Current Projects
Secondary science teachers facilitation of collaborative inquiry-based learning environments
Hmelo-Silver and Barrows define problem-based learning PbL as “an active learning method based on the use of ill-structured problems as a stimulus for learning.” During PbL instruction, small permanent groups of students work with a teacher who facilitates instruction and diagnoses student understanding, conceptual thinking, content knowledge, and interactions during activities. A (PbL) approach to learning is gaining popularity in school curriculum throughout the United States as a way of increasing student gains in cognition, development of skills, independent learning, cooperation, and motivation. However, teachers often experience challenges when attempting to facilitate PbL. This line of inquiry aims at enhancing the research base for understanding how teachers adapt the four main components (motivation, facilitation, collaboration and reflection) of PbL instruction in the classroom. Addressed through this research are reasons teachers experience achievements and challenges with PbL implementation.
Novice science teachers’ use of project-based learning to create constructivist learning environments
Inquiry teaching based on constructivism has been an emphasis in pre-service education for decades. Generally, a developmental teaching perspective supports inquiry-based instruction because teachers view learners as knowledge constructors by providing questions and challenges to bridge learner’s prior knowledge with more sophisticated understanding. Since teaching perspectives influence student learning, teacher effectiveness, and teacher attrition, challenging pre-service teacher’s experience-based convictions is necessary. The goal of this project is to examine the teaching perspectives of secondary pre-service students in an inquiry-focused program. The intent is to gain insight into novice teachers dilemma with overcoming “good teaching” preconceptions and integrating alternate teaching perspectives into their practice.
Learning through informal science education
Informal science education complements formal science studies, aid in developing science literacy, and help to bridge the “conceptual gap” between real world experiences and classroom activities. This line of inquiry focus on providing both at-risk and talented and gifted (TAG) youth supplemental science learning opportunities in the form of field trips and summer programs. Also studied are professional development opportunities provided to teachers at informal science centers. Variables of interest include science self-efficacy, content knowledge and science process skills.
Teaching history and nature of science from a historical perspective
Many scholars suggest that by giving a human face to science, history and philosophy can help to overcome the negative image some students develop of science. History and philosophy of science (HPS) proponents suggest a 'contextualist' approach to provide an educational experience about science as well as in science. Douglas Allchin advocates teaching science prospectively so that historical facts are learned in context and used to understand the challenges scientists faced during discovery and how scientists have solved problems. According to Derek Hodson and Michael Mathews teachers understanding of the history and nature of science (HNOS) is unfortunately limited. The purpose of this project is to determine how teaching HNOS from a historical perspective influences student learning outcomes. Variables of interest include NOS understandings, content knowledge and science
self-efficacy.
