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Award IV, Innovation in Teaching Science Teachers, recognizes the best paper submitted for nomination and presented at the last ASTE conference that seeks to encourage the development and dissemination of new designs for courses and curricula, new instructional methods or approaches, and other types of innovations in the pre- or in-service education of teachers of science. The authors of best paper nominated and presented at the ASTE 2009 conference
are Dr. Christina Siry, University of Luxembourg and Nicole Lowell,
Hebrew Language Academy Charter School in Brooklyn,
New York and Elizabeth Zawatski, Rippowam
Cisqua School in Mount Kisco, NY. Siry, Zawatski, and Lowell entitled
their paper, “Learning to teach science through collaboration: Co-teaching and
cogenerative dialogue in elementary science methods courses.”
Dr.
Christina Siry is
a post-doctoral researcher at the University of Luxembourg, where she is
investigating how young children develop and transform their knowing and
reasoning about the physical and chemical properties of natural elements through
multilingual, multi-modal interactions in schools.
She has several active lines of research that focus on the
two intertwined areas of science learning and learning to teach science,
particularly at the elementary / early childhood levels. At the foundation of
her work is the importance, and the complexity, of working towards incorporating
multiple voices and perspectives in teaching and in research. Specifically, she
focuses on the use of collaborative pedagogies and participatory methodologies
as tools for transforming science
Dr. Christina Siry
teacher education and science education at the
primary and pre-primary levels.
Elizabeth Zawatski
is a graduate student at Manhattanville College and an assistant first grade
teacher at the Rippowam Cisqua School in Mount Kisco, NY. After participating in
a field-based science methods course as an undergraduate, she became interested
in sharing responsibility for teaching and learning, and this led to her
participation in a research group that examined the field-based methods courses.
Their research is ongoing, as the group continues to investigate the areas of
identity, group membership, cogenerative dialogue, collaboration and coteaching
for a book that is currently in progress.
Nicole Lowell is
currently a first grade general studies teacher at the Hebrew Language Academy
Charter School in Brooklyn, New York. She has been an active collaborator in
several research projects focusing on her participation in a field-based
elementary science methods course. Her ongoing involvement in this research work
has provided a focus for her professional development as a new teacher.
Frey Scientific
makes the award of $1,000 possible. Each coauthor will receive a check for $333.
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