Program for ASTE-NE Meeting October 27-28, 2005 University of Massachusetts – Amherst
Thursday, October 27th |
8:00 - 8:45
Registration and Continental Breakfast
8:45 - 9:00
Introduction and Orientation
9:00 - 9:20 Eric Olson
Effective professional development with urban science teachers Presentation will focus on the results of an extended professional development effort with a group of urban science teachers from Syracuse, New York. History of the professional development work with the teachers, current results, implications for similar efforts and future directions of activities will be discussed.
9:20 - 9:40 Thomas Diana
Sustaining Professional Development: A Rationale for Science Teachers The results of a research study designed to examine the influence of a research-based rationale on science teachers' beliefs and practices at three critical stages of their career will be discussed. Attention will be placed on how to successfully implement professional development experiences into a teacher education program.
9:40 – 10:00 Kathleen Jones
Inquiry Science in Elementary Classrooms Is inquiry science truly occurring in elementary classrooms and what can we do to increase professional development in the area? I am completing my dissertation on the topic and will review the results of my survey and literature review.
10:00 - 10:20 Mary Nash & Emily Wade
The MITS Whole Is Greater Then the Sum of Each Partner MITS,Museum Institute for Teaching Science, offers professional development for K-8 teachers in nine regions of Massachusetts facilitated by museum educators at museums, nature centers, zoos, aquariums,and botanical gardens. The focus is inquiry-based STEM with PDPs awarded and optional graduate college credits.
10:20 – 10:40 Nancy Lightbody
The Benefits of Research Experiences for Undergraduates with Disabilities This presentation will report on the ongoing results of a study to investigate the nature and quality of undergraduate research experiences for students with disabilities conducted by the Eastern Alliance for Science and Technology. The study results were categorized into three broad themes: challenges, mentoring, and career choices
10:40 – 11:00 BREAK
11:00 – 11:20 Keith Sheppard
Avoiding Bankruptcy! The Credit Rating of High School Sciences. This presentation traces the history of the establishment of the American academic credit system and the impact that its adoption and evolution had (and continues to have) on the development of high school science education. 11:20 – 11:40 Kathy Davis, Anita Greenwood, Mary Mawn, & Steve Schneider
Science Education Online: Innovative Courses for the Middle School Teacher This session will describe project goals, course offerings, preparing for and implementing an online program, and challenges and positive outcomes for science faculty and students.
11:40 – 12:00 John Tillotson
The IMPPACT Project: A Study of the Influence of Preservice Programs over Time The NSF funded IMPPACT Project provides a framework for studying the role of preservice programs in science teacher development. The preliminary results of the pilot study conducted during the first year will be shared which examine differences in beliefs and practices displayed by science teachers at varying experience levels.
12:00 – 1:00 LUNCH
1:00 – 1:20 POSTER SESSION – Hongquin Zang
How do we implement inquiry-based instruction to Chinese Science Education effectively? I did research in a middle school of America about what happened when they used inquiry-based instruction in a science classroom. I am studying if we can apply some ideas from American science classrooms to Chinese science classrooms that are using a new science curriculum focusing on inquiry science.
1:20 – 1:40 Christopher Cratsley & Robert Cohen
NCATE Accreditation: Views from the Field The National Council for Accreditation of Teacher Education (NCATE) process and format for submitting NSTA specialized professional association (SPA) reports was revised in the fall of 2004. Recent SPA report writers share their experiences about the process in order to learn from each other's mistakes and successes.Mary
1:40 – 2:00 Barbara Waters
Modeling a Metaphor for Metacoginative Reflections An Apple, the kind you eat, becomes a metaphor for the inquiry approach to thinking about thinking (metacognition). This quick exercise helps educators reflect on thinking about unexpected events related to opening an apple. The experience provides insight to each stage of the constructivist approach in learning and teaching, and serves as a model for science lesson creation.
2:00 – 2:20 Regina Toolan
This study examines the factors that influence the conceptualization, development and implementation of a project-based math and science curriculum at a small, public, urban academy for math, science and technology. The primary goal of the study was to examine the process by which project-based inquiry (PBI) was integrated into the 6th grade math and science curriculum.
2:20 – 2:40 BREAK
2:40 – 3:00 Grant Williams
What the Volunteer Experience Means to Senior Citizen Science Museum Exhibit Interpreters This research sheds light on the personal meanings and effects on senior citizens of their work as volunteer exhibit interpreters at a science museum and on the unique qualities that senior citizens bring to the role.
3:00 - 3:20 Grace Eason
Searching for Meaning This presentation will focus on how the Maine Mathematics and Science Teaching Excellence Collaborative (MMSTEC) an NSF funded grant has allowed us to create a strong teaching and learning community. I will discuss how we work to create the space that allows everyone to explore their own personal truth in teaching.
3:20 – 3:40 Will Snyder
Science Education and Citizenship What is science education's responsibility in preparing young people for citizenship? UMass Extension and the Massachusetts Envirothon are developing ways for high school educators to integrate science with other realms of knowledge and skills — and enable teams of students to learn about the local environment, practice research, and serve the community. 3:40 – 4:00 BREAK
4:00 – 5:00 BUSINESS MEETING OF AETS - NE
All attendees are invited to participate. The Northeast Section of ASTE regularly meets once a year at our annual meeting. Our representatives to the national organization will give us an update on new matters concerning members and ask for our input. Officers are also elected and plans for the following year's meeting are set. We strongly urge all to participate even if this is your first time in attendance.
5:30 – 6:30 RECEPTION
Environmental CenterThis is an informal wine and cheese reception where one can converse with speakers, make new colleagues, and reconnect with old friends.
Friday – October 28th
8:00 - 8:45
Registration and Continental Breakfast
8:45 - 9:00
Welcome back and Orientation
9:00 - 9:20 Brian Emond
The National Oceanic and Atmospheric Administration's Teacher-At-Sea Program : A Professional Development Opportunity for Inservice Teachers
Teachers doing real science bring experience to their classroom to be shared with their students. Opportunities for science teachers to do real science in the field along side of scientists are available through the NOAA Teacher-At-Sea Program. A 15 minute video follows two teachers during their experience.
9:20 - 9:40 Allan Feldman
Photovoice in Science Teacher Education
Photovoice is a process by which people create photographic essays about their communities, lives, and/or work to promote critical reflection that can engender personal, professional, or social change. In this presentation I report on my use of it in pre- and inservice teacher education.
9:40 – 10:00 Anthony Caripi
his NSF-funded project (http://www.visionlearning.com) has developed an online learning environment that provides free, high-quality science learning modules in an easy-to-use system for novice instructors. Additionally, the site provides avenues for customizability often requested by experienced instructors, thus adapting to a teacher's needs as they gain experience in the profession.
10:00 - 10:20 Sonya Martin
Structuring video analysis to merge theory and practice in pre-service science methods courses. This study provides evidence for the effectiveness of teaching pre-service teachers how to examine and reflect upon their teaching practices and classroom interactions with others through video analysis. These findings offer important implications for teacher education programs that seek to prepare new teachers who have knowledge of both practical teaching skills and a means to reflect upon and adapt their teaching practices over time.
10:20 – 10:40 BREAK
10:40 – 11:00 Kathy Davis & Dick Konicek
Helping Science Teachers Understand What Goes on Inside Students' Little Heads: Developing Effective Interviewing Skills In our online course, we asked teachers to focus on formative assessment to better enable them to understand their students' learning. One of the many methods presented, student interviews, was least successful of all the techniques. We would like to discuss ideas for improving our ability to help teachers to be better interviewers.
11:00 – 11:20 Catherine Koehler
Challenges & Strategies in Teaching the Nature of Science: Can It Be Done?
This study describes the challenges and strategies that three experienced teachers encountered while facilitating the nature of science (NOS) in their high school biology classrooms. Each teacher's experiences demonstrate that teaching the nature of science is complex. This study demonstrates that NOS is not another content area but a theme that transcends the false dichotomy of science instruction, e.g. process and content. 11:20 – 11:40 Janice Koch Enhancing the public understanding of science
Through a university supported outreach institute, called IDEAS, a private university demonstrates how the public and in-service science teachers can become immersed in scientific study. Offering teacher workshops, public lectures, and college faculty development seminars, research studies indicate that the IDEAS Institute promotes professional development and public understanding.
11:40 – 12:00 Paul Jablon
Transforming Cookbook Labs to Inquiry Experiences.
A “loose protocol” that was developed while working with both inservice and preservice teachers that helps walk them through the process of transforming reliable cookbook labs into inquiry experiences for their students will be distributed. A discussion of the utility of such an “invented schema” will hopefully ensue.
12:00 – 1:00 BOX LUNCH TO STAY OR TO GO
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