Call for Proposals

Call for ASTE 2020 Concurrent Session Proposals – San Antonio, Texas

It is now time to submit concurrent session proposals for ASTE 2020 in San Antonio, TX.  The proposal format is similar to past years. 

The conference proposal system uses a profile-based approach that will result in fewer notification emails going to spam folders and will allow for proposal editing until the July due date.  You will also receive the decision letter and reviewer comments via your profile once you log in.   

You must have a current (or recent) membership OR a non-member account to submit a proposal. If you have a membership, your account is already in place.   Instructions for creating and using a non-member account (basically a username and password) are located on the proposal submission page located at https://theaste.org/meeting/proposal-submission/.  Once your account is in place, you need to log in to access the proposal system.

Proposals should address issues concerning science teacher education; these can be a research study, philosophical essay, position paper, innovative idea, etc. Formats include traditional paper presentations, themed paper sets, posters, roundtables, syllabus sharing, and experiential sessions. Although the traditional strands of the ASTE conference will apply, we are also looking for new and innovative proposals that push the boundaries of traditional science education.  
 
In addition to submitting a proposal, please consider taking on the role(s) of reviewer and/or presider for the conference.  You can select one or both of these options during the proposal submission process.
 
The priority deadline for submitting materials is MIDNIGHT JULY 10, 2019.  Proposals received after the deadline will only be considered on a space-available basis.  For more information or to submit a proposal, please go to the ASTE website at https://theaste.org/meeting/proposal-submission/
  
Technical questions should be sent to John Rhea, ASTE Director of Electronic Services, at DES@theaste.org.  If you have questions about the conference events, please contact the conference co-chairs at conferencechairs@theaste.org.  
 
 
Your Conference Chairs
Gil Naizer and Janice Meyer
 If you have questions, about your proposal, contact Meredith McAllister, ASTE Program Coordinator, at mlmcalli@butler.edu.  Technical questions should be directed to John Rhea at DES@theaste.org.

Concurrent Session Formats

  • Individual Paper Presentation: Each one-hour session consists of three individual papers related to the same thread as determined by the conference chairs. Each presenter will discuss a research study, philosophical viewpoint, position, or innovative idea. The session presider will manage the time and facilitate the transition from one presenter to the next. (20 minutes per presenter)
  • Themed Paper or Poster Set: Each one-hour session consists of a group of presentations related to a common theme as determined by the authors. The proposals must be submitted as a group to be considered as a single themed session. Each presenter will discuss research, a philosophical viewpoint, position, or innovative idea. A discussant may be chosen by the group submitting the themed paper set, but will not be provided by ASTE. Authors will need to determine how to use the allotted time.
  • Individual Poster Presentation: Each presenter will prepare and display a visual representation of research (completed or in-progress), issue, or practice related to science teacher preparation. Appropriate displays include posters or other creative formats. Presenters will participate in one-on-one conversations about their displays during the formal poster session.
  • Small Group Roundtables: Each (one-hour) session offers the opportunity for participants to share and discuss creative pedagogy, issues and trends, culture, history, and research in an intimate and informal manner. Presenters will be paired with two to fivepresenters with papers on a similar topic. A presider will allow eachpresenters to provide a brief synopsis (5-7 minutes) and then allow time for whole table group discussion to share perspectives on the issues presented. Audience members may circulate among tables throughout the session.
  • Syllabus Sharing: This format has been designed for the purpose of sharing science education syllabi. Presenters should include evidence of outcomes or student learning to support the course activities and assessments. To submit a syllabus, select all the appropriate descriptors for this course. These presentations will be grouped into a single poster session. *Syllabus sharing does not apply to the limits on first authorship.
  • Exploratory Session: This session type is intended to elicit the creativity of our membership to share innovative ideas in innovative ways. Do you envision something relevant to the ASTE membership that doesn’t quite fit a workshop or other format above? Propose this type of format to engage members in a 1-hour session on a topic of your choice. *Keep in mind that this is an “alternative” session type. Attendees will be coming to your session expecting a different experience in some noticeable way. Don’t approach the planning the same way you would any other format, and make sure they leave feeling like it was correctly labeled as an exploratory session.

Session Threads

  • College & University Science Education: Proposals for this strand will address issues such as conceptual change, content knowledge, pedagogical content knowledge, etc. that are pertinent to higher education science faculty who work with science teachers or science teacher educators, community, and after-school programs.
  • Equity & Diversity: Proposals for this strand will address equity and diversity issues that current and future science teacher educators encounter.
  • Science Teacher Professional Development: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about science teacher professional development.
  • Policy and Reform: Proposals for this strand will be in the form of practice, white papers, position statements or research pieces that inform science teacher educators about policy and reform and how each impacts science teacher educators and education.
  • Educational Technology: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about technology use and training for present and future science teachers as used by science teacher educators.
  • STEM Education: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about STEM education, our understanding of what STEM means and the National Standards for STEM for future and current science teachers.
  • Curriculum, Pedagogy, and Assessment: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about curriculum, pedagogy and assessment for current and future science teachers as used by science teacher educators and in science departments.
  • Preservice Science Teacher Preparation: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about science teacher preparation programs.
  • Student Learning P-12: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about the relationship between student learning and current and future science teachers.
  • History, Philosophy, and Nature of Science: Proposals for this strand will be in the form of practice, theory or research pieces that inform science teacher educators about history, philosophy and the nature of science (not limited to science practices) for current and future science teachers.
  • Informal Science Education: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about informal science education for current and future science teachers.
  • Ethnoscience and Environmental Education: Proposals for this strand will be in the form of practice or research pieces that inform science teacher educators about culture, diversity and environmental education for current and future teachers.

Proposal Rubric

The following rubric will be utilized by reviewers.

REVIEW CRITERIA Criteria  (1=inadequate  to  5=superior)

Clear focus/problem:

The proposal has a clear focus and/or addresses a problem that is timely and significant to science teacher education.

Theoretical or conceptual framing:

The research study, philosophical viewpoint, position, or innovation described in the proposal is grounded in a conceptual or theoretical framework and in the research base for science teacher education.

Methodology/design of the study or organization and quality of other presentation types:

  • For research studies, the work is based on sound methodology and research practices.
  • For philosophical viewpoints, it is clear how the logic and coherence of arguments is tied to the theoretical or conceptual framework.
  • For position papers, the position is well-grounded in the existing literature and considers multiple perspectives and arguments.
  • For innovations, there is a clear connection to the theoretical or conceptual framework and pedagogical perspective of the authors.

Findings/conclusions (if research study) and contributions (for philosophical viewpoints, position paper, or innovations):

The work contributes to the knowledge base in science teacher education either through using evidence to answer one or more research questions, articulating a philosophical viewpoint, synthesizing the existing literature and the implications for practice, and/or by providing evidence of the effectiveness of an innovation.

Relevance to science teacher education:

The proposal is relevant to the mission of ASTE to advance policy and/or practice through scholarship, collaboration, and innovation in science teacher education.

Of interest to the ASTE membership:

The proposal session has implications for the work and interests of the ASTE membership– including science teacher educators in a variety of roles,  and contexts (e.g., preservice/ inservice or formal/ informal)