ERIC Number: ED421363
Record Type: Non-Journal
Publication Date: 1998
Proceedings of the Annual International Conference of the Association for the Education of Teachers in Science (Minneapolis, MN, January 8-11, 1998).
Rubba, Peter A., Ed.; Rye, James A., Ed.
The 40 papers from this international conference addressed the major theme of facilitating science literacy for all teachers and students. Papers include the following: (1) "Confronting the Gender Gap in Science and Mathematics: The Sisters in Science Program" (P. Hammrich); (2) Teaching Instructional Materials for Science Educators with a CD-ROM and a World Wide Web Support Network (A. Bodzin, J. Park, L. Grable); (3) Integrated Science and Math for Junior High Teacher Preparation: Staff Development as a Continual Process (B. Baird, S. McClary); (4) Constructivist Assessment Practices (R. Harris Freedman); (5) Influence of Modeling Constructivist Learning Environments on Preservice and Inservice Teachers (L. Richardson, P. Simmons, M. Dantonio, M. Clough); (6) Mentoring Future Mentors: The Preparation of Science Teacher Educators (J. Craven III); (7) What the Science Standards Say: Implications for Teacher Education (P. Hammrich); (8) Student and Teacher Conceptions about Astronomy: Influences on Changes in Their Ideas (V. Dickinson, L. Flick, N. Lederman); (9) Literacy through the Learning Cycle (E. Marek, B. Gerber, A. Cavallo); (10) Laboratory Skills and Competencies for Secondary Science Teachers (G. Saunders, C. Dawson, B. Tripp, T. Pentecost, M. Chaloupka, J. Saunders); (11) Maximizing the Impact of Your Inservice: Designing the Inservice and Selecting Participants (L. Henriques); (12) Science, Parents, Activities, and Literature: Overview, Results, and Reflections (J. Shymansky, L. Yore, J. Dunkhase, B. Hand); (13) Students' Perceptions of Science Teaching and Attitudes toward Science Learning and Teachers' Self-Report of Using Children's Ideas, Applications of Science, and Use of Print Resources as Indicators of Interactive-Constructivist Teaching in Elementary Schools (L. Yore, J. Shymansky, L. Henriques, B. Hand, J. Dunkhase, J. Lewis); (14) Teaching through Inquiry: A Novice Teacher's Authority of Experience (B. Crawford); (15) Less Talk, More Action, for Multicultural Science Education (J. Weld); (16) Integrating Field Experience and Classroom Discussions: Vignettes as Vehicles for Reflection (M. Volkmann); (17) Developing and Acting Upon One's Conception of the Nature of Science: A Follow-Up Study (F. Abd-El-Khalick, N. Lederman, R. Bell); (18) The Impact of Training and Induction Activities upon Mentors as Indicated through Measurement of Mentor Self-Efficacy (I. Riggs); (19) Measuring the Self-Efficacy of Upper Elementary and Middle School Teachers: Implications for Outreach (W. Boone, V. Chase); (20) Innovative Science Education Grant: From Recruitment, through Preservice, into Entry-Level Service (M. Neathery, R. Bryant, D. Dill); (21) Good versus Bad Culturally Relevant Science: Avoiding the Pitfalls (C. Loving, B. Ortiz de Montellano); (22) The Classroom as a Stage for Examining Gender Microinequities (C. Wick); (23) Museum & Methods Collaboration: Understanding Science Teaching via Distance Learning Technology (T. Barshinger); (24) Teaching Practices That Provide Cognitive Scaffolding for Classroom Inquiry (L. Flick); (25) The Ideal Advisor: Graduate Science Students' Perspective (M. Ferreira); (26) Modifying Hands-On Science Lessons for Students with Special Needs: A Model of Collaboration (L. Houtz, S. Watson); (27) Pushing the Comfort Zone: Confronting the Perceptions of Teaching and Classroom Culture (M. Fetters); (28) Teaching about Classroom Management in a Constructivist Methods Class Environment (R. Vellom); (29) Mezirow's Theory of Transformative Learning with Implications for Science Teacher Educators (W. DiBiase); (30) Using a Web Site in an Elementary Science Methods Class: Are We Opening a Pandora's Box? (S. Lewis, G. O'Brien); (31) A Project Designed To Engage K-8 Preservice and Inservice Teachers in Classroom Inquiry (C. Barman); (32) Stimulating Professional Growth of Teachers through Action Research (F. Shaka); (33) Using the Science Misconceptions Research To Address Science Teaching Misconceptions (S. Weber); (34) Shifting from Activity Mania To Inquiry Science--What Do We (Science Educators) Need To Do? (H. Moscovici); (35) How Much is Enough? Preparing Elementary Science Teachers through Science Practica (D. Crowther and J. Cannon); (36) Using Negotiated Criteria and Peer-Evaluation in Undergraduate Elementary School Science Education Programs (L. Yore); (37) Extending Our Networking and Professional Development as Science Teacher Educators and Researchers: A Forum by and for Graduate Students (K. Wieseman, B. Rascoe, H. Wang, A. Kemp, L. Bryan, and V. Dickinson); (38) Gender, Ethnicity, and Grade level as Predictors of Middle School Students' Attitudes toward Science (M. Weinburgh); (39) Preparing "Professional" Science Teachers: Critical Goals (P. Dass); (40) Acids & Bases Curriculum Unit: An Inquiry-Based Context for Teaching the Particulate nature of Matter and Changes in Matter (S. Erduran, R. Duschl). (DDR/NB)
Descriptors: Constructivism (Learning), Educational Strategies, Elementary Secondary Education, Evaluation Methods, Foreign Countries, Higher Education, Integrated Curriculum, Knowledge Base for Teaching, Learning Strategies, Preservice Teacher Education, Professional Development, Science Curriculum, Science Education, Science Teachers, Scientific Literacy, Student Attitudes, Teacher Attitudes, Teacher Educators
Publication Type: Collected Works - Proceedings
Education Level: N/A
Authoring Institution: Association for the Education of Teachers in Science.