ISSN 1087-3430 Vol. 9 - No. 1 - September 2004
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 Publisher
David T. Crowther, Associate Editor and Publisher
University of Nevada, Reno
Table of Contents
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Options for Science teacher Professional Development Through Distance Education
Leonard A. Annetta
North Carolina State University
The field of distance education is becoming increasingly more noticeable in the science education literature. The vast majority of literature in this paradigm has been on attitudes and perceptions of instructors and students alike. This article discusses the experiences of using different distance education modalities for the purposes of science professional development for elementary school teachers. Issues of where to begin and the possible challenges that can be encountered in designing a professional development program using distance education technologies are discussed. This article gives recommendations for practitioners and administrators of science education who aspire to reach teachers in isolated areas for the purpose of science teacher professional development.
What About Becoming a Science Teacher?
Rhea L. Miles
Joy N. Stapleton
East Carolina University
The goal of the East Carolina Reach Up Program was to facilitate African-American middle school students' interest in science and expose them to science-related careers, which included teaching science. The purpose of this study was to examine African-American middle school students' perceptions about science and science careers. Student observations about science teachers were of particular interest.
Use of Images as Reflective Discrepant Events: Pathways for Elementary Teachers to Reconsider Practice in relation to their Views of Science Teaching and Learning
Eileen R. Carlton Parsons
North Carolina State University
Embedded in the minds of science teacher educators and in the mission statements of many science teacher education programs is the idea of reflective practice. Even though extensive and intensive efforts such as curricula and programmatic approaches to developing reflection over an extended period of time are preferred, they are not always feasible. In the cases where interactions with teachers are delimited to specific time frames of a few hours or a few days, tools to encourage reflection are invaluable. This article discusses the use of images as plausible tools in encouraging reflection on the part of practicing teachers when time constraints are operative. More specifically, this article addresses the following: What images do practicing elementary school teachers have of teaching science and of children learning science? What views of teaching science are associated with these images? What is the usefulness of images as reflective discrepant events?
Special Section: Resources and Programs in Higher Education
compiled by David T. Crowther, Associate Editor, EJSE
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