ISSN 1087-3430 Vol. 4 - No. 3 - March 2000
The First of the Millennium Edition
Thank you for your interest in the Electronic Journal of Science Education, the first electronic journal of its kind devoted to the timely sharing of science education issues via the World Wide Web. The editors and review board hope you find the enclosed articles academically and professionally valuable.
John R. Cannon,
Editor and PublisherDavid T. Crowther,
Associate Editor and Publisher
University of Nevada, Reno
Table of Contents
EJSE Editorial...
Teaching in Paradise: The first A.P. Biology Oceanographic Teaching Research Cruise
David T. Crowther
Associate Editor and Publisher
Article One
Building Bridges Between Science and Special Education:
Inclusion in the Science Classroomby
Deborah H. Haskell
Clemson University
dhaskel@clemson.eduAbstract
Today's science classrooms serve a very diverse student population. Students with special needs who were once instructed in resource rooms and self-contained classrooms are now included in the general classroom. To serve those students for whom inclusion is appropriate, collaboration is needed between the science and special education teacher. With collaboration, the individual needs of all students, both general education and students with learning disabilities, can be met. Only when the science teacher is involved in the planning process and a contributor to the proposed changes, will a true collaboration exist. Too often, the decision making process excludes many of the general education teachers. The Individual Education Plan (IEP) meetings require that only one general education teacher be present. Due to time and budget constraints most schools only include the minimal, one general education teacher, at the IEP meeting. At the secondary level, this leaves most of the teachers a student will be working with uninformed about instructional plans being proposed and decided upon. A four step plan can aid science teachers in becoming active participants in the inclusion process. The plan allows science teachers to become contributors to the way inclusion will be implemented in their classrooms before decisions are made and become part of the legally binding IEP.
Article Two
Standards-Based Education and Its Impacts on Environmental Science Education
by
Dr. George R. Davis
Moorhead State University
davisg@mhd1.moorhead.msus.eduAbstract
This article explores the impact on K-12 environmental education and the preparation of K-12 teachers to deliver effective environmental education by the national and state standards movement begun by the Goals 2000 program. The article describes what constitutes effective environmental education; the role of technology might play in such an education, and how national and state standards documents support the teaching of effective environmental education.
Article Three
by
Charles J. Eick, Ph.D.
Auburn University
eickcha@auburn.edu.Abstract
This qualitative study of the inquiry-based practices of twelve secondary science student teachers (interns) included: (a) their views of inquiry in science (b) their views of inquiry in science teaching and (c) their conceptions of facts, laws, and theories in science (or nature of science)(NOS). Interviews and writing pieces were used to determine views on inquiry and the nature of science. Data from classroom observations, daily lesson plans, and intern/cooperating teacher conversations were used to describe intern practice. Interns used inquiry mainly in the teaching of science concepts and principles. Eleven of twelve interns possessed similar views about the need to use inquiry in science teaching. These eleven interns used some form of inquiry in their classrooms at least twice a week for concept understanding. Only one of these eleven interns possessed adequate conceptions of the nature of science. Five interns viewed theory in science as partially being scientific belief that was not proven. These views appeared influenced by cultural and religious influences. Teaching strict inquiry, the nature of science, and important theories in science (like evolution) for scientific literacy appears at risk for all but one of these preservice teachers. Explicit teaching of science as a discipline, including scientific investigation and the NOS, is recommended immediately following the early stages of teaching and development of initial pedagogical content knowledge.
Editors Note: Many thanks to the authors of our "Special Feature" in this issue for submitting an article that truly demonstrates the power and flexibility of electronic publishing.
Special Feature... Rethinking the Presentation of the NSTA Standards for Science Teacher Preparation
by
Don Duggan-Haas
Kalamazoo College
haasdona@msu.edu Mark Enfield
Michigan State University
enfieldm@msu.edu Scott Ashmann
Michigan State University
ashmanns@msu.edu
EJSE's Special Section on Standards-based Exemplar Lesson Plans
Special Section: Resources and Programs in Higher Education
compiled by David T. Crowther, Associate Editor, EJSE