engineering concepts in the classroom.
Janelle’s work bridges theory and classroom realities, focusing on the specific needs of teachers as they learn to teach engineering at the secondary level. She studies how educators design learning activities using the engineering design process or design thinking approaches, and how these pedagogical tools can promote creativity, problem‑solving, and deeper conceptual learning.
Her scholarship is grounded in a commitment to gender equity in STEM and the belief that instructional design plays a critical role in shaping who feels welcome, capable, and inspired in STEM learning spaces. She also examines how equity, diversity, and inclusion practices can be strengthened within educational systems to support diverse learners and create more inclusive STEM pathways.
Current Research Areas
Engineering Design in Secondary Science Education
Janelle investigates how engineering principles can be meaningfully integrated into science curricula to promote problem‑solving, creativity, and deeper conceptual learning. Her work explores:
- design‑based learning in physics, chemistry, and biology
- engineering integration across K–12 (with a particular focus on Ontario)
- learning activities grounded in the engineering design process or design thinking
- teacher learning, confidence, and self‑efficacy in engineering integration
- curriculum models that support interdisciplinary STEM pathways
Teacher Professional Learning & Pedagogical Change
Her research examines how teachers adopt new instructional approaches, including:
- professional learning models that support sustained pedagogical change
- the role of coaching, mentoring, and collaborative inquiry
- barriers and enablers to interdisciplinary teaching
- the development of teacher identity in STEM contexts
- the specific needs of teachers learning to teach engineering at the secondary level
Gender Diversity & Equity in STEM
Dr. Fournier studies systemic barriers to gender diversity in STEM and how instructional design can foster more inclusive learning environments. Her work focuses on:
- equity‑driven STEM pedagogy
- classroom practices that support diverse learners
- organizational strategies for equitable STEM programming
- promoting gender diversity in STEM fields
Interdisciplinary Curriculum Innovation
She explores how science, mathematics, and engineering can be woven together in ways that are coherent, rigorous, and accessible for both teachers and students.
Research Philosophy
Dr. Fournier’s research is guided by the belief that STEM education must be both intellectually rigorous and deeply human. She approaches research as a collaborative process — one that values teacher expertise, student experience, and the practical realities of classrooms. Her work aims to generate insights that are not only theoretically meaningful but also actionable for educators and organizations.
Connect About Research
Dr. Fournier welcomes opportunities to collaborate on research projects, program evaluations, curriculum initiatives, and interdisciplinary STEM studies.
