2007 ASTE Conference Proceedings
Table of Contents
METHODS OR MADNESS:
PREPARING THE NEXT GENERATION OF ELEMENTARY SCIENCE TEACHER EDUCATORS
Sandra K. Abell, University
of Missouri-Columbia
Mark Gagnon, University of
Missouri-Columbia
Deborah L. Hanuscin,
University of Missouri-Columbia
Michele H. Lee, University of
Missouri-Columbia
Meredith Park Rogers, Indiana University-Bloomington
DEVELOPING AN
INQUIRY-BASED PHYSICAL SCIENCE COURSE FOR PRESERVICE ELEMENTARY TEACHERS
Paul Adams, Fort Hays State University
Zdeslav Hrepic, Fort Hays State University
Jason Zeller, Fort Hays State University
Nancy Talbott, Fort Hays State University
Germaine Taggart, Fort Hays State University
Lanee Young, Fort Hays State University
PRE-SERVICE TEACHERS’
UNDERSTANDING OF THE NATURE OF SCIENCE IN A REFORMED, STANDARDS-DRIVEN SCIENCE
CONTENT COURSE
April Dean Adams,
Northeastern State University
Monica Macklin, Northeastern State University
Pamela G. Christol,
Northeastern State University
Skyleen Willingham, Mounds Public Schools
Vicky Hurst, Beggs Public Schools
Melissa Underwood, Glenpool Public Schools
WHAT ARE THE EFFECTS OF
TEACHING EXPERIENCE ON IN-SERVICE ELEMENTARY SCIENCE TEACHERS’ CONCEPTIONS OF
THE NATURE OF SCIENCE?
Bayram Akarsu, Indiana
University
AN INTERDISCIPLINARY,
INQUIRY-BASED PRE-SERVICE TEACHER PREPARATION PROGRAM (Part of themed paper
set- LUNAR LEARNING: PRE-SERVICE TEACHERS THINKING LIKE SCIENTISTS AND
MATHEMATICIANS)
Kate. A. Baird, Indiana University Purdue University Columbus
Aija Saario Pocock, Indiana University Purdue University Columbus
Debbie Winikates, Indiana University Purdue University Columbus
Henry Wakhungu, Indiana University Purdue University Columbus
THE ‘SCIENTIFIC METHOD’
AND SCIENCE TEACHER EDUCATION: EXPLORATIONS IN AUTHENTICITY
Anthony Bartley, Lakehead University
Xavier Fazio, Brock University
Wayne Melville, Lakehead University
USING TECHNOLOGY TO
PROMOTE CONCEPTUAL CHANGE IN SECONDARY EARTH SCIENCE PUPILS’ UNDERSTANDINGS OF
MOON PHASES
Randy L. Bell, University of Virginia
Ian C. Binns, University of Virginia
Lara K. Smetana, University of Virginia
USING TECHNOLOGY TO
PROMOTE CONCEPTUAL CHANGE: PHASE 3 OF THE RESEARCH
Randy L. Bell, The University of Virginia
Kathy Cabe Trundle, The Ohio State University
EARTH SCIENCE CONCEPTUAL
UNDERSTANDING: RELATIONSHIP OF INDIVIDUAL ITEM RESPONSES TO SPATIAL ABILITY
SCORES
Alice A. (Jill) Black, Missouri State University
UNIVERSITY AS REFORM
AGENT: HOW INQUIRY CONCEPTIONS UNDERLYING A NON-TRADITIONAL RESEARCH EXPERIENCE
FOR TEACHERS PROGRAM INTERSECT WITH THOSE OF SCIENCE TEACHERS AND OTHER
SCIENTISTS
Margaret R. Blanchard, North Carolina State University
D. Ellen Granger, Florida State University
Penny J. Gilmer, Florida State University
HOW DO ENGINEERING
STUDENTS WITHOUT A STRONG KNOWLEDGE BASE REASON AND FORM IDEAS ABOUT
ELECTRICITY WITHIN A TASK-BASED LEARNING CONTEXT?
Karen E. Bledsoe, , Oregon State University
SUSTAINABILITY OF
GRANT-BASED TECHNOLOGY INITIATIVES IN NON-GRANT SUPPORTED ENVIRONMENTS
James B. Carroll, University of Portland
SEEING THE FOREST THROUGH THE TREES: TEACHERS’ SCIENCE LEARNING IN AN ONLINE BIOLOGY COURSE[i]
Kathleen Davis, University of Massachusetts Amherst
ANALYSIS OF ELEMENTARY
SCIENCE TEACHING THROUGH LESSON PLAN STUDY
Connie Doyle, Wichita State University
PRE-PROFESSIONAL
PROFESSIONAL DEVELOPMENT: TECHNOLOGY SHOWCASE CONFERENCES FOR STUDENT TEACHERS
MAKE A DIFFERENCE
Karen. E. Eifler, University of Portland
ASSESSING PRE-SERVICE ELEMENTARY
TEACHERS’ KNOWLEDGE OF TYPES OF MODELS
Susan A. Everett, University
of Michigan-Dearborn
Gail R. Luera, University of
Michigan-Dearborn
Charlotte A. Otto, University
of Michigan-Dearborn
DECONSTRUCTING THE DAST:
DEVELOPMENT OF A VALID AND RELIABLE TOOL FOR ASSESSING STUDENTS’ PERCEPTIONS OF
SCIENTISTS
Donna Farland, The Ohio State University
William F. McComas, University of Arkansas
ANALYSIS OF THE
PERCEPTIONS OF PRE-SERVICE TEACHERS TO INQUIRY-BASED SCIENCE EDUCATION
Xavier Fazio, Brock Univer sity
Anthony Bartley, Lakehead University
Wayne Melville, Lakehead University
LEARNING TO DO SCIENCE:
IMPLICATIONS FOR SCIENCE TEACHER EDUCATION
Allan Feldman, University of Massachusetts Amherst
Kent Divoll, University of Massachusetts Amherst
Allyson Rogan, University of Massachusetts Amherst
USING AUTHENTIC RESEARCH
TO ENHANCE PRESERVICE AND INSERVICE IMPLEMENTATION OF INNOVATIVE PEDAGOGY
Wendy M. Files, Western Governors University
Mary Anne Rea-Ramirez, Western Governors University
CREATING AN INTEGRATED
SCIENCE & MATHEMATICS COLLABORATORY: BUILDING A UNIVERSITY
& SCHOOL-BASED PARTNERSHIP TO IMPACT MIDDLE SCHOOL TEACHING
Michelle A. Fleming, Dept. of
Curriculum & Instruction, University of Minnesota
Frances P. Lawrenz, Dept. of
Educational Psychology, University of Minnesota
Randi Nelson, Dept. of
Educational Policy & Administration, University of Minnesota
EXPLORING PRESERVICE
ELEMENTARY TEACHERS’ ROLE IDENTITY DEVELOPMENT IN RESPECT TO THE USE OF
CURRICULUM MATERIALS FOR SCIENCE
Cory T. Forbes, University of Michigan
Elizabeth A. Davis, University of Michigan
INCREASING TEACHER
SELF-EFFICACY AND DECREASING THE ACHIEVEMENT GAP: PROFESSIONAL DEVELOPMENT TO
IMPROVE SCIENCE LEARNING IN CATHOLIC ELEMENTARY SCHOOLS
Cynthia H. Geer, EdD., Xavier University
Julie Q. Morrison, PhD., University of Dayton
SCHOOL SOCIO-ECONOMIC STATUS
AND INQUIRY IN K-8 CLASSROOMS
Rachel Hallett, M.Ed. University of Central Florida
Bobby Jeanpierre, Ph.D. University of Central Florida
THE ITAKURA METHOD:
ELEMENTARY PRE-SERVICE TEACHERS’ RETENTION OF NEW CONCEPTS IN HEAT EXPANSION
Aaron D. Isabelle, The State University of New York at New Paltz
Cornelis de Groot, The State
University of New York at New Paltz
WHAT SHOULD THE CRITERIA
BE FOR STUDENTS BEING ACCEPTED INTO SCIENCE EDUCATION DOCTORAL PROGRAMS?
Paul Jablon, Lesley University
EVALUATING SECONDARY
SCHOOL SCIENCE TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE (PCK)
S.Selcen Kendir, University of Minnesota
Gillian H. Roehrig, University of Minnesota
THE NEXUS BETWEEN SCIENCE
LITERACY & TECHNICAL LITERACY: A STATE BY STATE ANALYSIS OF ENGINEERING
CONTENT IN STATE SCIENCE FRAMEWORKS
Catherine M. Koehler, University of Cincinnati
Elias W. Faraclas, University of Connecticut
David Giblin, University of Connecticut
David M. Moss, University of Connecticut
Kazem Kazerounian,, University of Connecticut
PERSISTENCE OF TRADITIONAL
TEACHING: A CASE STUDY
Susan M. Kowalski, University of Minnesota, Twin Cities
Gillian H. Roehrig, University of Minnesota, Twin Cities
ENGAGING PROSPECTIVE
ELEMENTARY TEACHERS IN AUTHENTIC SCIENTIFIC INQUIRY: INVESTIGATION INTO A SCIENCE COURSE
Ling L. Liang, La Salle University
Greer M. Richardson, La Salle University
A “TEACHER-IN-RESIDENCE”
EXPERIENCE AS PROFESSIONAL DEVELOPMENT IN ELEMENTARY SCIENCE INQUIRY
Laura J. Lising, Towson University
Lisa M. Tirocchi, Johnnycake Elementary School
RETIRED MASTER SCIENCE
TEACHERS: A VALUABLE RESOURCE IN SCIENCE TEACHER EDUCATION
Mollianne G. Logerwell, George Mason University
Wendy M. Frazier, George Mason University
Donna R. Sterling, George Mason University
DEVELOPING PRE-SERVICE
ELEMENTARY TEACHERS’ WRITING IN A SCIENCE CAPSTONE COURSE
Gail R. Luera, University of
Michigan-Dearborn
Susan A. Everett, University
of Michigan-Dearborn
Charlotte A. Otto, University
of Michigan-Dearborn
BELIEFS AND TEACHING
PRACTICES REPORTED BY NEWLY GRADUATED ELEMENTARY AND MIDDLE SCHOOL SCIENCE
TEACHERS: PROJECT NEXUS (Y1)
Gili Marbach-Ad, University of Maryland
J. Randy McGinnis, University of Maryland
Scott Dantley, Florida A & M University
FACTORS AFFECTING THE
IMPLEMENTATION OF ARGUMENT IN THE ELEMENTARY SCIENCE CLASSROOM. A LONGITUDINAL
CASE STUDY
Anita M. Martin, University of Iowa
Brian Hand, University of Iowa
THE VIRGINIA DEMONSTRATION
PROJECT: WHAT CHARACTERISTICS OF A PROBLEM-BASED ENGINEERING PROJECT LED TO
SCHOOL SYSTEM/TEACHER BUY-IN AND SUSTAINABILITY, EVEN IN A HIGH STAKES TESTING
ENVIRONMENT, ESPECIALLY WHEN THE FUNDING RAN OUT?
Juanita Jo Matkins, College of William & Mary
Gail B. Hardinge, College of William & Mary
Nancy W. West, College of William & Mary
Trina L. Spencer, College of William & Mary
G. Marie Bartram, College of William & Mary
INQUIRY AND THE TEACHING
OF ELECTRICITY AND MAGNETISM: AN ONLINE COURSE FOR TEACHERS
Mary V. Mawn, University of Massachusetts Amherst
Chris Emery, University of Massachusetts Amherst
WHY CHEMISTRY MATTERS:
USING INQUIRY IN AN ONLINE CHEMISTRY COURSE FOR TEACHERS
Mary V. Mawn, University of Massachusetts
FACILITATING THE
DEVELOPMENT OF TECHNOLOGY INTEGRATION UNDERSTANDING AMONG PRESERVICE ELEMENTARY
SCIENCE TEACHERS THROUGH COLLABORATIVE REFLECTION
Tom J. McConnell, Michigan State University
FACILITATING CONTENT
KNOWLEDGE THROUGH IN-DEPTH EXAMINATION OF SCIENCE AND ENVIRONMENTAL ISSUES
James T. McDonald, Ph.D., Central Michigan University
Lynn A. Dominguez, Ph.D., Central Michigan University
BRIDGES: ENGINEERING
BETTER SCIENCE TEACHERS THROUGH COLLABORATION BETWEEN ENGINEERING AND EDUCATION FACULTY WITH URBAN SCHOOLS
Dr. Claudia T. Melear, The University of Tennessee
Mr. Matthew Perkins, The University of Tennessee and Oak Ridge HS
SCIENCE INSTRUCTION IN
INCLUSIVE HIGH SCHOOL CLASSROOMS
Laura J. Moin, University of Colorado at Boulder
Kathleen Magiera, State University of New York at Fredonia
Naomi Zigmond, University of Pittsburgh
EVOLVING USES OF A
TECHNOLOGY LENDING LIBRARY IN PRESERVICE TEACHER EDUCATION
Patricia D. Morrell, University of Portland
Michael T. Charles, Pacific University
EFFECTS OF DEVELOPMENTAL
INQUIRY TRAINING ON IN-SERVICE TEACHERS’ ABILITY TO IMPLEMENT INQUIRY TEACHING
STRATEGIES
Miriam D. Munck, Eastern Oregon University
Donna Rainboth, Eastern Oregon University
MOVING ALONG THE CONTINUUM
OF CLASSROOM INQUIRY: A CASE STUDY OF A SECOND GRADE TEACHER
Meredith Park Rogers, Indiana University
Sandra Abell, University of Missouri – Columbia
THE ROLE OF INSTRUCTION ON
STUDENTS’ DEVELOPMENT OF EXPLANATIONS DURING INQUIRY TASKS INVOLVING THEORY
ARTICULATION
Jerine Pegg, University of Idaho
SOMEONE TO WATCH OVER ME:
MENTORING STUDENT TEACHERS
Scott Robinson, University of Hawaii at Manoa
TRACING THE DEVELOPMENT OF
PROSPECTIVE TEACHERS’ UNDERSTANDINGS ABOUT LEARNING AND TEACHING SCIENCE AS
INQUIRY
Janice Rosenberg, Oregon State University
Emily van Zee, Oregon State University
A TEACHER’S TALE OF
IMPLEMENTING INQUIRY
Mary E. Sande, University of Minnesota
Anne L. Kern, University of Minnesota
Gillian H. Roehrig, University of Minnesota
TOWSON’S PHYSTEC COURSE IMPROVEMENT PROJECT, YEARS 1 AND 2:
RESULTS AND LESSONS LEARNED
Cody Sandifer, Towson University
Laura Lising, Towson University
Elizabeth Renwick, Sinclair Lane Elementary
K-8 PRESERVICE TEACHERS’
CONCEPTIONS ABOUT THE IDENTIFICATION OF ORGANISMS AS INSECTS
Linda Schaffer, University Of New Mexico
EXAMINING THE
INSTRUCTIONAL DESIGN OF A TECHNOLOGY ENHANCED COURSE FOR NEW MENTOR TEACHERS
Rebecca M. Schneider, University of Toledo
PRESERVICE TEACHERS’ USE
OF INTERACTIVE DISPLAY SYSTEMS TO SUPPORT REFORMS-BASED SCIENCE INSTRUCTION
Christine G. Schnittka, University of Virginia
Randy L. Bell, University of Virginia
Heather M. Farquhar, University of Virginia
HIGH SCHOOL SCIENCE
TEACHERS’ BELIEFS ABOUT THE INTENDED AND ACTUAL IMPACTS OF STANDARDS-BASED REFORMS
Joseph W. Shane, Shippensburg University of Pennsylvania
TEACHING SCIENCE FOR
CONCEPTUAL CHANGE: A TAXONOMY OF DIAGNOSTIC TEACHING STRATEGIES TO GAUGE
STUDENTS’ PERSONAL SCIENCE CONCEPTIONS
Richard E. Shope III, World
Space Foundation
IMPROVING ELEMENTARY
PRESERVICE TEACHERS’ SELF-EFFICACY IN AN EFFORT TO INCREASE THE AMOUNT OF
INSTRUCTIONAL TIME DEVOTED TO THE TEACHING OF SCIENCE AS INQUIRY.
Lori Dira Smolleck, Bucknell University
PROFESSIONAL DEVELOPMENT
IN THE VIRGINIA DEMONSTRATION PROJECT
Spencer, T. L., College of William & Mary
Matkins, J. J., College of William & Mary
Hardinge, G. B., College of William & Mary
West, N. W., College of William & Mary
Bartram, G. M., College of William & Mary
PROBING BELIEFS IN LIFE
SCIENCE: ANALYZING WRITTEN EXPLANATIONS FOR IDENTIFICATION OF ALTERNATIVE VIEWS
Mary Stein, Oakland University
Charles R. Barman, Indiana University Purdue University Indianapolis
EXPLORING MINORITY
PRESERVICE TEACHERS’ DEPICTIONS OF THEIR SCIENCE CLASSROOMS USING DRAWINGS:
DECIPHERING THEIR ORIENTATIONS TO SCIENCE TEACHING
Karthigeyan Subramaniam, Penn State Harrisburg
A GRADUATE ASSISTANT’S
DEVELOPMENT AS A TEACHER EDUCATOR WHILE IMPLEMENTING AN OPEN INQUIRY PROJECT
Sophia J. Sweeney, University of Arkansas
Michael J. Wavering, University of Arkansas
SUPPORTING INTEGRATION OF
TECHNOLOGY IN STUDENT
TEACHING EXPERIENCES THROUGH STUDENT GRANTS
Mark Szymanski, Pacific University
James B. Carroll, University of Portland
UNDERSTANDINGS OF
IMPORTANT LIFE AND EARTH SCIENCE CONCEPTS AS A RESULT OF AN EXTENDED
INQUIRY-BASED PLANT INVESTIGATION
Stephen Thompson, University of South Carolina
THE NSES PLANT-IN-A-JAR AS A CATALYST FOR LEARNING
Stephen Thompson, University of South Carolina
TRANSCENDING STANDARDS:
CURRICULUM DEVELOPMENT WITHIN THE VIRGINIA DEMONSTRATION PROJECT
West, N.W., College of William & Mary
Matkins, J. J., College of William & Mary
Spencer, T.L., College of William & Mary
Hardinge, G.B., College of William & Mary
MATHEMATIZING THE HEAVENS:
PRE-SERVICE MIDDLE LEVEL TEACHERS ENGAGE IN PROJECT-BASED SCIENCE AND
MATHEMATICS
Jennifer Wilhelm, Texas Tech University
Sonya Sherrod, Texas Tech University
Kendra Walters, Texas Tech University
THE DEVELOPMENT AND
IMPLEMENTATION OF A MIDDLE SCHOOL SCIENCE CERTIFICATION PROGRAM FOR PRE-SERVICE
SPECIAL EDUCATION TEACHERS
Craig A. Wilson, East Stroudsburg University
Diane Cavanagh, East Stroudsburg University
SCIENCE AND MATHEMATICS
EDUCATION LEADERSHIP PROGRAM, A MENTORING PROGRAM
Ann W. Wright, Canisius College
PLANET EARTH: HANDS-ON
EARTH SCIENCE ONLINE
Richard Yuretich, Department
of Geosciences, University of Massachusetts-- Amherst
Stephen Schneider, Department
of Astronomy, University of Massachusetts-- Amherst
