Publications

Journal of Science Teacher Education (JSTE) – Our Organization’s Flagship journal, published 8 times per year

Contemporary Issues in Technology and Teacher Education (CITE): an online, peer-reviewed journal, established and jointly sponsored by five professional associations (AMTE, ASTE, NCSS-CUFA, CEE, and SITE)

ASTE Newsletter
Conference Proceedings

ASTE Series In Science Education

Please contact Bernadette Ohmer from Springer for ASTE member pricing on all ASTE Series in Science Education titles.

Dias, M., Eick, C. J., & Brantley-Dias, L. (2014).
Science Teacher Educators as K-12 Teachers: Practicing What We Teach.

Science teacher educators prepare and provide professional development for teachers at all grade levels. They seek to improve conditions in classroom teaching and learning, professional development, and teacher recruitment and retention.

Science Teacher Educators as K-12 Teachers: Practicing What We Teach relates the experiences of sixteen teacher educators who stepped away from their traditional role and entered the classroom to teach children and adolescents in public schools and informal settings. It details the practical and theoretical insights that these members of the Association of Science Teacher Education (ASTE) earned from experiences ranging from periodic guest teaching to full-time engagement in the teaching role.

Science Teacher Educators as K-12 Teachers shows science teacher educators as professional engaged in reflective analysis of their beliefs about and experiences with teaching children or adolescents science. With their ideas about instruction and learning challenged, these educators became more aware of the circumstances today’s teachers face. Their honest accounts reveal that through teaching K-12 students, teacher educators can renew themselves and expand their identities as well as their understanding of themselves in the profession and in relation to others.

The sixteen narratives and four commentary chapters in Science Teacher Educators as K-12 Teachers will appeal to K-12 science teachers and teacher educators in science and other disciplines. Its narratives and insights may even inspire more teacher educators to envision new opportunities to serve teachers, K-12 learners and the local community through a variety of teaching arrangements in public schools and informal education settings.

http://www.springer.com/978-94-007-6762-1

 

Bodzin, A. M., Klein, B. S., & Weaver, S. (2010). The Inclusion of Environmental Education in Science Teacher Education.

In the coming decades, the general public will be required ever more often to understand complex environmental issues, evaluate proposed environmental plans, and understand how individual decisions affect the environment at local to global scales. Thus it is of fundamental importance to ensure that higher quality education about these ecological issues raises the environmental literacy of the general public. In order to achieve this, teachers need to be trained as well as classroom practice enhanced. This volume focuses on the integration of environmental education into science teacher education. The book begins by providing readers with foundational knowledge of environmental education as it applies to the discipline of science education. It relates the historical and philosophical underpinnings of EE, as well as current trends in the subject that relate to science teacher education. Later chapters examine the pedagogical practices of environmental education in the context of science teacher education. Case studies of environmental education teaching and learning strategies in science teacher education, and instructional practices in K-12 science classrooms, are included. This book shares knowledge and ideas about environmental education pedagogy and serves as a reliable guide for both science teacher educators and K-12 science educators who wish to insert environmental education into science teacher education. Coverage includes everything from the methods employed in summer camps to the use of podcasting as a pedagogical aid. Studies have shown that schools that do manage to incorporate EE into their teaching programs demonstrate significant growth in student achievement as well as improved student behavior. This text argues that the multidisciplinary nature of environmental education itself requires problem-solving, critical thinking and literacy skills that benefit students’ work right across the curriculum.

The book is offered to ASTE members for a special price of $30.00 (reg. $139). To obtain the ASTE membership price, log in to member resources and follow the link near the bottom of the page. Learn more at the publisher’s website:
http://www.springer.com

Wieseman, K. & Weinburgh, M. (2009). Women’s Experiences in Leadership in K-16 Science Education Communities, Becoming and Being.
A discourse on women’s leadership within science education has, until now, been largely invisible in book form. This, therefore, is the first book to address women’s leadership within science education.
The book embraces relational ways of knowing as a foundation for leadership and takes courageous steps by exposing our innermost tensions, dilemmas, and feelings about leadership, making them available to others. The power/promise of feminine approaches to transform traditional leadership cultures is also addressed.

The authors believe that anyone can lead, regardless of position, title, years of experience or age. They also believe that each of us has a responsibility to provide some leadership and direction for the shared endeavours of which we are part.
The purpose of the book is to inspire and guide educators and academics in K-16 science education, as well as individuals in other professions, as their leadership skills develop. The leadership activities provided offer guidance and/or concrete ways to delve into issues of leadership.
The book is offered to ASTE members for a special price of $30.00 (reg. $149). To obtain the ASTE membership price, log in to member resources and follow the link near the bottom of the page. Learn more at the publisher’s website:
http://www.springer.com

Appleton, K. (2006).Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice.

Reflecting recent policy and standards initiatives, emerging research agendas, and key innovations, this volume provides a contemporary overview of important developments and issues that have that have in recent years shaped elementary science education pre-service courses and professional development, and practices that are shaping future directions in the field. Contributors from several countries who are actively engaged in research and design in elementary science education address: *Conceptual issues which impinge on contemporary science teacher education; *Intersections of content, pedagogy, and practice; and *Professional development as a contextualized practice. Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice offers a clear picture of the current state of the field and directions for the future–to the benefit of elementary science teacher educators, aspiring teacher educators, school policy makers, other professionals involved in science education and, ultimately, the millions of elementary school children who will gain from improved practice. For more, go to http://www.amazon.com

 

Abell, S. K (2000). Science Teacher Education: An International Perspective.
The authors of the chapters in this volume have witnessed their share of science education reform efforts in their respective countries, some driven by government policies, some by institutional initiatives, and others by the researchers themselves. In each case, science teacher preparation and the continuing education of science teachers are key elements of reform. Collectively, the writers paint a promising picture of science teacher education internationally. Their stories are of change and progress, of commitment and hope. We present the stories in the spirit of capturing history and moving forward to inform science educators world-wide engaged in science teacher education and reform efforts. This volume can help science educators think globally about issues and values in science education, while providing ideas for taking local action.
For more, go to http://www.springer.com

Gess-Newsome, J. & Lederman, N. G. (1999). Examining Pedagogical Content Knowledge: The Construct and Its Implications for Science Education.
This ambitious text is the first of its kind to summarize the theory, research, and practice related to pedagogical content knowledge. The audience is provided with a functional understanding of the basic tenets of the construct as well as its applications to research on science teacher education and the development of science teacher education programs. For more, go to http://www.amazon.com

Proceedings from ASTE international meetings

2014 Proceedings
2013 Proceedings
2012 Proceedings
2011 Proceedings
2010 Proceedings
2009 Proceedings
2008 Proceedings
2007 Proceedings
2006 Proceedings
2005 Proceedings

Rubba, P., Rye, J., DiBiase, W. & Crawford, B. (2002). Proceedings of the 2002 Annual International Conference of the Association for the Education of Teachers in Science. Columbus, OH: ERIC Clearing House for Science, Mathematics and Environmental Education. (ED465602)
Rubba, P., Rye, J., DiBiase, W. & Crawford, B. (2001). Proceedings of the 2001 Annual International Conference of the Association for the Education of Teachers in Science. Columbus, OH: ERIC Clearing House for Science, Mathematics and Environmental Education. (ED453083)

Rubba, P., Rye, J., Keig, P., & DiBiase, W. (2000). Proceedings of the 2000 Annual International Conference of the Association for the Education of Teachers in Science. Columbus, OH: ERIC Clearing House for Science, Mathematics and Environmental Education. (ED438191)

Rubba, P., Rye, J., & Keig, P. (1999). Proceedings of the 1999 Annual International Conference of the Association for the Education of Teachers in Science. Columbus, OH: ERIC Clearing House for Science, Mathematics and Environmental Education. (ED431626)

Rubba, P., & Rye, J. (1998). Proceedings of the 1998 Annual International Conference of the Association for the Education of Teachers in Science. Columbus, OH: ERIC Clearing House for Science, Mathematics and Environmental Education. (ED421363)

Rubba, P., Keig, P., & Rye, J. (1997). Proceedings of the 1997 Annual International Conference of the Association for the Education of Teachers in Science. ERIC Clearinghouse for Science, Mathematics and Environmental Education, Columbus, OH. (ED405220)

Rubba, P., Keig, P., & Rye, J. (1996). Proceedings of the 1996 International Meeting of the Association for the Education of Teachers in Science. ERIC Clearinghouse for Science Mathematics and Environmental Education, Columbus, OH. (ED398060)